Comparing Simulation-based Lesson Planning in Experienced and Preservice Teachers
Author(s)Strang, Harold R.
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AbstractComparing Simulation-based Lesson Planningin Experienced and Preservice TeachersHarold R. StrangCurry School of EducationUniversity of VirginiaIntroductionOver the past several years, an ongoing research project in preservice and inservice teacher education at the Curry School has focused on developing and testing the educational efficacy of software-based lesson-planning simulations (Strang & Clark, 2001; Strang, 2000; Howard & Strang, 2000). The purpose of the current study is to compare the decision-making processes and outcomes of experienced and preservice teachers as they complete our most recent LPII simulation. This tool allows participants to create lessons for motivated and unmotivated simulated students. The empirical results obtained from this study will not only contribute to lesson-planning pedagogy, but when provided to future participants during simulation debriefings, will stimulate personal involvement in group discussions and ultimately help the participants to improve their lesson-planning decision-making skills. The following section describes the empirical measures that are generated during the LPII simulation's lesson-planning experience.The LPII Simulation's Empirical MeasuresParticipant keyboard and mouse activity during the lesson-planning task allows for the generation of two types of variables.1.Process variables. Measures in this category focus on how each participant plans the lesson. Specific variables include the length of time devoted to planning the lesson, the number of decision reviews and changes, the frequency of creative participant authoring, and, the frequency and length of participant note taking.2.Outcome variables. Measures in this category focus on the results of participant planning. Specific variables include the length of student lessons, the number of lesson activities, the opportunity for independent student work, the cognitive demands placed on the student, and the technology support integrated into the lesson.The Current StudySamples of preservice and inservice teachers representing two grade level categories (grades 1-5 and grades 6-12) will be drawn from students enrolled in both on-grounds and off-grounds teacher-education courses offered by Curry faculty members. The study will compare how the preservice and inservice teachers at each of the grade level categories plan lessons for motivated and unmotivated pupils. Analyses will include a series of 2(teacher experience) X 2(grade level category) X 2(pupil motivation level) ANOVAs applied to six process variables and to five outcome variables. Main effects, interactive effects, and patterns across variables will be discussed. Finally, the presentation will address the instructional value of sharing group and individual feedback results with participants ReferencesStrang, H.R., & Clark, R. (2001, March 9). The LPII Simulation: A lesson-planning tool for preservice teachers. Paper presented at the 12th International Conference of the Society for Information Technology & Teacher Education, Orlando, FL.Strang, H.R. (2000, March 15). The Matrix Planning Simulation: Preparing preservice teachers to work with unmotivated students. Paper presented at the 11th international conference of the Society for Information Technology & Teacher Education, San Diego, CA.Howard, L., & Strang, H.R. (2000, March 15). Peer collaboration and the Matrix Planning Simulation. Paper presented at the 11th international conference of the Society for Information Technology & Teacher Education, San Diego, CA.