Embedded Learning

I.

Embedded Learning Protocol

II.

Reflection Guide

Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field practicum (i.e. student teaching). However, the activities described here could easily be adapted for use with in-service teachers in professional learning communities. The term “TCs” is used repeatedly in these documents and refers to teacher candidates, or student teachers.

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Embedded Learning Protocol (Back to Table of Contents)

Coordination with Mentor Teacher Low Medium High

Low

Time in Higher Education Classroom Varies

Pre-Planning Medium

High

Time in K-12 Classroom 30-60 minutes

Lesson Outcomes What type of thinking or reflection is this protocol designed to get teacher candidates to do?

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TCs will be able to compare different teaching methods and strategies for teaching a common lesson objective(s). TCs will analyze different instructional techniques, and identify important considerations for their implementation. Instructor Preparation What up-front preparation will the instructor need to do to prepare for this protocol?

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TCs will need background knowledge on different instructional methods and techniques that can be used to teach common concepts (i.e. reading comprehension strategies, different approaches for teaching the concept of fractions, different vocabulary-instruction strategies, ways of teaching factoring, etc.). Instructors will also need to create TC pairs that will be able to teach the same content at similar times, but using different techniques.TC pairs should have the same grade levels and content areas in their teaching placements. Steps What is the procedure for completing this protocol?

1. Building Background: Instructors must provide instruction on different teaching techniques and instructional methods. 2. Pairs and Plans: TCs will create lesson plans in pairs for the same concept or objective, but each TC will use a different instructional method or technique. These plans should be submitted and reviewed by the instructor. Lesson plans should include assessments for which TCs can gather student achievement data. 3. Teaching and Videotaping: TCs will teach their respective lessons and video tape their lessons (or some portion thereof). 4. Data Collection and Reflection: TCs will gather and analyze student data from their lesson, reflecting on areas for refinement and reinforcement. 5. Video Observation: TCs will watch their teaching videos with their partner and compare each instructional technique while also giving feedback on areas for refinement and reinforcement. Pairs should conference together on ways to improve each lesson and Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

discuss situations in which the techniques they used would be more or less effective. (See Observation form attached) 6. Reflection: TCs should reflect on the lesson and use of the strategy individually after they have conferenced with their partners. Instructors may also want to have pairs share with the class what they learned about each technique, especially if other pairs used different methods. Reflection What will teacher candidates be prompted to think about upon the completion of the protocol? What questions will they consider?

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What are the possible pros and cons of each technique (or strategy) that was used? What factors would cause you to choose one strategy over the other (consider the needs of students, logistical constraints, and so on)? What must a teacher consider and plan for in order to implement the strategy effectively? How might you refine or modify your use of each of these techniques in future lessons? Setting Students Up for Success

What challenges does this protocol present? How could it go wrong? What can the instructor do to address possible obstacles before implementation?

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Because TCs may feel self-conscious about sharing their videos, they must be paired with a person they feel comfortable with. It is important that TCs understand the goal of this exercise is not to show necessarily that one technique is “better” or “worse” than the other, but that each may have its own merits for certain situations or groups of students. Depending on the types of techniques being used, it may be necessary for TCs to gather data about their students prior to choosing a technique. At a minimum, this protocol should help TCs develop a more nuanced understanding of how – and when – to make best use of specific instructional strategies. Implementation How should the protocol be implemented within the structure of the class?

This protocol should be used later in a course, after TCs have learned a variety of instructional strategies or techniques. They should be given time in class to prepare and review their lessons. Additional Resources Access these to learn more about this protocol.

See Embedded Learning Reflection Guide.

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Reflection Guide (Back to Table of Contents)

Instructional Focus 1. What instructional strategy or skill did you focus on in this lesson?

2. How did it feel to apply it? What are your initial impressions, both from a planning and execution perspective?

Student Outcomes 1. What did you do to assess student learning in this lesson? What were the results of the assessment?

2. What did your student(s) learn and how do you know? How did you student(s) seem to respond to the instructional strategy or technique that you used?

What seemed to work well in this lesson?

What was challenging or difficult?

WHY do you think it worked well?

WHY was it challenging or difficult?

Questions: What “stuff” do I still need to help refine or “figure out”?

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org