UNIVERSITY PARK, Pa. -- About 80 student teachers in the College of Education’s Professional Development School (PDS) program presented their classroom research at a teacher inquiry conference Saturday, April 25, at Mount Nittany Middle School in State College.
The conference was the 17th annual event that celebrates the full-year, collaborative teaching program between Penn State and the State College Area School District.
Students used 25-minute sessions to explain their research topic and cite examples of its success and the inquiry used to achieve that goal to their classroom mentors, family and friends.
“The importance of today is that it’s a celebration of the excellent, rich work that the students have done throughout the entire year,’’ said Raeann Horgas, a secondary English mentor at State College Area High School who will be one of the professional development associates at the secondary level during the next academic year.
“This is kind of their capstone of their experience. I think it’s an excellent professional opportunity for them to be able to present their classroom research to a wider audience and get feedback on that and also for the school community and Penn State community to be able to see the great work and preparation these students have done.’’
Topics were wide-ranging. Titles of some of the 74 classroom presentations included “Breaking it Down to Build It Up: Exploring Empathy in the English Classroom’’; “Glowing and Growing: The Role of Reflection and Self-Evaluation in the English Classroom’’; “Energetic Engagement: Finding Ways to Channel Student Energy’’; and “Contracting Ownership: Shifting Students’ Perceptions of Writing.’’
Emily Mowery of State College, a childhood and early adolescent education major who has accepted a teaching job near Raleigh, North Carolina, researched “The Communication Triad: Teachers, Parents and Students.’’ She showed a brief video that featured a first-grade girl explaining in detail a classroom topic to her parents.
Her parents said at the beginning of the year that their daughter’s answers to their questions about her day consisted of just a few words, but cited how much more communicative she became as the year progressed. Mowery had her students write journals, created a survey for her students’ parents and authored a classroom newsletter. Parents responded that communication was extremely important.