Supervision and Reflection in Student Teaching

1. PET 485 Supervision
Presentation
By: Nathan Hamer

2. Focus of Today's Talk
• My Action Plan for Student Teaching
• Overcoming My Own Beliefs and Biases
• Models of Supervision
• Models of Reflection
• Communication with CT's and Supervisors

3. My HS PE/Health Experience
• Highly Teacher Directed
• PE - Teacher demonstrated skill then
student practiced it for rest of class
• Health - Had weekly quizzes on
content from powerpoints
• Easy to administer
• Not that effective
My WVU PE/Health Experience
• More Interactive
• More Student Responsibilty
• PE - TGfU, Sport Ed
• Health - Dr. Mann's Class,
• Mr. Bowling Lecture
• Requires extensive planning
• Relies on student cooperation
• Much more effective and engaging in
my experience
Beliefs/Biases

4. Situated Learning Model of Supervision
• In SLM, learning:
• comes about by students doing rather than passively observing
• centered around dilemmas and problem solving
• is social, aided by Communities of Practice
• is only possible if students take responsibility for their education

5. Situated Learning Model of Supervision

6. The Schon Reflection Process
• Reflection in action - deals with thoughts and feelings about
lesson in the heat of the moment (Ex. rotation is too slow,
students didn't understand task, time left in class, etc.)
• Reflection on action - deals with thoughts and feelings about the
lesson several hours after it has been completed and teacher has
some perspective with which to assess the entire lesson and now
can take time to think about how to improve it for next time
(Ex. should have aligned students differently, will explain it this
way next time, could have cut that activity down, etc.)

7. Gibbs Reflective Cycle

8. Communication with Supervisor/CT
Director of Student Teaching (Dr. Harvey)
University Supervisor (Ex. Dr. Jones)
• Cooperating Teacher
• (Ex. Mr. Woods, Ms. Hunter)
•
Student Teacher

9. Communication with Supervisor/CT
• Solid communication will be key to a positive teaching
experience
• Cooperating Teacher - consult on daily basis regarding
feedback, suggestions, schedules, and anything related to that
school.
• University Supervisor - consult on a week to bi-weekly basis
regarding feedback related to specific requirements for WVU's
program, etc. Also the ones to see first if a problem with the CT
arises.
• Director of Student Teaching - consult only if having problems
with both cooperating teacher and university supervisor

10. References
• http://pagi.wdfiles.com/local--files/wenger-social-theory-
learning/components.png
• http://www.slideshare.net/stharvey/models-of-supervision-
reflection