LEARNING
ABOUT ADOLESCENTS FROM TEACHERS WHO TEACH THEM WELL
Anna
Richert • Mills College, Oakland, CA • Adolescent
Development
|
|
At the end of this initial exploration, which
students did on their own at first and their with their partners,
they wrote brief reflection papers about what they learned about
the learners from what they saw the learners do on the sites they
viewed, and what they say the teacher doing---what she said, what
she did, and so forth (see examples of student reflections). |
||||||||||||||||||||||||||||||||||||
Once familiar with the sites the student teachers then had the opportunity to share what they learned with others. We did this in a jigsaw manner: first the students met with everyone who studied their same site to become more “expert” on how that teacher learned about her learners while teaching, and how she used what she knew about her students to teach them well. After this they shared their expertise with others studying other sites. In the end everyone was familiar with the practice of all four Quest teachers. Comparisons across site and content area became commonplace as we continued to draw on these images of practice throughout the term. |
||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||
