Classroom Teachers Using Evidence-Based Practice

Introduction

Coaching classroom teachers to create self-regulated learners using evidence-based practice in a classroom setting is a gratifying experience. As a K-12 Literacy Specialist, I aim to develop teachers’ understanding of the literacy process system, a cognitive approach to literacy, implementation of a balanced literacy curriculum, and their ability to create and teach lessons that engage students and promote the transfer of learning. The same tactics I use as a K-12 Literacy Specialist with classroom teachers, I will, in turn, used it with pre-service teachers.

Implementation of the Philosophy I use a utilize a variety of pedagogical methods grounded in my beliefs about teaching and learning. Before introducing a new topic, I

The activity will enable students to begin to create their philosophy of teaching. In conjunction, I will develop scenarios and meaningful experiences related to the various theorist. I may have them to participate in activities just as they might do with their students. These activities provide them with the opportunity to experience the different aspects teaching as learners themselves before engaging their students in the process. I also have them to critically examine and share their ideas about different representations of practice, including examples of literacy lesson plans according to State Standards with the integration of technology, examples of assessments and accompanying student work, video recordings of lesson enactments. These representations of practice make particularly visible aspects of teaching, such as learning goals, depth of knowledge, essential questions, assessment, and equity. In turn, they help teachers develop new ways of seeing and understanding the professional practice, thereby improving their understanding of

For example, online collaboration, face-to-face whole, and small group. These discussions hold them accountable for developing their ideas about the topics and enable them to share their views with others, promoting a diversity of perspectives. These interactions can also challenge their thinking and prompt them to consider new ideas and concepts when making sense of experiences and constructing their knowledge. To orchestrate discussion among students, I serve as a guide and facilitator, encouraging them to accept responsibility for their learning rather than maintaining responsibility and authority myself. I also help them to respond to one another’s ideas rather than responding directly to me and display and promote respect for all students’ ideas. These strategies not only help foster a community of learners, but they can continue the approach in their classrooms with their students. The tactic will allow them to create and build a community of learners within their