A Multi-University: Use of simSchool to Increase Pre-Service and In-Service Teachers’ Understanding of the Use of Differentiated Instruction and the Understanding of Classroom Management and Behavior

ID: 52018 Type: Brief Paper
  1. Vickie Johnston, Florida Gulf Coast University, United States
  2. David Collum, Missouri Baptist University, United States

Thursday, March 29 3:20-3:40 PM Location: Bell View on map

No presider for this session.

Abstract: In order to develop practitioners who can serve all learners, teacher education programs must prepare teacher candidates to enter a wide range of diverse teaching environments In order to help candidates understand cultural, ethnic, linguistic, and socioeconomic diversity in our P12 communities, the understanding of differentiated instruction and classroom management is vital A simulated classroom is an innovative field experience that can foster dispositional development and help preservice teachers understand differentiated instruction and classroom management Simulated classrooms are also an innovative practice that can help preservice teachers connect learning by allowing them to test out pedagogical ideas to see what strategies help all students learn Virtual environments allow these teacher candidates to try different techniques without hindering the learning or classroom management of P12 learners This sequential mixed-method study focused on the use of the Simulation Based Learning (SBL) tool, simSchool, as a way of increasing preservice and in-service teachers’ understanding of the use of differentiated instruction and classroom management This study is one the first studies to evaluate simSchool as a tool for studying the impact on preservice teachers’ understanding of differentiated instruction and their understanding of classroom management across ten universities in the United States and Puerto Rico

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