Ways of Knowing and Teaching & Learning Courses

Clark’s courses I took for the MAT program had a direct impact on my experiences within the classroom and how I was able to apply theory to practice. A large pillar of these courses is based in reflective thinking. The courses and professors allowed me to read about and discuss teaching theories and research-based best practices, then apply them to my practicum. After testing out new techniques and theories for myself, I had the chance to reflect and develop my practice even more. This is what I came to base my teaching philosophy around. 

The Ways of Knowing philosophy encourages students to participate in authentic work by incorporating higher levels of engagement and supporting a deeper way of fluency in content material. We often asked, “How do our students develop ways of knowing science? Math? History?” By considering how to incorporate the nature of these disciplines and their discovery into our instruction, students not only learn about the content, they practice the ways in which the content is learned. This allows them to apply their knowledge and experiences and push passed memorization and the repetition of skills. 

The Rounds Process

Another pillar of Clark’s program is participation in the rounds process. This is when other MATs and professors visit classrooms to observe lessons and discuss both teaching practice and student-learning based inquiry through focused questions posed by the MAT teaching the lesson. It was a privilege to have objective witnesses to watch, film, and observe my teaching. Having the opportunities to discuss what was working and what could be changed in my teaching practice was so beneficial to my development of my practice. This process allowed me to become transparent and honest with myself and my teaching and learning in a conscious and critical way. Additionally, attending rounds of my peers and seeing what they were doing in their respective classrooms helped me gather ideas for my practice, both in terms of classroom management and content instruction. Being able to observe and be observed in a professional light made me act with meaningful intentions in all my lessons and planning. 

Onsite Seminar

The third pillar in Clark’s program is working in small groups and cohorts. I was lucky enough to be part of a smaller elementary cohort of only five other MATs. We met in even more intimate groups with just those MATs at our partner schools. Once a week, on Friday mornings, my university mentor, Holly Dolan, myself, and the other two MATs placed at JHMS, would meet in the library to discuss how materials discussed in class were appearing in the school setting. It was critical to have this space to discuss how different ideas applied to the context and norms of our specific learning communities, and to feel that everyone was familiar with the circumstances of our practice as it related to our school. These seminars were also a space for us to discuss more specific challenges or points of growth we were experiencing, and were incredibly important in strengthening in-school communities.

Jacob Hiatt Magnet School

My year-long placement at Jacob Hiatt not only allowed me to develop my practice as a teacher but also familiarized me with the experiences of being an active part of the professional learning community of educators. I received immense support and constructive feedback from my mentor, Jen Colon, our team of second grade teachers, other teachers within the building, administrators and the principal, and my fellow student-teachers. I was taught the value of quality collaboration between teachers first hand. Jen was always willing to find time to discuss lesson plans, my success and failures, and my practice. She did this by offering suggestions, support, and encouragement every step of the way. She also included me in many of the responsibilities throughout the year that I would not have experienced otherwise such as parent conferences, progress cards, and instructing my own intervention/guided reading group.  Jacob Hiatt gave me such great opportunities to grow as an young professional in education and as a member of a wonderful community of educators. I am extremely grateful for my time, although cut short, that I got to spend there.