We conclude that, in the program we studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions we studied.
Grossman et al. (2009)
Every great teacher knows that skill development requires deliberate practice (Ball & Forzani, 2009); ironically, teachers themselves have limited opportunities to practice important teaching strategies and moves in low-stakes settings. In a comparative study of teachers, social workers and therapists, Grossman and colleagues (2009) conclude that “prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions [studied].” Currently, teacher candidates primarily learn in two spaces: the graduate school of education’s Socratic seminar room and the practicum classroom. The former affords discussion and the latter affords immersion into the challenges of teaching, but a third space–a practice space–is needed that combines the authenticity of the practicum classroom with the control and scaffolding of the GSE seminar room.
One of the active lines of research and development at the MIT Teaching Systems Lab is to create new genres of practice spaces for teachers, drawing on models from games and simulations. Game designer Sid Meier has characterized engaging games as “a series of interesting decisions,” and we believe that games and simulations can provide learning experiences that help novice teachers rehearse for important “interesting” decisions in teaching—when to ask a question versus when to clarify, when to provide help and when to insist upon independence, when to act and when to listen. Our work builds upon existing research into role-playing, simulations, and other forms of “approximation” in teacher education.
MetaRubric is a playful learning experience that is designed to show how complex, and even fun, assessment can be. To do this, it gives players an experience creating and using rubrics for open-ended work. It starts with a creative mini-project, then asks you to identify what makes that project good, ultimately coming back around to evaluating your original project. It should give you a feel for what rubrics can do well, and perhaps also what they can’t!
Committee of N
Committee of N is a card game that helps teachers in training investigate and discuss the history of schooling in America. Students dive into the learning theories, purposes, and designed features that shape both the discourses of school as well as the physical schools themselves, ultimately designing their own schools. In addition to providing an overview of a wide range of school design elements and approaches, the game helps players build collaboration, planning, and communication skills.
Surfacing and Addressing Bias in Teaching
Justice and equity issues affect all aspects of our society, and even teachers who care deeply about their students may not recognize all of the ways that bias can impact their teaching.
Field studies have shown that a person’s name, gender or race can influence how others interact with them in ways that appear to be systematically biased (Bertrand and Duflo 2016). Researchers have found evidence of these kinds of biased behavior when a hiring manager reviews resumes as part of a job application (Bertrand 2004), when a professor responds to emails asking for appointment times (Milkman et al. 2015), and when teachers grade students’ work (Lavy 2008; Cornwell et al. 2013). Additionally, sharing racial, ethnic or gender attributes with students can influence teachers’ educational expectations for their students (Gershenson et al. 2016). There’s also early evidence of other types of bias in research laboratory settings, including teachers deciding which students should be admitted into honors society (Axt et al. 2016), and teachers focusing attention on which students are most likely to misbehave (Gilliam et al. 2016).
If we can help teachers identify where bias may be unintentionally affecting their students, and develop their skills in addressing bias, then we may be able to help them create more just and equitable classrooms.
Media Interactive Video Case Studies (Teacher Moments)
Teacher Moments (Media Interactive Case Studies) presents novice teachers with short classroom scenarios and gives them spaces to practice their responses to students in the moment. Early scenarios have focused on skills related to motivating students, encouraging NGSS inquiry practice and addressing misconceptions. Research is focused on investigating the affordances of different representations and approximations, how that supports teacher learning, and how elements of instructional design like reflection and peer feedback affect teacher learning. We’ll also aim to develop a design framework that yields design principles for simulations and rehearsals from this work.
Motivation Station is an in-person card game that creates scenarios for novice and experienced teachers to practice applying principles of cognitive science to motivating students. The gameplay mechanic is similar to Apples to Apples, with a peer judge drawing draw cards for a student and a scenario, and other players choosing cognitive science principles and performing how they would enact these principles in the classroom. The judges evaluates the effectiveness of the responses, creating natural opportunities for discussion.
BalderMath creates playful ways for teachers to practice student perspective taking and diagnose student misunderstandings of math concepts. The game is about bluffing the judge, and getting them to think that your work was actually from a real student. Developed in collaboration with Michael Pershan (@mpershan), we’ve playtested versions that take place in-person and online in Desmos.
Eliciting Learner Knowledge (ELK)
Eliciting Learner Knowledge is a turn-based, improvisational role-playing game where a teacher (played by a teacher candidate) attempts to solicit the understanding of students (also played by teacher candidates) with a distribution of conceptions and misconceptions in a specific content area.