Created by D.V. Craig / FOED 2110

Field Experience

Introduction to FieldworkFOED 2110

Created by D.V. Craig / FOED 2110

Observe and Gather Ethnographic Data• Focus the Observations and Determine a Purpose

– Examine the cognitive, linguistic, social, emotional, socioeconomic, and physical development of students

– Try to identify interests and learning styles– Attempt to apply the learning theories learned in class– Become aware of the planning involved in designing

instruction, activities, assessment, and in meeting students’learning styles

– Analyze behavior and student interactions

Created by D.V. Craig / FOED 2110

Dialog with Other Professionals• Engage in informal dialog

regarding:– Planning for instruction– Developing materials– Pacing and instruction– Classroom management– Stress involved in

teaching– Organization– Paperwork– Planning– Time management– Expectations

Created by D.V. Craig / FOED 2110

Intentional Observations

Interpret and ReflectReflect on your

observations. Try to draw Informed conclusions.

Implement FindingsThink about what you observed,

recorded, and reflected on.How would you improve

practice?

Plan and ConductObservations

Focus your visits andutilize a field journal.

Created by D.V. Craig / FOED 2110

The Cyclical Nature of Practice and Observation

Apply knowledgeand further

develop skills.

Learn from routines of teaching and

learning.

Gain insight intoteaching,

students, andclassrooms.

Learn about theculture of schools.

FIELDJOURNAL

Created by D.V. Craig / FOED 2110

Preparing Through the Field Experience• Three most important issues:

– Getting to know the school and community– Learning what is important to teach; what is

important to skip– Learning how to develop an appropriate curriculum– Learning how to match curriculum, learning tasks,

and assessment strategies

Created by D.V. Craig / FOED 2110

Introduction to Fieldwork• The field experience is

designed to provide opportunities for to interact with practicing teachers in order to – Gather information to

assist with preparing for the field

– Enable and encourage students to begin thinking like a reflective practitioner

– Begin building skills needed to plan instruction

Created by D.V. Craig / FOED 2110

Overview• Onsite assignment in a local public school• Integrated experience consisting of observing,

assisting, tutoring, reflecting, and researching• Field Journal and Field Notes

Created by D.V. Craig / FOED 2110

Fieldwork to Improve Practice• Classroom Ethnography

– Teacher-as-Researcher

– Prolonged Engagement

– Multiple Forms of Data

– “Inside Look” at the classroom

• Based in ethnographic research, students will keep a Field Journal– record reflections,– gather data, and – Reflecting on findings in

order to offer suggestions in improving practice

Created by D.V. Craig / FOED 2110

Maximizing meaning from life’s experiences requires enhancing andamplifying the human capacities forreflection. To be reflective means tomentally wander through where you havebeen and to try to make sense out of it.

Created by D.V. Craig / FOED 2110

Reflection to build habits, dispositions and skills:• Metacognition – Thinking about

thinking and conducting an internal dialog before, during, and after an observation,

• Connection information to previously learned material,

• Drawing forth cognitive and emotional information from several sources including the visual, auditory, kinesthetic, and tactile,

• Acting on and processing the information—synthesizing, evaluating, and

• Applying insights to contexts beyond the one in which they were learned (York-Barr, Sommers, Ghere, & Montie (2001).

Created by D.V. Craig / FOED 2110

Teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none.

Darling-Hammond, Linda. "HOW TEACHER EDUCATION

MATTERS." Journal of Teacher Education 51.3 (May 2000): 166.

Findings indicate that teacher education programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching.

Darling-Hammond, Linda. "HOW TEACHER EDUCATION MATTERS." Journal of

Teacher Education 51.3 (May 2000): 166.

Studies show that school-related experiences prior to formal teacher education are thought to be influential in providing a subjective warrant for teaching and coaching.

Mitchell, Murray, Sarah Doolittle, and Susan Schwager. "The influence of experience on pre-service teachers' perceptions of good and bad aspects of a lesson." Physical Educator 62.2 (Spring 2005): 66(10).

The current literature suggests that preservice teachers benefit from intense field preparation; structured clinical experiences; frequent and sustained supervision and feedback; and experience with diverse learners in authentic learning experiences.

Ridley, D. Scott, Sally Hurwitz, Mary Ruth Davis Hackett, and Kari Knutson Miller. "Comparing PDS and campus-based preservice teacher preparation: is PDS-based preparation really better?(professional development school )." Journal of Teacher Education 56.1 (Jan-Feb 2005): 46(11).

Created by D.V. Craig / FOED 2110

RequirementsFocused Observations Tutoring and Assisting*

*For Exemptions: Tutoring, Teaching, or Assisting

Focuses Observations

Applying Learning Theories

Recording Reflections

Field Journal

Gathering Initial Info

Planning for Instruction

Working Collaboratively with Cooperating Teacher

Assisting with Classroom Procedures

Engaging in Dialog Regarding Changing Demographics

Created by D.V. Craig / FOED 2110

Focused Observations/VisitsApproximately 4 Hours

• Focused observations, gathering information, recording reflections– Classroom Demographics– Learning Styles– Learning Theory / Piaget– Individual Student Focus

and Mini-Case Study– Methods and Strategies

Created by D.V. Craig / FOED 2110

Tutoring and Assisting6 Hours

• Tutoring– Working collaboratively

with Cooperating Teacher– Lesson Planning– Materials Development– Complete Reflective

Entry for each session• Assisting

– Assist as directed by Cooperating Teacher

– Complete Reflective Entry for each session

• See Field Journal for Assignment description

NOTE: For those students with exemptions, you will be tutoring, teaching, or assisting.