Incorporating Active Student Response in Lesson Planning With Preservice Teaching Candidates

• In Event: Teachers and Teacher Educators Using Action Research to Inform Practice

Abstract

Educators face the responsibility of improving student outcomes by using evidence-based instructional practices in the classroom. Consequently, teacher educators are charged with preparing teacher candidates to include evidence-based instructional strategies in lesson planning and implementation. Research has shown that by including Active Student Response (ASR) in their lessons, teachers can increase student engagement. This action research study focused on efforts to get our students to incorporate ASR into various parts of the instructional day, including warm-ups, review, free time, transitions, and throughout any lesson. Our poster describes the responses of 12 pre-service teacher candidates on the role ASR played in their learning about teaching and in their instruction. Results of the study can add to the literature to support teacher preparation programs preparing teacher candidates in the use of ASR for lesson planning.

Authors

• Tara Watkins Galloway, Belmont Abbey College

• Sara D. Powell, Belmont Abbey College

• Josh Baker, University of Nevada