A Self-Study Exploration of Elevating Students’ Experiences During the Lesson Plan Cycle

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies of Teachers' Knowledge, Pedagogy, and Practice (Table 8)

Abstract

This self-study explored the instructor's experience in aiming to elevate students’ experiences in an elementary science methods course—-particularly regarding modalities for feedback on a draft lesson plan. This research occurred within the context of a faculty learning community of colleagues who served as critical friends. The author’s teaching journal, critical friends group reflections, assignment description and rubric, and final reflection were analyzed to explore the research question: In what ways can I holistically elevate students’ experiences to center their thinking in the lesson plan cycle? Findings indicate engagement in exploring new paradigms, examining the value of offering options, and centering student voice. This presentation will focus
on discussion of feedback experiences and how to emphasize learning and student reflection.

Authors

• Ingrid Carter, Metropolitan State University of Denver

• Paris Prestridge, Metropolitan State University of Denver