ERIC ED436745: Models of Teacher Education: Where Reading Recovery Teacher[R] Training Fits.

7 Pages·1997·0.2 MB·English

by  ERIC

DOCUMENT RESUME
CS 013 797
ED 436 745
Moore, Paula
AUTHOR
Models of Teacher Education: Where Reading Recovery
TITLE
Teacher[R] Training Fits.
Reading Recovery Council of North America, Columbus, OH.
INSTITUTION
1997-00-00
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Journal Articles (080)
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Network News; p1-4 Fall 1997
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Classroom Techniques; *Early Intervention; *Faculty
DESCRIPTORS
Development; Instructional Effectiveness; Models; Primary
Education; Program Effectiveness; *Reading Difficulties;
*Reading Instruction; *Teacher Education
*Reading Recovery Projects
IDENTIFIERS
ABSTRACT
The purpose of this paper is to examine Reading Recovery
training in relation to three models for teaching and learning:
instructor-centered, student-centered, and community-centered. Typically, the
theories on which these models are based have been used to predict how
children learn and how they should be taught. However, the theories and
consequent models can also be applied to predict teacher learning and
education. The original design of the Reading Recovery training program
closely follows the principles of a community-centered model of teacher
education. By making explicit the implications of this model, in contrast to
the other two models, Reading Recovery teacher leaders and trainers can
better understand, plan for, and evaluate Reading Recovery training
practices. Contains 10 references and a figure illustrating aspects of models
for teaching and learning applied to teacher educators.
(RS)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Models of Teacher Education: Where Reading
Recovery Teacher ® Training Fits
Paula Moore
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EDUCATION
Office of Educational Research
and Improvement
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1
BEST COPY AVAILABLE
0
etwork
Fall 1997
ews
A Refereed Publication for Reading Recovery0
READING
RECOVERY'
Teacher Leaders, Site Coordinators, and
COUNCIL
Trainers in Canada and the United States.
OF NORTH AMERICA
Models of Teacher Education:
In This Issue...
Training Fits
Where Reading Recovery Teacher®
Models of Teacher Education:
Where Reading Recovery
1
Teacher Training Fits
in development. This model can be character-
5
Dates to Remember
PAULA MOORE
ized as learner-centered. While these one-sided
LEADER TRAINER
5
Positions Available
models carry very different implications for
UNIVERSITY OF MAINE
the role of the instructors and students, both
Descubriendo La Lectura: An
Interview with Yvonne
one-sided models view learning and teaching
The purpose of this paper is to examine
6
Rodriguez
individuals.
as something that happens within
Reading Recovery training in relation to three
Whether the learner is viewed as an empty
models for teaching and learning: instructor-cen-
Annual Teacher Leader
vessel into which information is transmitted,
12
Institute
tered, student-centered, and community-centered.
or as a plant that follows its own unique
Typically, the theories on which these models are
10
Notes from the Editor
growth patterns, the learner is seen in either
based have been used to predict how children
Thank you to
case as independent and self-contained.
learn and how they should be taught. However,
10
Maribeth Schmidt
Knowledge is taken in both ideologies to be
the theories and consequent models can also be
an individual possession.
10
applied to predict teacher learning and education.
Membership News
In contrast, Rogoff,
I suggest that the original
Responding to Challenges
Matusov, and White (1996)
design of the Reading
XeNikai\i
and Criticisms of Reading
characterize an alternative
Recovery training program
11
Recovery
model as one based on the
(Clay & Watson, 1983)
Collaboration in
theory that learning is a com-
closely follows the principles
12
Reading Recovery
munity process of transforma-
of a community-centered
tion of participation in sociocul-
Teacher Leader Award
model of teacher education.
13
Nominations
tural activities. In this view,
By making explicit the impli-
learning is a collaboratively
cations of this model, in con-
14
Publications and Products
and socially constructed enti-
trast to the other two models,
15
Order Form
ty, rather than an individual
Reading Recovery teacher
possession; education is an
16
Membership Application
leaders and trainers can better
inquiry as learners interact
understand, plan for, and
7
with peers around topic,
evaluate Reading Recovery
Network News
activities, or readings with the
training practices.
It
The Network News, a publica-
guidance of an instructor who
tion of the Reading Recovery
has particular expertise in the area. I suggest
Models for Teaching and Learning
Council of North America, is
that learning in this model could be termed
produced twice annually for
ogoff, Matusov, and White (1996)
Reading Recovery educators in
community-centered.
characterize two of the models for
Canada and the United
An educational model has implications for
eaching and learning as originating
States. Editorial offices are
instruction, because different models predict
located at the
from theories that predict learning is a one-
different roles for learners and instructors, and
sided process. One model casts learning as
Texas Woman's University
materials,
may even predict different teaching
instructor-centered with knowledge viewed as a
c/o 3715 West Pine Brook Way
different classroom organizations, and differ-
commodity that is transmitted from the
Houston, Texas 77059
ent time-frames. Following is a description of
713-694-6300 ext.312
instructor to the student's empty vessel. The
each of the models as they might apply to
Fax [phone]
second model casts learning as the acquisition
teacher education. Of course, such a descrip-
[email protected]
of knowledge by learners by themselves. Like
tion is hypothetical at best; it would be rare
plants, students grow in response to the cor-
Editor. Dianne Frasier
that any of the models exist in a pure form.
the right time
rect "nutrients" provided at just
continued on next page
7
Fall 1997
NETWORK NEWS
2
Models of Teacher Education:
continued from previous page
instructor to the student. Therefore, the role of the instructor
Nevertheless, the descriptions do provide a useful way to evalu-
is to control the learning process by making decisions about
ate the theoretical roots of common teacher education prac-
what information to transmit and how to sequence it. The role
tices in general and practices in Reading Recovery training in
of the student is to acquire the information and demonstrate
particular. (See Figure 1 for a summary and comparison of the
adequate knowledge acquisition. Predictably, activities in a
models.) While each of the models for teacher education is
teacher education course based on the instructor-centered
aligned with a particular theory or theories of learning, my pur-
model will include presentations, lectures, and tests of knowl-
pose is to outline teacher education practice commonly associ-
edge.
ated with the models. For a discussion of the theories associat-
As knowledge and learning are viewed as measurable and
ed with these models see Wood (1988), Tharp and Gallimore
clearly defined products, a teacher education course developed
(1988), Meadows (1993), and Wells (1994).
under this model will have a clear beginning and ending regu-
lating how much knowledge can be transmitted. In most typi-
Instructor-centered Model
cal North American universities the traditional academic year
The instructor-centered model is the most frequently used
is parceled out into semesters or quarters. Typical materials in
instructional model at the university and college levels, includ-
an instructor-centered model include syllabi, reading lists, pre-
ing teacher education institutions (Tharp and Gallimore,
determined assignments/projects, and tests, all of which are
1988). According to the theory underpinning this model,
connected with the sequencing of transmitted knowledge.
learning occurs by the transmission of knowledge from the
continued on next page
One-Sided Models
Sociocultural Model
I
Typical Practices
Instructor-Centered
Student-Centered
Community-Centered
Instructor's Role
Transmit information
Provide learning opportunities
Guide: Foster joint collaboration,
challenge, support; provide
greater expertise as needed,
particularly around rationales
Student's Role
Take in information and demonstrate
Consider learning opportunities
Collaborate and negotiate as a
competence according to prescribed
and make final choices about
member of a dynamic community
curriculum benchmarks
what is to be leamed and when
of learners; be responsible and
accountable to the community
Dominant
Presentations, lectures, tests
Self-initiated projects
Conversations about common
Activities/Assignments
experiences and readings,
collaborative projects
Typical lime-Frames
Clear beginnings and endings,
Open-ended: ends when the
Extended time together, like a
such as semesters
project is done
community to foster ongoing
relationships and shared growth
Typical Classroom
Students face the instructor;
May not even be a classroom!
Circles, so participants face each
Organization
probably individual desks
other for conversations; tables
for collaborative work
Typical Materials
Syllabus, reading list
No typical materials - dependent
Long range plan; readings in
on student projects
assignments, grades
common; flexible class agendas
based on group's needs and
activities
Figure 1: Models for Teaching and Learning Applied to Teacher Education
NETWORK NEWS
3
Fall 1997
Models of Teacher Education:
continued from previous page
course organized along community-centered principles, both
the students and the instructor take active roles.
Usually, the classroom is organized with students in rows of
chairs or desks facing the instructor to facilitate transmission. The instructor is best characterized as a guide who fosters
joint collaboration, challenges ideas, supports novice attempts,
and provides greatest expertise as needed, particularly around
Student-centered Model
rationales (e.g., why five Reading Recovery lessons a week are
Courses and teacher education programs organized under
key to acceleration). Students in a community-centered model
principles of a student-centered model are rarer, especially at
are expected to collaborate, negotiate, and participate as they
the undergraduate level. However, I suggest that graduate
take responsibility for their own learning and for the joint con-
courses or inservice programs for practicing teachers often con-
struction of knowledge in the group (e. g., during Reading
tain many of the practices associated with a student-centered
Recovery teaching sessions everyone takes an active role in
model. The primary principle of the student-centered model is
debating the match between teaching and the child).
student control of the learning process. The role of the instruc-
According to sociocultural theory,
tor in the student-centered model is to
language plays a central role in the
provide learning opportunities and pre-
Reading Recovery teacher
social construction of knowledge.
sent possibilities for study, encouraging
training is the best known
Therefore, discussion is the dominant
student exploration and discovery.
activity in a community-centered
example of teacher educa-
Students consider the opportunities and
teacher education program. However,
possibilities and make the final choices
tion based on a community-
research indicates that while encourag-
about what they will learn, how, and
...
centered model
ing talk between learners may help the
when. The dominant activities in a stu-
development of understanding, not all
dent-centered approach include self-ini-
kinds of discussion and collaboration are of equal value
tiated projects, self-assessments, and performances or portfolio
(Mercer, 1995). The kind of discussion most useful for fostering
assessments.
inquiry and learning is, first, discussion in which participants
Students may choose to work in pairs or groups, but collabo-
present ideas as clearly and explicitly as necessary for them to
ration is not a primary principle of the student-centered model.
become shared and jointly evaluated. Second, it is discussion
Individual choice is the primary principle. Consequently, the
in which participants reason together--problems are jointly
time frame may be open-ended with the course or program
analyzed, possible explanations are compared, joint decisions
ending for individuals when their projects are done. Students
are reached. The original design of the Reading Recovery
may meet individually with the instructor, as needed, in vari-
training program built in these two conditions. First, the
ous settings appropriate to the project. There might not even
teacher leader helps teachers-in-training learn to use the lan-
be a formal class meeting, and there may be no typical course
guage necessary to present their ideas clearly and explicitly,
materials, beyond a basic list of recommended resources from
and second, every lesson is a joint venture in which teaching
the instructor.
and learning problems are analyzed and solutions proposed.
To accommodate discourse and collaboration as central
Community-centered Model
activities, a classroom for teacher education organized around
The community-centered model is even rarer in teacher
community-centered principles must have flexible seating
education, although some researchers and university practition-
arrangements. Usually, chairs are arranged in a circle so partici-
ers are experimenting with programs and courses based on the
pants can face each other for conversation. In the original
model (e.g., Hillocks, 1995; Rogoff, Matusov, & White, 1996;
design of the Reading Recovery program, a small coffee table
Tharp and Gallimore, 1988; Wells, 1994). I suggest that
was placed in the center of the circle of chairs to foster an
Reading Recovery teacher training is the best known example
atmosphere conducive to informal discussion. Reading
of teacher education based on a community-centered model,
Recovery teachers-in-training might have a small note pad in
and therefore, in this section I show examples from it to illus-
their laps to jot down an occasional idea, but they do not need
trate aspects of practice.
to do copious note-taking as in a transmission model. They
Based on sociocultural theory, the community-centered
need to be actively participating in discussion.
model is not just a compromise or a balance of the one-sided
It takes time to develop a community of learners in which
models, though it might appear so at surface glance. It does
students feel free to challenge ideas and speak freely. Therefore,
share some typical practices with the other models (e.g., stu-
the typical time-frame for a course or inservice program orga-
dents are active inquirers, and instructors may present informa-
nized under community-centered principles will be longer than
tion), but when clusters of practice are examined together, in
a single semester or university quarter, in order to foster on-
grounded in a
context, they reveal a distinctly different model
going relationships and shared growth. In Reading Recovery,
vastly different theory about how learners learn through trans-
formation of participation in a community of learners. In a
continued on next page
4
NETWORK NEWS
Fall 1997
Models of Teacher Education
continued from previous page
ty- centered model is most appropriate for guiding teacher
learning. Teachers use talk to account for the opinions they
this time frame is a year for the formal training
program; then,
hold and the information they share. Through this talking
continuing contact further extends the time students gather
process, with guidance, nudging, and support from the teacher
together to continue learning.
leader, they discover principled rationales for interpretations
Typical materials in a course organized around community-
of children's behavior and for teaching moves they make. As
centered principles might include a long range plan (e.g.,
Gordon Wells (1994) noted:
Teacher Leader Guide Sheets) and readings assigned in com-
It is not simply that, when faced with a problem, two heads
mon related to a particular teaching topic (e.g., sections of the
are better than one, but that, by struggling to make explicit
Guidebook), but would not include rigid agendas or pre-estab-
to the other group members one's perception of the problem
lished syllabi. However, there may be flexible weekly emphases
and one's tentative ideas for its solution, one clarifies and
or topics (e.g., teaching for strategies, independence, or accel-
extends one's understanding of the problem as a whole--for
eration) based on the group's teaching and learning needs.
oneself as well as for the others. (p. 274)
Conclusion
References
It isn't that either of the one-sided models is bad or ineffec-
Clay, M. & Watson, B. (1982). An inservice program for
tive. Different types of teacher learning may be suitable for dif-
Reading Recovery teachers. In M. Clay, Observing young
ferent instructional practices. For example, lectures and pre-
readers: Selected papers (Pp. 192-201). Portsmouth,NH:
sentations may be appropriate for learning introductory infor-
Heinemann.
mation about a new topic. Student selected topics of inquiry
Hillocks, G. (1995). Teaching writing as reflective practice
may be suitable for teachers in an inservice course who want
New York: Columbia University, Teacher's College Press.
to develop particular units to go with some aspect of their
Meadow, S. (1993). The child as thinker: The development'and
school's curriculum.
acquisition of cognition in childhood New York, NY:
However, pedagogical knowledge about how to teach
Routledge.
requires time for understanding to develop an opportunity for
Mercer, N. (1995). The guided construction of knowledge: Talk
guided practice in applying the knowledge (Schulman, 1986;
amongst teachers and learners. Philadelphia, PA.
Canadian, 1994). Teaching is a complex activity that requires
Multilingual Matters LTD.
skillful decision making and careful orchestration of many
Rogoff, B; Matusov, E; White, C. (1996). Models of teaching
variables: a particular content area, the particular materials
and learning: Participation in a community of learners. In
related to that content, and assessments about where the par-
D. R. Olson & N. Torrance (Eds.), The handbook of edu-
ticular students are in relation to the content. It is difficult to
cation and human development (pp 388-414). Oxford,
develop an understanding of how these variables interact to
UK: Blackwell.
form optimum teaching and learning by being told in a lecture
Schulman, L. S. (1986). Those who understand: Knowledge
how to do it.
growth in teaching. Educational Researcher, February
Likewise, it is difficult to understand teaching by watching
1986, 4-14.
videos of teaching. While one might learn surface teaching
Shanahan, T. (1994). Teachers thinking, teachers knowing.
moves (e.g., as some people learn to march through the
Urbana, Illinois: NCTE.
Reading Recovery lesson components without matching
Tharp, R. And Gallimore, R. (1988). Rousing minds to life:
instruction to the child), understanding when and why to
Teaching, learning, and schooling in social context. New
apply those moves can only be developed by working with
York, NY: Cambridge University Press.
information, selecting from it, organizing it, and arguing for its
Wells, G. (1994). Changing schools from within: Creating
relevance. If Reading Recovery teachers-in-training don't
communities of inquiry. Portsmouth, NH: Heinemann.
acquire this deeper, more principled understanding about
Wood, D. (1988). How children think and learn: The social
teaching and learning, they will not be able to make flexible
contexts of cognitive development. Cambridge, MA: Basil
teaching decisions that match each child's unique needs.
Blackwell.
And that is why discussion is critical and why a communi-
6
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