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Mapping Problems to Solutions: Logic Modeling in a Graduate Teacher Leadership Course

Mapping Problems to Solutions: Logic Modeling in a Graduate Teacher Leadership Course

Tara Loraine Shepperson, April Blakely
Copyright: © 2015 |Pages: 28
ISBN13: 9781466684119|ISBN10: 1466684119|EISBN13: 9781466684126
DOI: 10.4018/978-1-4666-8411-9.ch010
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MLA

Shepperson, Tara Loraine, and April Blakely. "Mapping Problems to Solutions: Logic Modeling in a Graduate Teacher Leadership Course." Handbook of Research on Advancing Critical Thinking in Higher Education, edited by Sherrie Wisdom and Lynda Leavitt, IGI Global, 2015, pp. 218-245. https://doi.org/10.4018/978-1-4666-8411-9.ch010

APA

Shepperson, T. L. & Blakely, A. (2015). Mapping Problems to Solutions: Logic Modeling in a Graduate Teacher Leadership Course. In S. Wisdom & L. Leavitt (Eds.), Handbook of Research on Advancing Critical Thinking in Higher Education (pp. 218-245). IGI Global. https://doi.org/10.4018/978-1-4666-8411-9.ch010

Chicago

Shepperson, Tara Loraine, and April Blakely. "Mapping Problems to Solutions: Logic Modeling in a Graduate Teacher Leadership Course." In Handbook of Research on Advancing Critical Thinking in Higher Education, edited by Sherrie Wisdom and Lynda Leavitt, 218-245. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8411-9.ch010

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Abstract

Faculty used visualization and inquiry methods to help teacher leaders in a master's course design problem-to-solution exercises. These assignments were based on an actual educational issue present in their school. By developing both a problem and solution model, students were able to experience real-world problem-based learning. This chapter presents theories supporting the approach, examples of exercises, and some lessons learned after working with 300 students over two years. Although taught online and to geographically dispersed students, the logic model exercise replicated many aspects of clinical experiences and provided professional skill development. The value of using logic models to represent real-world phenomena and to provide authentic learning experiences to teacher leaders is discussed.

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