Exploring Teacher Metacognition in Instructional Adaptations During Literacy Instruction

• In Event: Digital Literacy and Literacy Instruction

Abstract

Using the Adaptive Teaching Observation Protocol, we investigated teaching adaptations and explored the reflective thought processes teachers engaged in as they modified their literacy instruction to support their students’ needs. Post-observation interviews, field notes and coded lesson observations suggest that both teachers used some adaptations more than others. For example, Introducing Unplanned Content and Adding a Resource, were among the highest whereas Inserts a New Activity and Suggests a Different Perspective were used less often. Findings, such as the ones reports here, are essential for understanding how to effectively prepare new literacy teachers; teachers who can modify instruction in real-time and ultimately meet the needs of all students.

Authors

• Margaret Vaughn, Washington State University - Pullman

• Allison Ward- Parsons, George Mason University

• Julie Winneur Ankrum, Indiana University of Pennsylvania

• Seth A. Parsons, George Mason University

• Aimee Morewood, West Virginia University

• Kira Joy Carbonneau, Washington State University - Pullman

• Brian F. French, Washington State University