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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 session will provide access to a free simulated teaching bundle that includes multiple modules focused on equitable teaching practices.
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Using Simulation Experiences to Address Bias in Teaching Practices
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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- Award ID(s):
- 2118849
- PAR ID:
- 10443690
- Date Published:
- Journal Name:
- International Society for Technology in Education (ISTE)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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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.more » « less
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Bastiaens, T (Ed.)This paper focuses on educators’ use of a simulated teaching environment and its relationship to changes in indices associated with equitable teaching practices. Pre-post survey data were gathered from 39 educators who spent an average of 4 hours and 45 minutes completing 17 sessions in four modules in an online simulated teaching program. Participants were provided with feedback following each session with the intention of improving their performance in subsequent sessions. Results indicated that there were significant and educationally meaningful positive changes in measured indices related to equitable teaching practices following online simulated teaching experiences.more » « less
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Bastiens, T (Ed.)This paper focuses on educators’ use of a simulated teaching environment and its relationship to changes in indices associated with equitable teaching practices. Pre-post survey data were gathered from 39 educators who spent an average of 4 hours and 45 minutes completing 17 sessions in four modules in an online simulated teaching program. Participants were provided with feedback following each session with the intention of improving their performance in subsequent sessions. Results indicated that there were significant and educationally meaningful positive changes in measured indices related to equitable teaching practices following online simulated teaching experiences.more » « less
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Preservice teachers (PSTs) need to be able to use ambitious teaching practices to help support their students’ productive engagement in scientific practices such as analyzing and interpreting data or using evidence-based reasoning to support their claims. Approximations of practice are one way in which teacher educators can support their PSTs to develop their skills in enacting ambitious teaching practices. In this study, we report on the use of a suite of three online, simulated approximations of practice where secondary PSTs practiced facilitating discussions focused on engaging students in argumentation. Using information from both PSTs’ and teacher educators’ perspectives, we examined their main takeaways from each simulation experience, how learning from one simulation was used to prepare for the next simulation, PSTs’ perception of the simulations’ authenticity, and their views about whether they would recommend using this online suite of simulations in future teacher preparation courses. Findings suggested that teacher educators and PSTs alike noted a variety of main takeaways, including understanding the importance of planning and asking good questions. Furthermore, they recommended the suite for use in future teacher education courses. Implications of the work for productively integrating online simulations into teacher education settings are discussed.more » « less
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
