Preparing teachers for the classrooms of the future through research and design.
Authoring Teacher Moments
Creating Digital Clinical Simulations (DCS)for Teacher Education
Getting Started
To begin authoring Teacher Moments scenarios begin by creating an account and requesting authoring privileges
Create an account on the site:
- https://teachermoments.mit.edu
- Request authoring privileges on the platform by emailing: [email protected]
Authoring Template
Teacher Moments Authoring - Research & Design
When Authoring Digital Clinical Simulations (DCS) there are some general guidelines that can help. For additional scaffolds and supports for authoring DCS download the authoring template. The template supports authors to do the following:
1) Clarify the PurposeThe most important aspect of this process is to clarify the purpose of the simulation. We refer to the purpose of the simulation as a "problem of practice" which is a challenge a teacher will face in everyday classroom teaching (Hillaire et al., 2020).
2) Author the Four Phases of a DCSThe four phases of a DCS are: Context, Anticipate, Enact, Reflect. We have provided an authoring template which provides supports for each of these four phases. While the template has detailed guidance on the purpose and structure of these four phases brief definition are as follows
Context - Setting the stage of the simulation through describing critical aspects of the context such as the school, parents, teachers, and/pr students
Anticipate - Ask participants anticipatory questions after they read about the context. These questions can elicit critical viewpoints participants may have related to the purpose of the simulation.
Enact - The simulated interaction
Reflect - Ask participants to individually reflect on their participation within the DCS. At times reflection can include reviewing specific responses they provided in the simulation and reflecting on their behavior.
After Authoring a DCS the next step is to consider how to facilitate a group of students using the practice space. See our Facilitation Guidelines for further details.
References
Hillaire, G., Larke, L. & Reich, J. (2020). Digital Storytelling through Authoring Simulations with Teacher Moments. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1736-1745). Online: Association for the Advancement of Computing in Education (AACE). Retrieved April 28, 2020 from https://www.learntechlib.org/primary/p/215950/.
Resources
TeachLab Podcast: Teaching Math During COVID-19
To support teachers in the midst of the recent COVID-19 pandemic, TeachLab is switching our focus to highlight tools and strategies for effective teaching during this time. Today we talk with Michael Pershan. He is a New York City math teacher at one of the first schools in the country to shut down in the face of COVID-19.
Listen to Justin Reich and Michael discuss distance learning strategies on the TeachLab Podcast.
TeachLab Podcast: Care, Compassion and Remote Learning with Facing History
In this episode, Justin Reich joins Laura Tavares from Facing History and Ourselves, a professional development organization empowering teachers & students to think critically about history & to understand the impact of their choices. We discussed building community, supporting students, and caring for each other in the transition to distance learning.
TeachLab Podcast: Online Teaching in Higher Education
Justin Reich joins NPR’s On Point with Meghna Chakrabarti to discuss the challenges higher education is facing in the midst of the COVID-19 pandemic, and some strategies for navigating them. They discuss the need to engage the student who are most struggling, respond to pre-recorded testimonials, and provide advice for faculty for enduring these difficult times.
Free Online edX Course: Becoming a More Equitable Educator Mindsets and Practices
Every day, teachers make thousands of decisions: what content to teach, what activities to assign, who to call on, how to respond to a student question, how to react to student behavior. These day-to-day decisions can have an enormous effect on the lives of young people, for good and ill. They can open new doors or cause lasting harm; they can make students feel seen and valued, or dampen their interest in school. In this course, we will investigate these interactions, rehearse responding to difficult scenarios, and develop a set of equity teaching mindsets and practices to support all of our learners, especially underserved students.
Keep It Simple, SchoolsEducational Leadership
Four key questions for schools and educators to ask during school closure:
1) How will you publish good projects and enrichment activities?
2) How will teachers remotely coach students?
3) How will you partner with students, teachers, and families?
4) How will you plan for re-entry?
Nature: Five Tips for Moving Teaching Online as COVID-19 Takes Hold
Justin Reich talks with Nature Reporter Virginia Gewin about online teaching in the COVID-19 crisis.
“The most common misstep is not listening to your students."