SPED 493/593

Acquisition, REFINEMENT, & MAINTENANCE OF SKILLS BYPRESERVICE TEACHERS IN TEACH LIVE at WVU

Kim Floyd, Sara Aronin, Holy Devito, Melissa Harley, Barbara Ludlow & Crystal SmithRationaleExposure to greater range of diversityDisabilities, cultures, behavior patternsExtension of field experiencesSubstitute hours, supplemental hoursTargeted practice of strategiesEngagement, motivation for content, tutoring, lesson planning, classroom management, bullying, & crisis situations

UtilizationInstruction6 courses, undergraduate & graduate, SPED & C&I5 to 30 minutes, single or multiple sessionsinteractions, AARs, video review/reflection, instructor review/feedbackResearchComparison of effectiveness of instructional strategies (contracts/consequences/counseling)Development of management skills across semester using Danielson rubric

SPED 365Universal Design For Learning and Assistive TechnologyUndergraduate students Special Education majors

Bullying Develop classroom rules and consequencesImplement classroom consequences (immediate)Counsel with target and bully

Code RedStudents respond to a Shooter in the School scenarioTake charge of the classroomRespond to student questions/commentsCalm and collected

SPED 493/593Classroom management elective Entirely in Teachlive with flipped classroom instruction except for the first class of the semesterVariety of majorsMarzano Art & Science of TeachingUsed domain 1 DQ 5, 6, 7, 8, & 9 Rules & proceduresEngaging studentsEffective relationshipsHigh expectations

For each criteria (20 total) 3 ratings each timeSelf, peer, & professor

In Lab 9 times could teach any subject had a typical classroom interruption each time (i.e. bullying, fire drill etc.)

Demonstrating withitnessImprovement! Definitely felt the improvement throughout the lab.9Withitness- left graph in student teaching, right in TeachLiveeven10ConclusionAfter comparing the results of SPED 493 with the results from my teacher and I in a real classroom, I can conclude that I am more relaxed and consistent with classroom management. I showed constant and steady growth in all areas. I believe this is because I had more time and was better able to develop relationships with students in my classroom than in the lab. From student whose graph was above, irony was that the graphs when looked at in depth show the same growth in both places. This is a student that I had great concerns about at beginning of semester but showed growth with use of the lab.11SPED 364Undergraduate Course in Individualized Educational ProgrammingSpecial Education majorsActivitiesStudents randomly assigned a studentInformally assess their student (Brigance)Use their data from their assessment to write Present Levels of Performance & Annual Goals/Objectives

TutoringDevelop a tutoring plan from goalsTutor their TLE student in an area of need

SPED 601Graduate course: Academic InterventionsNon-MajorsActivitiesSession 1: Getting to Know the ClassSession 2: Establishing Rules & ConsequencesSession 3: Deescalating Power StrugglesSession 4: Activating Prior KnowledgeSession 5: Using di (direct instruction)

EDU 602All Non-MajorsOnly One session visit

ActivitiesClass introduction to their majorGain student interestInteract with whole classDebrief and self-reflect

Conclusion