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Improving literacy in early grades through video-enhanced methods of teacher professional development in Egypt and Liberia

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Abstract:

Psychology and cognitive neurosciences suggest that improving teaching practice requires replacing existing mental models and allowing teachers to visualize themselves as effective teachers, capable of successfully teaching complex subjects. The use of video can support this theory of development by fostering certain automatic responses to key teaching situations (i.e., teaching routines, classroom management) so that cognitive resources can be freed for dealing with more complex teaching behaviors (i.e., individual feedback, continuous assessment). [Ref: Abadzi, 2010]. Together with leading teacher educators, RTI developed and continues to expand a library of model videos illustrating good classroom practices for teaching reading. Our research indicates the following key areas are prime for teacher behavior change as they are correlated with improved learning outcomes:
- Demonstrating querying techniques
- Asking students to defend their answers or explain to their peers
- Modelling effective textbook and materials use
- Monitoring individual students momentarily, e.g., listening to every child read for a minute a day while others do individual work
- Ensuring that students can sound out letters and can actually decode text rather than merely recite
- Making culturally appropriate gestures of encouragement and praise

This practical presentation will provide lessons learned from experiences in Liberia and Egypt, show excerpts of videos, and suggest guidelines for developing such model teaching videos for literacy.

Ref: Abadzi, H. (2010). Can Teacher Training in Low-Income Countries Become More Effective?
Innovative Insights from Observational Learning Research (DRAFT). World Bank.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p518765_index.html
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MLA Citation:

Davidson, Marcia. "Improving literacy in early grades through video-enhanced methods of teacher professional development in Egypt and Liberia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p518765_index.html>

APA Citation:

Davidson, M. "Improving literacy in early grades through video-enhanced methods of teacher professional development in Egypt and Liberia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p518765_index.html

Publication Type: Panel Paper
Abstract: Psychology and cognitive neurosciences suggest that improving teaching practice requires replacing existing mental models and allowing teachers to visualize themselves as effective teachers, capable of successfully teaching complex subjects. The use of video can support this theory of development by fostering certain automatic responses to key teaching situations (i.e., teaching routines, classroom management) so that cognitive resources can be freed for dealing with more complex teaching behaviors (i.e., individual feedback, continuous assessment). [Ref: Abadzi, 2010]. Together with leading teacher educators, RTI developed and continues to expand a library of model videos illustrating good classroom practices for teaching reading. Our research indicates the following key areas are prime for teacher behavior change as they are correlated with improved learning outcomes:
- Demonstrating querying techniques
- Asking students to defend their answers or explain to their peers
- Modelling effective textbook and materials use
- Monitoring individual students momentarily, e.g., listening to every child read for a minute a day while others do individual work
- Ensuring that students can sound out letters and can actually decode text rather than merely recite
- Making culturally appropriate gestures of encouragement and praise

This practical presentation will provide lessons learned from experiences in Liberia and Egypt, show excerpts of videos, and suggest guidelines for developing such model teaching videos for literacy.

Ref: Abadzi, H. (2010). Can Teacher Training in Low-Income Countries Become More Effective?
Innovative Insights from Observational Learning Research (DRAFT). World Bank.


Similar Titles:
A Non-expert’s First Attempts to Incorporate ELL Issues Into a General Literacy Methods Course: Implications for Course Development and Teacher Educator Growth

Developing teachers their own way: Paired observations for improving the quality of teachers’ literacy practice and professional development experience

Preservice Teachers Enacting Text Based Discussions to Promote Students’ Comprehension: Iterative Development of a Literacy Methods Course Inside an “At-risk” School


 
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