Reading Representation 8
- ravensrobinson
- Oct 19, 2016
- 2 min read
Assigned Readings:
Svinicki & McKeachie (2014) Parts 4 & 5: Adding to Your Repertoire of Skills and Strategies for Facilitating Learning; Skills for Use in Other Teaching Situations
Sensoy & DiAngelo (2015) Chapters 2 & 3: Socialization; Prejudice and Discrimination
Assigned Essential Question:
What are practices that I can use a teacher educator to facilitate learning?
This week, I recognized the readings were heavily charged with issues about ensuring that teachers should recognize the dynamics of the relationship between pedagogical practices and identifying/comprehending terms which relate to constructs of the learning environment, which consistently impact a teacher educator's ability to facilitate equitable learning for all students.
In Svinicki and McKeachie (2014), I found solace in recognizing that my belief in teaching preservice teachers through experiential learning was affirmed by the authors recognizing that the more students are involved in real problem solving, the greater the probability that they'll be able to use what they learn after they graduate (p.204). In my classroom, through experiential learning, I try to incorporate practices that allow students to think deeply/reflect on the content, context, and reasoning behind their own thinking, compared to the literature and their peers, as well. Through these strategies, I have been able to also incorporate conversation that relates to equity, in terms of exploring principles that deal with prejudice and discrimination (e.g., gender roles, norms, stereotypes, etc.). By using experiential learning my students were offered the opportunity to comprehend content and apply it to their current and future practices in ways that would foster positive learning environments, as they have were able to practice the way they would respond if presented with similar issues in their classrooms. Other practices that I use, which correspond with ensuring that I am practicing more chances for utilizing and modeling equitable learning deals with implementing technology, as well. Lately, I have been continuing to use response systems (in the form of Kahoot!) to allow the integration of technology to allow students to give students an active learning opportunity; making it possible for every student in the class to actively respond to questions and problems (Svinicki & McKeachie, p.269).
