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Lessons Learned Modeling "Connecting Teaching and Learning"

Lessons Learned Modeling "Connecting Teaching and Learning"

Gerald Girod, Mark Girod, Jeff Denton
Copyright: © 2007 |Pages: 17
ISBN13: 9781599043043|ISBN10: 1599043041|ISBN13 Softcover: 9781599043050|EISBN13: 9781599043067
DOI: 10.4018/978-1-59904-304-3.ch010
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MLA

Girod, Gerald, et al. "Lessons Learned Modeling "Connecting Teaching and Learning"." Games and Simulations in Online Learning: Research and Development Frameworks, edited by David Gibson, et al., IGI Global, 2007, pp. 206-222. https://doi.org/10.4018/978-1-59904-304-3.ch010

APA

Girod, G., Girod, M., & Denton, J. (2007). Lessons Learned Modeling "Connecting Teaching and Learning". In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and Simulations in Online Learning: Research and Development Frameworks (pp. 206-222). IGI Global. https://doi.org/10.4018/978-1-59904-304-3.ch010

Chicago

Girod, Gerald, Mark Girod, and Jeff Denton. "Lessons Learned Modeling "Connecting Teaching and Learning"." In Games and Simulations in Online Learning: Research and Development Frameworks, edited by David Gibson, Clark Aldrich, and Marc Prensky, 206-222. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-304-3.ch010

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Abstract

While designing a web-based simulation to provide practice for teacher education students as they sought to master the complex skills expected of them as they develop work samples, the authors learned eight important lessons during the development of Cook School District. Work samples are a methodology for helping students learn to analyze their teaching by seeking connections between their work and student achievement. Cook School District serves as a site where teacher candidates begin the arduous process of learning to determine which strategies of instruction and assessment will result in greater student growth. The four years required to develop the simulation brought home eight lessons, often painfully acquired, that are shared with readers. Learning and teaching are not inherently linked. Much learning takes place without teaching, and indeed much teaching takes place without learning (Wenger, 1998).

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