Teacher as Learner, Teacher as Leader

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Teacher as Learner,Teacher as Leader

• Vivian Covington

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Teacher as LearnerYear 1

• Assume the role of student
• Learn new technologies
• Learn new science and mathematics
• Interact with scientists who use Viz
• Connect with learners in Illinois
• Explore uses for Viz in teaching
• Reflect on the way you learn
• Stretch yourself professionally

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Accomplishments Year 1Teachers as Learners

• 16 days of experience with several visualization
  tools such as Excel, Gnuplot, Fathom, and AVS
• Team work on learning new visualization
  information, software and applications
• Interaction with teachers in Illinois using
  teleconferencing equipment and the Access Grid
• Collection of items for Portfolio

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Teacher as LeaderYear 2

• Continue to learn tools with emphasis on optimum
  tool selection for specific tasks, analysis of
  data, display of data
• Complete portfolio with team
• Facilitate the incorporation of Viz into your
  classroom, department, school, and/or system
• Engage other faculty in the interest and study of
  Viz by mentoring others

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Summary

• Year 1 Teacher as Learner
• Learn technology
• Learn math and science
• Stretch yourself professionally
• Examine your own learning processes
• Develop items for portfolio
• Meet and interact with IL/NC rural teachers

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Joyce Model Relationship between Levels of
Impact and Components of Training

• Levels of Impact
• Awareness plus concept understanding
• Skill attainment
• Application/problem solving
• Components of Training
• Presentation of theory
• Modeling
• Practice and low risk feedback
• Coaching, study teams, peer visits

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Concerns-Based Coaching
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Hunts ResearchThree Stages of Teacher
Development

• Stage A concrete thinking, employs tried and
  true methods, needs detailed instructions, needs
  and enjoys highly structured activities,
  reluctant to talk about own inadequacies.
• Stage B can vary structure, openness to
  innovations, self-directed learning
• Stage C shows evidence of originality, high
  tolerance for ambiguity and frustration

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Research ofBerliner (1988) and Cushing, Sabers,
and Berliner (1972)

• Expertise in Teaching
• Novice
• Advanced beginner
• Competent
• Proficient
• Expert

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Body Language/Nonverbals

• Of what you say and how you say it, this is what
  is communicated
• 53 is body language
• 40 is tone,voice inflection
• 7 is actual words

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Framework for Effective Support

• 10 skills that correlate to three types of
  dominant behaviors along a continuum of maturity.
• Nondirective
• Collaborative
• Directive
• From the work of Glickman

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CHARACTERISTICS OF EFFECTIVE FEEDBACK

• 1. Amount The quantity of feedback is
  appropriate (too much or too
• little can limit effectiveness)
• 2. Communication Feedback is given in a manner
  that promotes understanding and action
• 3. Specificity The feedback is specific enough
  to provide a plan of action for the teacher to
  follow (what to do more of and what to do less
  of)
• 4. Frequency Feedback is provided at
  appropriate time intervals
• 5. Timing Timing of the feedback is designed
  to have maximum impact
• 6. Relevancy Specific, useful suggestions are
  provided