The Four Studio Structures and Deep Learning

Autor/inn/en	Barnett, Sarah; Francis, Heather Drew
Titel	The Four Studio Structures and Deep Learning
Quelle	In: PDS Partners: Bridging Research to Practice, 18 (2023) 1, S.34-42 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francis, Heather Drew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2833-2040
DOI	10.1108/PDSP-01-2023-0007
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Participatory Research; Action Research; Mentors; Reflective Teaching; Lesson Plans + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Forschungstätigkeit; Projektforschung; Lesson planning; Unterrichtsplanung
Abstract	Purpose: This paper describes how a pre-service teacher's knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor. Design/methodology/approach: This paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings. Findings: Analysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection. Research limitations/implications: This action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data. Practical implications: It is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students. Originality/value: This case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01