How do I become a teacher?
Over the past two days, we have looked at the characteristics and qualities of great teachers and the art and science of great teaching. Today, we will explore the how to become a teacher. As you watch the following video, think about the 10 expectations students have of our schools and teachers, and then, reflect on how great teachers would address them.
Today, we will:
- Discuss how 3D virtual environments can be used to develop and practice teaching and classroom management skills.
- Develop the storyboard and script for the action research project multimedia presentation.
- Begin production on the action research project multimedia presentation.
Icebreaker: Who or What am I?
Let’s use technology to play a quick guessing game. You will receive a name tag holder with a QR code printed on a 3 x 5-inch index card. Place the lanyard around your neck with the QR code facing outward on your back. The QR code provides a hyperlink to a picture of a famous person or thing.
Walk around the room and have other people scan your QR code–without letting you see the image that appears on their device. Your task will be to guess who or what you are by asking only YES or NO questions. Ask each person only 2 questions and move on to someone else.
Your goal is to guess who or what you are in as few guesses as possible.
The Action Research Process
Today, we will focus on Step 3 of the action research process, analyzing data. Sagor (2000) describes Step 3 below:
Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher. A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions:
- What is the story told by these data?
- Why did the story play itself out this way?
By answering these two questions, the teacher researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the situation.
The figure below highlights Step 3 of the action research process.
Over the past 4 days, you have gathered data about the characteristics and qualities of exceptional teachers and the art of excellent teaching through reflective activities, research, and interviews with students and teachers, both on campus and off. Working in your teams, you will analyze the data you have collected and begin to synthesize it through the development of a 5-8-minute video project.
Activity 1: Teaching Live with TeachLivE
TeachLivE is a simulated teaching experience, where a teacher teaches a virtual classroom to practice instructional skills, delivering specific content and pedagogy and management skills. The UTRGV College of Education and P-16 Integration has licensed the TeachLivE program to help students practice classroom management skills by interacting with avatars controlled by real people.
The following video shows how TeachLive works from behind the scenes.
Activity 2: Video project part 1: Developing a storyboard and script
Over the past 4 days, you have gathered data about the characteristics and qualities of exceptional teachers and the art of excellent teaching through reflective activities, research, and interviews with students and teachers, both on campus and off. Working in teams, you will analyze the information you have collected and begin to synthesize it through the development of a 5-8-minute video project. The video will be organized around the 4 major themes of this program:
- Why do I want to be a teacher?
- What are the characteristics of great teachers?
- What does great teaching look like?
- How do I become a teacher?
Developing the storyboard. The first part of the video design project involves the development of a storyboard.
In essence, you will take all of the photos, graphics, audios, and videos you have taken over the past 4 days and lay them out into a sequence to tell your story. These sequenced media objects will become your storyboard.
Creating the script. After the storyboard has been created, the team will develop a script to tie everything together. You’ll need to develop an introduction, transitions between sections, and a summary. As you develop the script, you’ll want to assign parts to each team member to make it a collaborative effort.
You will be using iMovie to create the video. While the storyboarding work is being done, be thinking about possible music tracks to incorporate into your movie. The following video provides a quick overview of how to create a movie in iMovie.
Wrapping Up & Next Steps
Today, we explored how to become a teacher by hearing from students who are about to complete the teacher education program, familiarized ourselves with the UTRGV College of Education Brownsville campus, and took a peek at some new and exciting technologies for helping students to practice classroom management skills by interacting with avatars controlled by real people. We also met with the principal of the UTRGV Mathematics and Science Academy to discuss this award-winning high school program for gifted math and science students.
Over the past 4 days, we gathered data about the characteristics and qualities of exceptional teachers and the art of excellent teaching through reflective activities, research, and interviews with students and teachers, both on campus and off. Today, we analyzed the data we collected and started to synthesize it through the design and development of a 6-8-minute action research video project.
Tomorrow, we will put it all together by presenting our action research video projects to invited special guests from the education community in the Rio Grande Valley.
Sagor, R. (2000). Guiding school improvement with action research. ASCD. Retrieved from http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research¢.aspx
UTRGV. (n.d.). Mathematics and Science Academy. Retrieved from http://www.utrgv.edu/msa