Facilitating Teacher Moments
Facilitation of Digital Clinical Simulations (DCS)for Teacher Education
- Send the url https://teachermoments.mit.edu to all participants and ask them to use a specific simulation.
- Create an account on the site: https://teachermoments.mit.edu
- Request facilitator privileges by emailing: email@example.com
- Download the facilitators guide and create and share a cohort link with your students
The advanced option allows facilitators to view and download participant responses
Teacher Moments Debrief – Research & Design
After participants complete the scenario we recommend running a group debrief discussion where participants not only discuss what they did in the simulation, but to also unpack their reasoning for their actions. The facilitation guide suggests asking participants three questions during a debrief conversation.
- Debrief Question 1 (DQ1) – What did you notice?
- Debrief Question 2 (DQ2) – How did you interpret what you noticed?
- Debrief Question 3 (DQ3) – How/did you intervene?
Breaking decisions down is designed to help pre-service teachers, in-service teachers, and teacher educators to evaluate the underlying assumptions of participants’ action (Robinson et al., 2018). In addition to general questions, participants can be asked if there are specific challenges or dilemmas specific to the DCS they would like to discuss with the group (Thompson et al., 2019). For additional scaffolds and supports for facilitating a debrief download the facilitation guide. For further details on running debrief conversations read the articles on Teacher Moments debriefing evidence
Thompson, M., Owho-Ovuakporie, K., Robinson, K., Kim, Y.J., Slama, R., & Reich, J. (2019) Teacher Moments: A Digital Simulation for PreserviceTeachers to Approximate Parent–Teacher Conversations, Journal of Digital Learning. Teacher Education, 35:3, 144-164, DOI: 10.1080/21532974.2019.1587727
Robinson, K., Jahanian, K., & Reich, J. (2018). Using Online Practice Spaces to Investigate Challenges in Enacting Principles of Equitable Computer Science Teaching. SIGCSE ’18: Proceedings of the 49th ACM Technical Symposium on Computer Science Education, 882–887. https://doi.org/10.1145/3159450.3159503
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.
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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?
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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."