TeachingWorks, a center from the University of Michigan, describe high leverage practices as the basic fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. High-leverage practices are also central to supporting students’ social and emotional development. They are used across subject areas, grade levels, and contexts. They are “high-leverage” not only because they matter to student learning, but because they are basic for advancing skill in teaching. See https://www.teachingworks.org/work-of-teaching/high-leverage-practices .
Published in Chapter:
Learning to Teach in Mixed-Reality Simulated Virtual Environments at a Hispanic Serving Institution (HSI)
Veronica Lopez Estrada (The University of Texas Rio Grande Valley, USA), Carmen Pena (The University of Texas Rio Grande Valley, USA), and Denise Love (The University of Texas Rio Grande Valley, USA)
Copyright: © 2021
|Pages: 23
DOI: 10.4018/978-1-7998-6963-4.ch008
Abstract
As a result of the COVID-19 pandemic, faculty at a Hispanic serving institution shifted from face-to-face to totally online teaching. The authors describe two assignments for teacher candidates that required them to design and deliver lessons that focused on practicing two high-leverage practices utilizing Mursion, a mixed-reality simulation (MRS) software and platform. MRS sessions were delivered through Zoom video conferencing and were delivered asynchronously. Benefits, challenges, and limitations of using MRS in conjunction with Zoom in online courses were identified and discussed. Detailed logistics for planning, preparing, and executing MRS effectively were provided. The authors describe implications for remote learning as it related to teaching at an HSI located in one of the poorest areas of the U.S., with one of the most vulnerable populations.