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1. Using Reflection and Feedback in a Simulated Teaching Environment to Improve Instruction for Differentiated Learners

   Christensen, R.; Knezek, G.; Kelley, J. (July 2022, Proceedings of the Society for Information Technology in Education (SITE))

   T. Bastiaens (Ed.)

   Improving teaching strategies through a simulated teaching environment has been shown to improve teacher self-efficacy, teaching skills, classroom management and multicultural awareness. The current study is using the simulation program to help educators recognize possible bias with the goal of recognizing, reflecting and remediating any biases that may exist. Both self-report survey data as well as simulation-captured data are used to understand the changes that occur as educators have the opportunity for many trials of teaching using feedback for improvement each time. 

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2. Using a Simulated Teaching Platform to Improve Teacher Practices

   Christensen, Rhonda; Knezek, Gerald; Norton, Samantha; Kruse, Stacy (March 2024, Association for the Advancement of Computing in Education (AACE))

   Cohen, J; Solano, G (Ed.)

   To address the diversity of student differences, educators need to actively recognize and counter patterns of bias in their teaching practices as well as in their classroom environments. The topic is highly relevant to the education field including faculty of educator preparation programs, classroom teachers and administrators. The simulated teaching environment includes research-based outcomes that show improvement in teaching efficacy and culturally diverse teaching practices. The simulation is focused on allowing educators to “practice teaching” in a variety of content areas any time benefitting from the simEquity experience by learning how to change instructional practices based on bias awareness and guided improvement through targeted feedback. Context appropriate recommendations for improvements in equity-based teaching practices will provide participants with the tools needed for reducing implicit bias in instruction. The cycle includes planning instruction, teaching in a simulation, receiving feedback, improving instruction for subsequent simulations and reflecting on the practices that were used with the artificially created students. One strength of using simulations is the objective feedback provided to participants that allow improvements based on actual choices made with each of the simStudents. All participants will have access for any of their colleagues and students to the “Teaching without bias” module for one year. 

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3. A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes

   https://doi.org/10.1187/cbe.20-06-0126  

   Reinholz, Daniel L.; Stone-Johnstone, Amelia; White, Isabel; Sianez, Lorenzo M.; Shah, Niral (December 2020, CBE—Life Sciences Education)

   Schussler, Elisabeth (Ed.)

   This article describes an equity-focused professional learning community that used the EQUIP observation protocol to provide data analytics to instructors. The learning community met during Spring 2020, and due to the global coronavirus pandemic, it moved online midsemester. This article describes patterns of student participation and how they were impacted in moving online. We found that student participation dropped significantly in moving online, but instructors were able to implement new teaching strategies to increase participation. We document seven concrete strategies that instructors used to promote equitable participation in their online classes and that can be incorporated by biology educators into their online teaching. The strategies were: 1) re-establishing norms, 2) using student names, 3) using breakout rooms, 4) leveraging chat-based participation, 5) using polling software, 6) creating an inclusive curriculum, and 7) cutting content to maintain rigor. In addition, we describe the faculty learning process and how EQUIP data and the learning community environment supported instructors to change their practices. 

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4. Using simSchool to Enhance simEquity for Preservice and Inservice Teachers

   Christensen, R.; Kruse, S.; Knezek, G. (October 2021, Proceedings of the SITE Interactive Online Conference)

   E. Langran & D. Rutledge (Ed.)

   Bias reduction in teaching practices is an important step in enabling students to achieve their best in the classroom and beyond. The simEquity project using the simSchool simulated teaching platform is focused on helping educators to recognize, reflect on and reduce implicit biases that may exist in their beliefs and teaching practices. The innovation playground session will introduce attendees to the project and allow them to experience the platform to see the possible impact the program can have in teacher education. 

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5. Using Simulation Experiences to Address Bias in Teaching Practices

   Christensen, R.; Knezek, G. (July 2023, International Society for Technology in Education (ISTE))

   International Society for Technology in Education (Ed.)

   To address the diversity of student differences, educators need to actively recognize and counter patterns of bias in their teaching practices as well as in their classroom environments. This paper presents a tool for educators that is scalable for developing equitable, culturally responsive teaching practices through implementation in a simulated teaching environment. 

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