Simulations to Support Teachers in Learning How to Facilitate Discussions

• In Event: 45.050 - Virtual Reality Simulations as Approximations of Practice: New Ways to Support Teacher Learning

Abstract

This study examines use of simulated classroom environments to engage teacher candidates in approximations of a single, content-intensive teaching practice, leading argumentation focused classroom discussions. Argumentation is highly valued in mathematics and science, but is a challenging pedagogical strategy for candidates (Cartier, Smith, Stein, & Ross, 2013; Nystrand, Wu, Gamoran, Zeiser, & Long, 2003). We leverage a practice-based theory of professional education, positing that candidates’ knowledge is developed by opportunities to learn in and from their practice (Ball & Forzani, 2009; Grossman, Hammerness, & McDonald, 2009). Candidates experience these approximations within a VRS where we control the context, reduce competing sources of complexity (i.e., classroom management), and provide intensive feedback on practice. This paper describes pilot results using four performance tasks, situated in a simulated fifth grade classroom with five student avatars, and designed for use in science and mathematics methods classes.

Methods and Data Sources

Our pilots utilize design-based methodology (Wang & Hannafin, 2005), wherein rapid cycles of data collection and analysis inform task design and redesign, considering factors such as participants’ understanding of tasks, perceptions of usefulness, and the distribution of scores on video-recorded performances. Pilot participants were recruited from multiple teacher education programs, including undergraduate, graduate, and alternative route programs. The majority of candidates were white (63%) and female (81%). All completed several surveys and an interview after leading simulated discussions. Data were analyzed in SPSS and Dedoose, with interview transcripts and video-recorded performances double coded.

Results

The majority of participating candidates found all components across the four tasks to be clear. All participants reported that the student avatars seemed similar to “real” fifth grade students, aside from better behavior. Most reported finding the simulated environment easy to use, and reported that such opportunities to practice instruction should be integrated into teacher preparation. Across performances and dimensions for the first two math and science tasks, scores fell most heavily toward the mid-range, with considerable variability on score points between rubric dimensions.

Significance

While the use of VRS in teacher preparation is expanding, content-intensive tasks are still relatively rare. In addition, the use of VRS for formative assessment is notably under-theorized. The growth of practice-based teacher education makes such research critical, as teacher educators will need conceptions of quality Moss (2011) to understand whether and how candidates learn from practice. There are numerous potential affordances of VRS, including the ability to control what is simulated with fidelity, coupled with the possibility for semi-standardized interaction and meaningful comparisons across performances. Our results suggest this potential can be practically implemented. Candidates find these opportunities clear and useful approximations of practice, and teacher educators can get useful diagnostic information about variability in candidate performance on challenging, content-specific tasks. Given that few candidates performed at the “well-prepared novice” level, these VRS can provide valuable opportunities for continued practice with feedback and support.

Authors

• Heather Howell, ETS

• Jamie N. Mikeska, Educational Testing Service

• Andrew J. Croft, ETS