Part 2: Use of simSchool to Increase Teacher Candidates’ Understanding of the Educational Needs of Diverse Learners at a University in South Central Appalachia

ID: 53171 Type: Brief Paper
  1. Brooke Blanks and Matthew Dunleavy, Radford University, United States

Wednesday, March 28 3:00 PM-4:00 PM Location: Wright View on map

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Abstract: Teacher candidates at various colleges and universities completed a sequential explanatory mixed-method study focused on the use of the Simulation Based Learning (SBL) tool, simSchool, as a supplement to coursework and field experiences, and explored the use simSchool in a classroom management course. This paper will share the results of this simulation on preservice teachers from a university in South Central Appalachia. It will explore the impact on candidates’ understanding of diverse learners. Through the use of simSchool, teacher candidates were able to use feedback from students with diverse learning needs to experiment with differentiated instructional strategies.. This simulated environment helped candidates evolving understanding of using students’ explicit and implicit feedback to shape their own classroom management strategies during the simulation. The research will share how simSchool can prepare preservice teachers to understand their biases and teaching styles in order to effectively differentiate instruction and utilize effective classroom management


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