Hands-on Education

Students currently enrolled in the Education Department at York College are preparing to enter their profession at an interesting and challenging time. Although the era of No Child Left Behind will soon enter its second decade, the impact of this legislation is still being felt. 

High-stakes testing, data-driven decision-making, increased accountability and a range of other reform initiatives provide both opportunities and challenges for all educational professionals in the 21st century. Preparing students to become teachers in such an environment is a complex and demanding mission. It requires professors to use contemporary or "hands-on" teaching methods that allow students to perform tasks similar to those of current educators.

The Task

On the morning of Friday, June 5, 2009, a group of education upperclassmen from a Minimester education class (teaching social studies in elementary schools) taught by Michael McGough, DEd, gathered in classrooms in the Appell Life-Science Building to present their work. 

The Outcome

by Tracy Smith '10 (East Berlin, Pa.) (pictured)

The students – in groups of three or four – spent three intensive weeks creating a long-range unit plan for a third grade social studies class. To make this assignment as "real life" as possible, the students presented a lesson to their peers and professors in the department as if they were educating other third grade teachers in their district.

As a senior elementary education student at York College, being given the assignment of creating a long-range unit plan should seem as if it was a common requirement. Future educators are taught how to write lesson plans and are often asked to demonstrate them to their peers as part of their learning; however, the reality of this assignment was that it encompassed a much broader spec-trum than normal. The task for this Minimester education class was to create a unit pertaining to one chosen theme in social studies. Then based on this theme, lesson plans were to be developed individually in the areas of language arts, science, math, social studies and if possible, other areas of curriculum such as art, music, health and some type of physical education. 

There are a few main elements to focus on when writing a lesson plan. One such focus is the realization that classrooms are filled with all types of learners. The other focus is con-centrating on the methods by which children learn. By simply presenting lessons through the use of lectures and demonstrations, it is now understood that these methods do not produce independent learners or the type of knowledge that is both deep in understanding and long-lasting. As a result, an assignment of this type must include learning through the use of multiple senses, some form of hands-on learning, and at the same time, provide interesting material that informs the students, while still meeting the needs of all types of learners. These ideas are the realities of educating students today and ones that future educators need to keep in mind at all times.

As I walked away from this experience, I realized that the word "practice" should always be in the vocabulary of every educator, because the impact of your instruction depends on how well you present your topic. Learning to become a successful educator comes from many resources, including your professors. Through his own wisdom and experience, Professor McGough taught us that teaching is not about the volume of information that you want to express to your students; instead, teaching is more about keeping things simple, involving the students and making connections to your topic in a way that meets the needs of all learners found within your classroom.

The Future

by Michael McGough, DEd, Education Department Chair

Although stated any number of ways and credited to a number of indivi-duals, the statement, "We learn best by doing," is most certainly true. As stated by Anthony Fredericks, PhD, of York College's Education Department, "good teachers know that hands-on equals minds-on!"

Students at York College learn this lesson often and well. Through a well-planned combination of course-work, field experiences, seminars, lab schools, volunteer activities, work experiences and related pre-profes-sional contacts, students seeking teacher certification have a wide variety of opportunities that are designed to help them connect theory, application and practice. Programs that afford such "hands-on" opportunities tend to produce teacher candidates who possess a strong "kid sense." The term "kid sense" encompasses a strong understanding of, a keen awareness of, and a loving appreciation for young learners at the various stages of their development. They are familiar with practical strategies and techniques essential for classroom management and enjoy a broader experience base in all phases of instruction, from planning through assessment and evaluation.  

In an effort to better meet the challenges and maximize the opportunities associated with public education in the 21st century, the teacher preparation colleges and universities of Pennsylvania are currently working to revise their programs. These revisions, driven 

in part by ongoing initiatives for continual improvement, are also designed to meet the demands of Pennsylvania's Chapter 49.2 legislation. This legislation calls for certain additions and revisions to teacher certification programs. Some specific examples include the addition of nine credits focused on teaching students with special needs and three credits aimed at enhancing skills needed to work with English as a second language (ESL) students. Another significant change is an increase in the number and specificity of required field experiences in which teacher preparation candidates must engage.  

With the support of the Pennsylvania Department of Education's Bureau of Teacher Certification, the Education Department at York College is currently working to develop and implement a number of program changes. The administration of the College, colleagues from several other departments, regional intermediate units and school districts, and several consultants, are also contributing significantly. As a result, the department is well on its way to making the necessary program modifications that will impact all teacher certification candidates graduating after August 31, 2013.