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Education Week ran an article by a professor in a teacher credentialing program titled I Adapted a Hospital Practice for Teacher Prep. It Was Transformative.
In it, she describes how she models instructional strategies when teaching her classes, and then provides time for her students to “huddle” and identify which strategies she used.
That sounds okay, though I can think of a bunch of other more important ways to improve credentialing programs, like getting active K-12 educators to teach them and have university professors actually spend time in K-12 classrooms teaching.
However, her idea is a “must use” strategy by collaborating teachers to use with their student teachers. It’s one that I used for twenty years with all my student teachers, and I assume a zillion other teachers do the same.
Especially during the first months I had a student teacher, everyday I asked them to note what “teacher moves” I used during the class. At the end of the class, I asked them to share what they saw (how I did student grouping, how I handled a student conflict, etc.), reviewed them quickly and added the ones they missed.
My student teachers, and I had at least fifteen of them during my career, all told me they found this process invaluable.
I’m adding this info to The Best Advice For Student Teachers & Their Collaborating Teachers.
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