New Models for Reaching Diverse Learners.

Autor/inn/en	Dew, Debra R.; Waggoner, Jan E.
Titel	New Models for Reaching Diverse Learners.
Quelle	(1993), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Collegiality; Cooperating Teachers; Course Evaluation; Diversity (Student); Elementary Secondary Education; Feedback; Graduate Study; Higher Education; Inservice Teacher Education; Lesson Observation Criteria; Methods Courses; Student Teacher Supervisors; Student Teachers; Teaching Models + Suchen Sie Ihr Suchwort? Kollegialität; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Unterrichtsmitschau; Methodisch-didaktische Anleitung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrmodell
Abstract	This paper reports on the influence of a graduate course, "Methods for Masters," designed to broaden the pedagogical repertoires of cooperating teachers by providing experience in six instructional models (cooperative learning, concept attainment, group investigation, learning contracts, simulations, and synectics). The course used principles of adult learning. During each of two consecutive summer sessions a cadre of experienced teachers enrolled in the course. These teachers reported the three main benefits of this course as having the opportunity to present to peers lessons using the six models, seeing others present model lessons in various content fields, and receiving feedback from professors and peers. Through interviews and journal entries, participants responded to their personal paradigm shifts, and they anticipated use of the models in classrooms, in working with student teachers, and as vehicles for reaching diverse learners. Utilization of the strategies learned in the course engendered greater collaboration between university supervisors, cooperating teachers, and student teachers. Cooperating teachers learned to assist new teachers in experimenting with, refining, and incorporating a wider range of teaching methodologies to reach more diverse learners in the educational process. The distinction between this course and others found in a review of literature was the inclusion of the element of practice with collegial feedback and the long-term impact of the course as suggested by longitudinal data. (Contains 23 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC