FOED 2110
Field Journal
MIDDLE TENNESSEE STATE UNIVERSITY
FOED 2110
Modified Field Experience Journal for Exemptions
Name: Date Submitted:
Table of Contents
FOED 2110 Modified Field Journal
Introduction to Field Work…………………………...... 3
Exemption Criteria………...………………………………...... 8
Focused Activity Guidelines…………………………………..9
Guidelines for Reflective Essay……………………..………13
Grading Rubric…………………………………………...……14
FOED 2110
Field Placement Journal
Middle Tennessee State University
As partial requirement for FOED 2110, each student must complete a field experience in a public school setting. In order to build a knowledge base regarding the development of children and the process of teaching and learning, each preservice student will conduct classroom observations, complete tutoring assignments with public schools students as designated by the cooperating teacher.
The Field Placement Journal will assist preservice students and act as an educational tool throughout the placement. An observation guide is included along with observation log sheets, suggestions for reflective practice, and various focus assignments that must be completed for the course. During the experience, observe the classroom situation, analyze it, and use the journal to reflect on the practices observed in order to make decisions about how the developmental age of the child or children involved relate to best practices in the classroom setting. When recording data involving public school students, remember to use only the first name of the student and the term, "teacher." Information recorded in the Field Placement Journal should be factual. Refer to the focus assignments and suggestions for reflective practice after each classroom visit.
The observations and tutoring assignments will take place throughout the semester. If any problems should arise, please email me immediately. Be sure to work out a reasonable schedule with the classroom teacher and adhere to the schedule as a professional.
University Contact: Please see your FOED 2110 Instructor
Field Experience / Reflective Practice
FOED 2110
As partial requirement for completion of the course, students will complete a field-based experience at a local public school. The field experience is designed to provide opportunities for FOED 2110 – Honors students to interact with practicing teachers in order to gather information to assist with preparing for the field. The field experience should also enable and encourage students to begin thinking like a reflective practitioner by keeping a Field Journal, recording reflections, gathering data, and reflecting on findings in order to offer suggestions in improving practice.
Maximizing meaning from life’s experiences requires enhancing and amplifying the human capacities for reflection. To be reflective means to mentally wander through where you have been and to try to make sense out of it. Reflection involves the development of habits and dispositions as:
¨ Metacognition – Thinking about thinking and conducting an internal dialog before, during, and after an observation,
¨ Connection information to previously learned material,
¨ Drawing forth cognitive and emotional information from several sources including the visual, auditory, kinesthetic, and tactile,
¨ Acting on and processing the information—synthesizing, evaluating, and
¨ Applying insights to contexts beyond the one in which they were learned (York-Barr, Sommers, Ghere, & Montie (2001).
“Reflective practice is as much a state of mind as it is a set of activities.”
Vaughn, 1990, pp. ix.
Other perspectives on reflective practice:
The practice or act of analyzing actions, decisions, or products by focusing on our process of achieving them (Killion & Todnem, 1991).
Application of practice is essential. It leads to improvement when deepened understandings lead to action (Dewey, 1933; Smyth, 1989).
Reflective practice provides a way “to understand and make sense of the world” (Brubacher, Case, & Reagan, 1994).
Models of Reflective Thinking
Although professors, researchers, and scholars may differ on the nature of reflective thinking, there are three general models or levels—technical, contextual, and dialectical (Taggart and Wilson, 2005).
The Technical Level refers to the initial level of reflective thinking. This level deals with methodological problems and theory development. Teachers reflecting at the technical level function with minimal schemata from which to draw when dealing with problems. The main focus is on past experiences, student behavior observed, and simple theoretical descriptions and applications (Collier, 1999; Valli, 1990; Van Manen, 1977). In addition, when recording journal entries at the technical level, the following is evidenced:
· Recordings of simple descriptions of observations,
· Recordings of tasks only, and
· Recordings include appropriate educational vocabulary.
The Contextual Level refers to the second level of reflective thinking. This level involves reflections regarding clarification of and/or elaboration on underlying assumptions, perceptions, and predispositions of classroom practices. Teachers reflecting at the contextual level look for alternative practices, solutions based on knowledge, and analysis of practices (Collier, 1999; Grimmett, 1990; Lasley, 1992; Van Manen, 1977). In addition, when recording journal entries at the contextual level, the following is evidenced:
· Recordings reflect on practices with regard to student success and student learning
· Recordings reflect on decisions relative to the context of the classroom situation,
· Recordings relate theory to practices observed,
· Recordings indicate strong focus on actions observed, and
· Recordings explore alternatives to practices observed with strong focus on analysis and clarification.
The Dialectical Level refers to the third and highest level of reflective thinking. This level reflects critical reflectivity and deals with questioning moral and ethical issues related directly and indirectly to teaching practices and the classroom environment. At this level, teachers are able to contemplate ethical and political concerns related to instructional planning, materials, student needs, and student success (Collier, 1999; Dewey, 1933; Grimmet, 1990; Lasley, 1992; Van Manen, 1977). In addition, when recording journal entries at the dialectical level, the following is evidenced:
· Recordings systematically explore and question practices observed,
· Recordings include suggestions, alternatives, and solutions to problems observed,
· Recordings reflect on decisions and consequences of observed practices, and
· Recordings reflect on moral, ethical, and sociopolitical issues and aspects of classroom practices and observed practices.
Source: Taggart, G.L. and Wilson, A.P. (2005). Promoting reflective thinking in teachers. Thousand Oaks, CA: Corwin Press.
Reflective Thinking Attributes
Reflective practitioners…
· Identify and analyze problems and situations
· Look at problems relative to educational, social, and ethical issues
· Critically consider contextual and pedagogical factors
· Use a rational problem-solving approach
· Make intuitive, creative interpretations and judgments
· Are metacognitively, analytically, and instructionally skillful
· Possess self-efficacy, intrinsic motivation, and a desire for lifelong learning
· Are open to experimentation and new innovations
· View situations from multiple perspectives
· Plan essential skills for attaining and using information
· Consider general characteristics of so-called practice
· Are flexible in a search for alternative explanations
· Use evidence in supporting or evaluating a decision or position
· Have a commitment to values
· Constantly review instructional practices, goals, methods, and materials
· Are intellectually perceptive to multiple and novel ideas
· Are committed to problem resolution
· Commit adequate resources to reflective thinking
· Welcome peer review, critique, and advice
· Write and record events reflectively
Source:
Adapted from Dewey (1933); Ross (1989); Schoen (1987); Simmons and Sparks (1987)
Field Work
Guidelines for Recording Reflective Journal Entries
· Date and time of the entry
· Brief sequencing of events observed
· Elaboration on details of one or two events observed
· Analysis of the observation
o Possible explanations of events
o Significance of events
o Overview of what was learned by preservice teacher as a result of observation
o Questions raised (If you want to learn more…)
o Relevance
Sources:
Bolin, F.S. (1988). Helping student teachers think about teaching. Journal of Teacher Education, 39, 48-54.
Zeichner, K.M. (1987). Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research, 11, 565-576.
Field Journals provide the reflective practitioner with a means of…
Analyzing and reasoning through a situation
Enhancing development and reflection
Promoting growth in critical analysis of teaching
Promoting an awareness of relationships between educational psychology and practical experiences
Systematically reflecting on self-development and on actions within classroom and work contexts
Practicing reflective inquiry
Building understanding by writing about what was learned
Linking understanding, theory, and classroom practice
Modified Journal for Exemptions
The modified experience consists of observations and a reflective journal based on personal experiences with the school setting. The modified experience is for those students who meet one of the following criteria:
· Those teaching on a waiver, permit, or Alternative License in a public school environment,
· Students currently working in an Extended Care Program in a public school, or
· Students presently employed as a Teacher Assistant or Aide in a public school.
An observation guide is included along with observation log sheets, suggestions for reflective practice, and guidelines for a reflective essay that must be completed as partial requirement for the course. Based on your classroom experiences and observations, reflect on the setting and the interactions. When recording data involving public school students, remember to use only the first name (or initials) of the student and the term, “the teacher”. Information recorded in the Modified Journal should be factual. Refer to the focus for each assignment and suggestions for reflective practice. You must submit the completed journal by the specified date.
The Classroom Learning Environment
Use the following guide to assist you in focusing your attention and observation skills during the first and second visits.
Grade Level/Age Group Number of Students
Check all that apply to the setting:
Special Education class urban setting indoor
Gifted classroom suburban setting outdoor
Teacher-directed lesson rural setting Student-directed lesson
Learning Environment:
bright, attractive evidence of student work
clean, well-organized visuals of content-area work
traditional seating arrangement manipulatives
student-centered arrangement
Introduction to Lessons:
objectives identified – written or stated content related to students’ interests
student-centered connection to previous learning
Instruction (Methodologies/Strategies):
lecture-based project-based discussion
student-centered seminar group work examples provided to enhance lesson
whole-class instruction task analysis inquiry/experimentation
technology-based
Gardner’s Multiple Intelligences – Evidence of teacher attention to:
visual-spatial learners bodily-kinesthetic
verbal-linguistic musical
logical-mathematical intrapersonal learners
interpersonal naturalistic learners
Learning Styles – Evidence of teacher attention to:
visual learners auditory learners
kinesthetic learners multiple-styles
Developmental Characteristics of Students:
1 List the physical characteristics of students – diversity factors:
2 List varying abilities:
3 List social characteristics:
4 List any emotional/behavioral differences:
5 What accommodations do you usually make for students in your class—regarding
cultural background, special needs, etc? Provide an explanation.
6 Reflective Practice: Describe one technique that you either observed or utilized
that worked effectively in meeting the needs of diverse students.
Class Demographics
Focus: General Classroom Information
Subject: / Date:Number of Students: / Male: Female:
Ethnic Groups Represented:
Number of Special Needs Students:
List Types of Special Needs
Date: / Observation Time:
Diverse Setting Yes No
Description of a Typical Lesson:
Reflections: Describe one aspect of the lesson that you feel was most effective. Provide an explanation. Attach a copy of the lesson.
Student Focus
Focus: Student Information/Observation
Date: Observation Time:
Select one student in your class. Write a description of the student's behavior (listening, following directions, responding to questions, initiating behavior, etc.) Do not use the student's last name.
Student's First Name:
Typical daily behavior:
Reflection: Reviewing your information about this student, reflect on how you handle this student’s behavior on a daily basis. Provide an explanation as to your decision-making regarding techniques that work.
Reflective Essay
As part of reflective practice, effective educators keep field journals in which they record daily experiences. The field journals may be in the form of notes, anecdotal records, pictures, diagrams, etc. Using the notes you have recorded on the previous pages, reflect on your experiences in the classroom, in the Extended Care Program, or as a Teacher Assistant. Reflect on the following questions:
1. What type of goals do you have for yourself as a professional educator?
2. How can you improve your own practice?
3. What three techniques, strategies, or methods do you feel work best with the students in your classroom?
4. Which of the learning theories covered in class do you feel are reflected in your own teaching?
Essay Criteria:
· The essay must be no less than 500 words and must be typed and double-spaced.
· You must use at least two outside sources to support your reflective thought.
· The essay must be formatted in APA style.
GRADING RUBRIC / FIELD JOURNAL / FOED 2110A / B / F
Evidence of all activities successfully completed
All reflective descriptions completed
High degree of the reflective process present throughout the journal
Essay exhibits high degree of reflection, research, and application.
ALL FORMS INCLUDED / Evidence of most of the activities successfully completed
Most reflective descriptions completed
Some degree of the reflective process present
Essay exhibits some degree of reflection, research, and application.
ALL FORMS INCLUDED / Student did not meet the challenges of the task at hand
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig 2