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EMBEDDING PACT SCAFFOLDING WITHIN EXISTING TEACHER EDUCATION COURSES

vi. Sample PACT Scaffolding in Teacher Education Courses (UCD) This example from UC Davis discusses the program’s experience in embedding PACT in coursework. EMBEDDING PACT SCAFFOLDING WITHIN EXISTING TEACHER EDUCATION COURSES. PACT IMPLEMENTATION MEETING Pauline Holmes, UC Davis

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EMBEDDING PACT SCAFFOLDING WITHIN EXISTING TEACHER EDUCATION COURSES

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  1. vi. Sample PACT Scaffolding in Teacher Education Courses (UCD) This example from UC Davis discusses the program’s experience in embedding PACT in coursework. EMBEDDING PACT SCAFFOLDING WITHIN EXISTING TEACHER EDUCATION COURSES PACT IMPLEMENTATION MEETING Pauline Holmes, UC Davis October 2007

  2. UC Davis Single Subject English Program Context • Cohort model of approximately 20 graduate students - full-time and part-time supervisors • Combined credential and Master’s program • 5 Quarter program (3 quarters of combined student teaching and coursework, 2 more part-time quarters to complete a classroom inquiry project during first year teaching) • PACT completed winter quarter of first year; electronic submission

  3. Goal is Successful Teaching • PACT Teaching Event promotes evaluation of effective English language arts teaching and learning cycles • Understanding context of classroom - students & curriculum nexus • Planned series of lessons around key ideas (standards, themes, linked skills) • Implementation of the lessons • Reflection and assessment of daily lessons & the series, based on student work • Planning for next steps

  4. I. Curriculum units Added focus on cases of student work for analysis II. Video taping Earlier and repeated exposure to being filmed Provide evidence of student understanding & support for academic literacy III. Practice with an array of assessment strategies Work on concepts and applications of assessment components in several courses (literacy, English methods, effective teaching, seminars) Sample Course Modifications to Provide PACT Scaffolding

  5. Course Assignments that Scaffold Teaching Event Tasks

  6. Responses to Impact of Teaching Event English MA Students Report: • general positive impact onclassroom teaching -both instruction and management • strong peer support within cohort during Teaching Event implementation • need more help and/or support from resident teachers from Spring 2007 Teacher Education Fellows survey

  7. Challenges & Opportunities: Implications for More Coursework Focus • Providing more experience with assessment options and ways to discuss results • Developing deeper understandings of academic language within English language arts contexts • Discussing ways to work within confines of paced and prescribed curricula • Using Teaching Event concerns as jumping off place for inquiry projects (synergy)

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