Practice Brief 52 -- Topics: Instruction Practices

Supporting Preservice Teachers with Task-Based Instruction

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Why It Matters To You
  • Preservice Teachers, specifically those beginning their early clinical experiences, need tools that can support both their planning and implementation of science instruction focused on student sensemaking.
  • Task-based instruction can support Preservice Teachers to plan and implement 3D learning, while also offering them opportunities to begin gaining experiences implementing at a scale (e.g., 1-2 day lessons) that is more feasible for beginning teachers and more easily negotiated in the contexts of Mentoring Teachers’ classrooms.

What Is The Issue?

Experiences in mentor teachers’ classrooms often provide preservice teachers with their first opportunities to spend extended periods of time in classrooms as teachers or to engage with the new vision for science education. Taking on too much too early (e,g., planning a full unit of instruction) can be stressful for both preservice and mentor teachers, who need to ensure their students are supported with coherent learning experiences. Task-based instruction—planned and implemented collaboratively with university educators and mentor teachers in local P-12 classrooms—can address these challenges.

Authors:

DANIELLE ROSS, TODD CAMPBELL, TJ MCKENNA, VICTORIA SCHILLING, LAURA RODRIGUEZ & UCONN TEACHER MENTORING COLLABORATIVE | FEBRUARY 2018


Reflection Questions

  • In an upcoming unit, how can you support a preservice teacher to develop a new task-based instructional activity or modify an existing activity?
  • How might you support preservice teachers to plan for and facilitate discussions in task-based learning activities?
  • What hesitations or concerns do you and the preservice teacher have about task-based activities? How can mentor teachers, preservice teachers and university educators collaborate to address these concerns?

Things to Consider

Attending to Equity

Recommended Actions You Can Take



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