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INTRODUCTION Introducing the Reflective Approach

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Reflective Practices and You

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Why Do We Say Reflective Practices?

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How Do We Engage in the Reflective Process?

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Focus One: What Is Focus One?

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Focused Conversation and Teacher Discourse

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Facilitator Comments

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Discussion Questions for Focused Conversation

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Critical Outcomes

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Focus Two: What Is Focus Two?

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Expected Performance

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Overview: Connecting Focus One and Focus Two

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Application: Instructional Best Practice

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Assigned Activities

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Summary

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Follow-Up Questions and Shared Insights

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Journal of Experience

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Log of Hours

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Portfolio Tasks

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References and Suggested Readings

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Appendices

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References and Suggested Readings

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CHAPTER 1 Observing and Analyzing the Teaching-Learning Process

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Focus One: First Observations

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Teacher Role

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Focus Two

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Application: Observing the Teaching-Learning Process

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A Look at Critical Observation

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Assigned Activities

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Summary

(1)

Follow-Up Questions and Shared Insights

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Journal Excerpts

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References and Suggested Readings

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CHAPTER 2 Examining the Planning Process

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Focus One: Am I Initiating or Am I Hiding Behind the Bookcase?

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Focus Two

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Application: Developing Instructional Plans

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Preplanning

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Capitalizing on Students' Learning Styles

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Incorporating Multiple Intelligences

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Meeting the Academic Needs of All Learner

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Designing and Planning the Lesson

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Writing Instructional Objectives

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Lesson Plan Guide

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Assigned Activities

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Summary

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Follow-Up Questions and Shared Insights

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Journal Excerpts

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Sample Lesson Plan

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References and Suggested Readings

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CHAPTER 3 Designing and Planning Instruction

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Focus One: Analyzing Your Emotional Response to Beginning Teaching

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Focus Two

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Application: Designing and Planning Instruction

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Mastery of Knowledge

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Collaborative Planning

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Keeping All Learners in Mind

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Differentiated Instruction

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Reflection on Your Plan

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Assigned Activities

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Summary

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Follow-Up Questions and Shared Insights

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Portfolio Tasks

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Journal Excerpts

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References and Suggested Readings

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CHAPTER 4 Accommodating Diversity in the Classroom

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Focus One: Analyzing the Affective Dimensions of Inclusion

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Getting in Touch With Your Own Identity

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Knowing Your Students

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Setting the Stage for Meaningful Learning

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Focus Two

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Application: Accommodating the Diversity of Learners

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Seeing Diversity

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Understanding a Broad Range of Differences

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Connecting Standards to Diversity

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Assigned Activities

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Summary

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Follow-Up Questions and Shared Insights

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Journal Excerpts

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References and Suggested Readings

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CHAPTER 5 Integrating Technology Into Teaching and Learning

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Focus One: Ready for a Handheld-Or Holding On to the Tools of the Past?

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Who Uses Technology?

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Decisions: Technology, Teaching, and Learning

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Technology Impacts Learning

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Technology: Challenges and You

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Capitalizing on Students' Learning Styles

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Focus Two

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Application: Demonstrating Technology Know-How

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Teachers Determine Technology's Impact

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Integrating Technology Into the Curriculum

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Standards and Best Practice Guide the Process

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A Final Note: Technology Limits and Limitless Opportunities

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Ethics and Technology

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Assigned Activities

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Summary

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Follow-Up Questions and Shared Insights

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Journal Excerpts

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References and Suggested Readings

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CHAPTER 6 Practicing Lesson Presentation Strategies

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Focus One: What Am I Saying? What Am I Hearing?

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Directions for the One-Way Communication Process

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Directions for the Two-Way Communication Process

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Optional Activity: Whole-Group Discussion of Process

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Focus Two

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Application: Practicing Lesson Presentation Strategies

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Presentation Strategies

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Assigned Activities

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Summary

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Follow-Up Questions and Shared Insights

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Journal Excerpts

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References and Suggested Readings

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CHAPTER 7 Stimulating Critical Thinking: Questioning Strategies

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Focus One: The Teacher's Journey: Balancing the Ideal With the Real

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Your Values and the Ethic of Caring

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Focus Two

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Application: Stimulating Critical Thinking With Questioning Strategies

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The Art of Asking Questions

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Student Response

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Questioning Strategies

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Assigned Activities

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Summary

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Follow-Up Questions and Shared Insights

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Portfolio Tasks

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Journal Excerpts

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References and Suggested Readings

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CHAPTER 8 Varying Instructional Strategies

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Focus One: The Power of Reflection: What Do I Now See?

101

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Opportunities for Reflection

101

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Reflection: Deepening Your Connection to Teaching

102

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Focus Two

103

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Application: Varying Instructional Strategies

104

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Assigned Activities

108

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Summary

108

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Follow-Up Questions and Shared Insights

108

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Journal Excerpts

109

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References and Suggested Readings

110

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CHAPTER 9 Creating a Learning Climate

113

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Focus One: Teacher as Role Model

113

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Modeling: Fostering Positive Attitudes and Behaviors

113

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Modeling: Interpersonal Relationships

114

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Modeling: Positive Values

114

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Focus Two

115

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Application: Creating a Learning Climate

116

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Exhibits Positive Attitudes and Characteristics

116

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Communicates Clear Verbal and Nonverbal Expectations

117

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Involves Students in Creating a Positive Learning Climate

117

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Relates to Diverse Student Populations

118

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Promotes Working Relationships Among Students

118

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Arranges a Positive Physical Environment

119

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Assigned Activities

119

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Summary

121

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Follow-Up Questions and Shared Insights

122

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Portfolio Tasks

122

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Journal Excerpts

123

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References and Suggested Readings

125

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CHAPTER 10 Maintaining the Learning Climate

128

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Focus One: Reexamining Your Reasons for Becoming a Teacher

128

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Decisions! Decisions! Decisions!

129

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What You Expect Is What You Get!

129

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Monumental Design: A Testimonial to Your Growing Professionalism

130

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Focus Two

131

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Application: Maintaining the Learning Climate

131

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Models of Discipline Strategies

132

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Instructional Management Strategies

132

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Behavior Modification Strategies

132

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Socioemotional Climate Strategies

133

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Assertive Discipline Strategies

133

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Safe Schools

134

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Assigned Activities

135

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Summary

136

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Follow-Up Questions and Shared Insights

137

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Journal Excerpts

138

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References and Suggested Readings

140

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CHAPTER 11 Assessing Student Learning and Communicating Learning Results

143

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Focus One: Look Where I Am!

143

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Questions! Questions! And More Questions!

143

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Exploring Questions and Expanding Insights

144

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Focus Two

146

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Application: Assessing Student Learning and Communicating Learning Results

146

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Alternative, Authentic, and Performance Assessment

147

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Standards for Authentic Pedagogy and Student Academic Performance

148

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Forms of Assessment

149

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Scoring Guides or Rubrics

150

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Peer and Self-Assessment

150

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Grading

151

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Reporting Guidelines

152

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Reporting to Parents

152

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Conferences

152

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Assigned Activities

153

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Summary

154

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Follow-Up Questions and Shared Insights

155

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Portfolio Tasks

156

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Journal Excerpts

156

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References and Suggested Readings

158

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CHAPTER 12 Collaborating With Colleagues, Parents, and Community

161

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Focus One: Am I a Collaborator, a Team Player?

161

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Examining Collaborative Strategies at the School Level

162

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Directions for the Rectangular Puzzle Activity

162

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Focus Two

163

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Application: Collaborating With Colleagues, Parents, and Community

164

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Collaboration Skills

164

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Collaboration With Your Supervising Teachers

164

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Collaboration With Colleagues

165

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Collaboration With Parents

166

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Events and Opportunities for Collaboration With Parents

167

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Collaboration With School and Community

167

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Collaboration With Other Agencies

168

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School, Family, and Community Collaborative Resources

169

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Assigned Activities

169

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Summary

170

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Follow-Up Questions and Shared Insights

171

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Portfolio Tasks

172

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Journal Excerpts

172

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References and Suggested Readings

175

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CHAPTER 13 Reflecting On and Evaluating Teaching

177

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Focus One: For Who I Am and What I Have, Thanks!

177

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Self Exploration

178

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Recognizing Your Gifts and Systems of Support

178

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Treasuring Your Gifts

179

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Focus Two

179

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Application: Reflecting On and Evaluating Teaching

180

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Reflection and Self-Assessment

180

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Moving Toward Critical Reflection

181

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Making the Implicit, Explicit

182

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Helping Learners Become Reflective

182

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Internalizing Reflective Practice

183

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Reflective Teaching Techniques

183

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Assigned Activities

185

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Summary

185

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Follow-Up Questions and Shared Insights

186

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Portfolio Tasks

186

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Journal Excerpts

187

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References and Suggested Readings

189

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CHAPTER 14 Continuing the Professional Journey

191

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Professional Growth: Looking Inward

191

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Professional Growth: Partners in the Process

192

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Professional Growth: A Critical Reflection

192

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Designs, Plans, and Implements Instruction (Chapters 1-13)

192

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Accommodates Diversity (Chapters 3-11)

193

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Assesses Performance (Chapters 3, 11, 13)

193

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Identifies Personal and Psychological Needs (Chapters 1-13 Focus One)

194

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Seeks and Receives Support (Chapters 1-3, 12-13)

194

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Collaborates With Parents, Colleagues, and Community (Chapters 2, 4, 9-12)

195

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Engages in Professional Growth Opportunities (Chapters 5, 14-15)

195

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Professional Growth: The Portfolio (Chapters 3, 7, 9, 11-13, 15)

195

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Continuing the Journey: A Professional Growth Plan and Continuing Education

196

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Onward and Upward! Journey On!

196

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Professional Organizations and You

197

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Journal Excerpts

200

(2)

References and Suggested Readings

202

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CHAPTER 15 Searching for a Professional Teaching Position Begins With You!

204

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Professional Portfolio

204

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Electronic or Digital Portfolio Considerations

206

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Benefits of the Electronically Produced Professional Portfolio

206

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For Whom Is the Electronic Portfolio Intended?

207

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Organizing Your Portfolio

207

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Additional Resources

208

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Electronic Portfolios

209

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Career Services Center

209

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Web Sites: Resume, Cover Letter, Interview, and Selected Print Sources

210

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Inquiry About Teaching Positions

210

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Interviewing for a Position

211

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Suggested Interview Questions

211

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Questions for the Interviewee

211

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Obtaining Certification

212

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Tests

212

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Career Advancement

213

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References and Suggested Readings

214

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APPENDIX A Guidelines and Forms for Cooperative Learning Groups

215

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APPENDIX B Facilitator Tips Using the Cooperative Group Approach and Other Processes for Focus One Activities

224

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APPENDIX C New Teacher Standards: National (INTASC); New Teacher (State); and Technology (ISTE)

246

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APPENDIX D Getting Organized

250

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APPENDIX E Lesson Plan Models

253

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APPENDIX F Professional Portfolio Assessment Criteria

271

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APPENDIX G Evaluation Forms

274

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APPENDIX H Addresses for State Offices of Certification

279

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INDEX

283

CONCEPTUAL FRAMEWORK Welcome to the second edition ofStudent Teaching: A Process Approach to Reflective Practice.For more than a dozen years while directing or facilitating seminars and field experiences for undergraduate and graduate student or intern teachers, we searched for meaningful activities and processes that engage and guide beginning teachers. Our search focused on strengthening the link between education courses and the field-based aspects of learning to teach. In addition, we wanted to provide student teachers with opportunities to reflect on their professional knowledge and personal growth--to integrate these understandings into their total experience of being a teacher. Student Teaching: A Process Approach to Reflective Practiceencourages student or intern teachers and those pursuing alternative teacher certification to engage in reflective thinking, reflective practice, and reflective writing--the doors that lead to effective teaching based on sound pedagogy. Authentic teacher tasks are designed to invite beginning teachers to recall learning acquired through courses in the arts and sciences, content from the teaching major, and educational research and best practice. These reflective activities are process oriented and challenge each student or intern teacher to take ownership of the journey by actively engaging in a thoughtful examination of what they do in the classroom and the rationales that fuel their performance. Expected outcomes and activities in the text take the preservice or intern teacher through thewhysandhowsof reflective practices by actively involving the teacher in the application of these practices. Beginning teachers are challenged to contemplate current educational paradigms and practices, analyze them, effectuate them, and reflect on their learning experiences in a journal forum. Involving preservice and inservice teachers in the application of educational best practices promotes ownership and helps them build a professional life with reflective practice at its core. A constructivist learning approach underwrites each chapter and invites beginning teachers to consciously relate all types of learning to new situations and to make meaning from this learning. Student or intern teachers are encouraged to combine their personal investments and experiences of teaching with recognized best practice. Throughout the student or intern teaching experience, the beginning teacher is urged to develop a positive attitude toward what is observed and practiced at the school level, to look for opportunities for learning, to raise questions, and to seek understanding through reflection. It is our goal that through reflective practice, beginning teachers will use their knowledge and experience of teaching to create an electronic or digital portfolio that documents their ability to impact student learning. It is our hope that beginning teachers will continue to engage in this process throughout their professional career. AUDIENCE AND INTENDED USES We offer a practical guide for reflective practice in day-to-day teaching and provide models of current best practice based on national standards. The book can be used in a variety of ways with beginning or experienced teachers. Undergraduate student teachers will find this process approach to learning helpful throughout their professional placement in the school setting and in the seminar or class accompanying the experience. Graduate interns or others interested in pursuing an alternate route in obtaining state licensure will find exemplary reflective teaching practices needed to facilitate learning. Beginning teachers trained by school system consultants will find the reflective process a strong support in bridging theory and practice. Experienced teachers desiring to refresh and refine their own reflective teaching practices may review the tea