Instructions

Read the scenario and be prepared to create your own ITF practice-based activity on the next page using your journal.

Case Study: Irene

Irene, an early childhood education instructor, decides to develop her course on early literacy.

She wants her students to get better at conducting effective read-aloud. (competency to Improve)

At the start of the course, she provides a baseline assignment where her students take a video of themselves reading with children. Students get credit for submitting. (Do, scaffolded)

She provides her students with readings, an engaging video lecture, and a video interview with an early reading expert on aspects of effective reading aloud that includes some simple knowledge checks. (Know)

As part of her next class, she has her students watch videos of teachers reading aloud to children in various settings (at home, in the classroom, with parents) and has them tag videos identifying the practices they learned as well as opportunities where they might suggest alternative practices. She also has them practice as "peer coaches" and provides feedback to the teachers in the video by using the rubric that identifies the effective read-aloud skills, knowledge, and dispositions she aims to improve. (See)

Then students are assigned to reflect on their baseline videos using their "effective read-aloud" lenses and make a plan for doing another read-aloud. (See and Reflect)

Students enact the read-aloud strategies in their practice/placements and video record it. (Do)

The follow-up assignments Irene includes are for students to share their video with their Community of Reflection and Practice (CORP) and provide and receive feedback. (See and Reflect). They are graded on the feedback they provide one another according to the rubric and make plans for a final video based on the feedback.

Students submit a final video, which Irene provides feedback on and grades with the rubric she gave the students at the start of the course and that they have already practiced using. (Improve)