Team-Based Learning

2019 ◽  
pp. 80-105
Author(s):  
Lauren R. Brannan ◽  
Christopher W. Parrish ◽  
Hannah D. Szatkowski
Keyword(s):  
Critical Thinking ◽  
Teacher Preparation ◽  
Student Outcomes ◽  
Teacher Educators ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Instructional Format ◽  
Team Based Learning

Team-based learning (TBL) is an instructional approach in which students work collaboratively to solve significant problems. In contrast to other teaching methods, TBL provides a systematic approach in which students are provided consistent opportunities to engage in critical thinking. Although the research about the use of TBL in teacher education is scarce, research has reported a number of positive outcomes from other fields, including increased critical thinking skills and student outcomes. The purpose of this chapter is to describe TBL as an instructional format that can be implemented in teacher preparation programs to facilitate the development of critical thinking skills. It provides an overview of TBL, describes research outcomes related to critical thinking and student outcomes, provides examples of TBL from teacher preparation courses, and provides next steps for teacher educators interested in getting started with TBL.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

scholarly journals Systematic Identification, Implementation, and Evaluation of High-Leverage Practices in Teacher Preparation

2021 ◽  
Vol 1 (1) ◽  
pp. 4-15
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Lawrence Maheady
Keyword(s):  
Decision Making ◽  
Teacher Preparation ◽  
Student Outcomes ◽  
Teacher Educators ◽  
Content Area ◽  
Teacher Preparation Programs ◽  
Exceptional Children ◽  
Preparation Programs ◽  
Is Research ◽  
Systematic Identification

An emphasis on practice-based teacher education has led the Council for Exceptional Children to develop 22 high-leverage practices (HLPs). Each HLP is research based, used frequently in classrooms, and applicable across age, grade, and content area. In this article, we discuss the importance of a systematic process for teacher preparation programs to consider when identifying, implementing, and evaluating HLPs. The extent and quality that HLPs are integrated within preparation programs will affect graduating teacher’s professional readiness and their ability to immediately affect student outcomes. It is our intent that this article supports teacher educators and scholars to continue the conversation around HLPs in teacher preparation. In addition, we encourage preparation programs to consider data-based decision making when identifying, implementing, and evaluating HLPs within program curricula.   

Developing Pre-Service Teachers' Critical Thinking and Assessment Skills With Reflective Writing

2019 ◽  
pp. 146-173
Author(s):  
Tracey S. Hodges ◽  
Chyllis E. Scott ◽  
Erin K. Washburn ◽  
Sharon D. Matthews ◽  
Carly Gould
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Reflective Writing ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Writing Assignments ◽  
Literacy Interventions ◽  
Assessment Skills ◽  
Small Group Reading

Teacher education programs are implementing more reflection into their coursework to better prepare future teachers to think critically in their classrooms. In this multiple-participant case study, the researchers analyze nine PSTs from two different teacher preparation programs. All PSTs participated in one-on-one or small group reading interventions with young children and conducted a series of assessments and intervention lessons over one semester. At the same time, the PSTs took a course focused on reading assessment and intervention. Through the course, PSTs reflected on their intervention practices, student growth, instructional strengths and weaknesses, and additional concerns that could arise during the sessions through the use of reflective writing assignments. Through learning about literacy assessments and conducting literacy interventions and tutoring, PSTs practiced and enhanced their critical thinking skills.

Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation

2019 ◽  
pp. 126-145
Author(s):  
Beth Harn ◽  
McKenzie Meline
Keyword(s):  
Critical Thinking ◽  
Teacher Preparation ◽  
Lesson Study ◽  
Thinking Skills ◽  
Field Education ◽  
Critical Thinking Skills ◽  
Teacher Preparation Program ◽  
Preparation Programs ◽  
Practice Opportunities ◽  
Based Instruction

To better prepare teachers for the field, education preparation programs (EPP) need to increase their emphasis on using practice-based experiences that are embedded throughout the teacher preparation program. These experiences must give opportunities for TCs to practice reflective and critical thinking skills. These key skills must be explicitly taught and scaffolded throughout the practice-based experiences to better prepare self-reflective TCs and critical thinking practitioners. Therefore, the purpose of this chapter is to show how to incorporate critical thinking and reflective practice opportunities in (1) content courses using case-based instruction, video-based instruction, lesson study, and microteaching; (2) within practicum settings using observational feedback and video analysis; and (3) finally, incorporating performance assessments, such as the EdTPA and PPAT, to measure a TC's ability to provide instruction while thinking critically.

Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation

2021 ◽  
pp. 232-251
Author(s):  
Beth Harn ◽  
McKenzie Meline
Keyword(s):  
Critical Thinking ◽  
Teacher Preparation ◽  
Lesson Study ◽  
Thinking Skills ◽  
Field Education ◽  
Critical Thinking Skills ◽  
Teacher Preparation Program ◽  
Preparation Programs ◽  
Practice Opportunities ◽  
Based Instruction

To better prepare teachers for the field, education preparation programs (EPP) need to increase their emphasis on using practice-based experiences that are embedded throughout the teacher preparation program. These experiences must give opportunities for TCs to practice reflective and critical thinking skills. These key skills must be explicitly taught and scaffolded throughout the practice-based experiences to better prepare self-reflective TCs and critical thinking practitioners. Therefore, the purpose of this chapter is to show how to incorporate critical thinking and reflective practice opportunities in (1) content courses using case-based instruction, video-based instruction, lesson study, and microteaching; (2) within practicum settings using observational feedback and video analysis; and (3) finally, incorporating performance assessments, such as the EdTPA and PPAT, to measure a TC's ability to provide instruction while thinking critically.

scholarly journals EXPLORATION STUDY COMPARING THE EFFECTIVENESS OF METHOD OF TALKS WITH TEAM-BASED LEARNING METHOD

Vidya Karya ◽  
2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Sumiati Sumiati
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Oral Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Material ◽  
Learning Method ◽  
Lecture Method ◽  
Peer Discussion ◽  
Team Based Learning

Abstract- The review was affected by fundamental issues about how to best convey the learning material of Sociology. Team-Based Learning is accepted as a method of learning that can develop critical thinking skills. Team-Based Learning emphasizes opportunities for students to develop the ability to cooperate because it gives greater weight to the discussion (peer discussion) compared to learning by lecture method. This study aimed to determine whether a lecture or Team Based Learning teaches the content material better, develops skills, such as critical thinking; and creates a learning environment that is fun in learning Sociology. Data collection techniques in this study were conducted thorugh the study of literature from books and the results of previous research. The results of this study concluded that Team Based Learning method can improve oral communication and critical thinking skills, and create a more pleasant learning environment than lecture method. Keywords: Effectiveness, Team-based learning, Sociology Abstrak. Kajian ini dipengaruhi oleh isu mendasar tentang bagaimana cara terbaik dalam menyampaikan materi pembelajaran Sosiologi. Team-Based Learning diterima sebagai metode pembelajaran yang dapat mengembangkan kemampuan berpikir kritis. Team-Based Learning menekankan pada kesempatan bagi siswa untuk mengembangkan kemampuan bekerja sama karena memberi bobot lebih besar pada kegiatan diskusi (peer discussion) dibandingkan pembelajaran dengan metode ceramah. Penelitian ini bertujuan untuk mengetahui dari dua metode yaitu ceramah atau Team Based Learning, metode mana yang lebih baik dalam mengajarkan materi, mengembangkan keterampilan, seperti berpikir kritis; dan menciptakan lingkungan belajar yang menyenangkan dalam belajar Sosiologi. Teknik pengumpulan data dalam penelitian ini dilakukan melalui studi literatur hasil-hasil penelitian terdahulu. Hasil penelitian menyimpulkan bahwa metode Team Based Learning dapat meningkatkan komunikasi lisan dan kemampuan berpikir kritis, serta menciptakan lingkungan belajar yang lebih menyenangkan daripada metode ceramah.  Kata Kunci: keefektifan, pembelajaran berbasis kelompok, sosiologi

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

Critical Ways of Thinking and Learning

2021 ◽  
pp. 325-343
Author(s):  
Kari Dahle-Huff ◽  
Erin Stutelberg ◽  
Donna Marie Bulatowicz
Keyword(s):  
Critical Thinking ◽  
Teacher Preparation ◽  
State Standards ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
The Common ◽  
Ways Of Thinking ◽  
Thinking Tools ◽  
Pre Service Teacher ◽  
Education Courses

It is important for teacher preparation programs to develop 21st century skills, suggested by the Common Core State Standards as necessary for student success, with the pre-service teachers who will be expected to incorporate these skills into their pedagogy. This chapter traces the critical thinking tools practiced in two different pre-service teacher education courses. A commonality between the courses was the use of particular young adult literature novels to explore critical thinking with pre-service teachers. The authors first identify and explicate six critical ways of thinking and learning employed with pre-service teachers. Second, the authors frame critical thinking through the use of multiple narratives with pre-service teachers. All of the critical thinking tools described in the chapter are supported with examples and provide valuable suggestions for teacher preparation programs.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

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