The instructor\u27s focus in the class, Social and Emotional Development in Middle Level Curriculum, was to provide the instructional foundation and foster planning for social, emotional, intellectual, and physical growth in middle level adolescents, providing classroom management strategies appropriate for this age-group. Practicum block experience was taken along with this class. This course was designed to provide a psychological basis for working with middle level studenrs

Cruse, Beverly J.

Pearson, Mildred M., Dr.

Thomas, Krishna

English

The Keep

Eastern Illinois University
The Keep
Faculty Research and Creative Activity Early Childhood, Elementary & Middle LevelEducation
January 2008
Creativity & Inspiration: An Interdisciplinary
Approach to Engaging Pre Service Teachers
Mildred M. Pearson Dr.
Eastern Illinois University, mmpearson@eiu.edu
Krishna Thomas
Eastern Illinois University
Beverly J. Cruse
Eastern Illinois University
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Recommended Citation
Pearson, Mildred M. Dr.; Thomas, Krishna; and Cruse, Beverly J., "Creativity & Inspiration: An Interdisciplinary Approach to
Engaging Pre Service Teachers" (2008). Faculty Research and Creative Activity. 21.
http://thekeep.eiu.edu/eemedu_fac/21
Creativity & Inspiration: An 
Interdisciplinary Approach to Engaging 
Pre Service Teachers 
The insm.1cwr's focus in the class, SociaJ and Emotional Development in Middle 
Level Cun-iculum, was to provide the instructional foundation and foster planning for 
social, emotional, intellectual, and physical growth in middle level adolescents, providing 
classroom man;1gement sn-ategies appropriate for this age-group. Practicum block expe-
rience was taken along with d1is class. This course was designed to provide a psychologi-
cal basis for working with middle level studenrs. 
The desired outcomes of d1e cla.ss were to: 
• Develop lifelong learning practices in students, including self-evaluation skills. 
• Demonstrate/ exhibit compassion and sensitivity to students of all cult11res. 
• Demonstrate knowledge of facts and an understanding of fundamental principles, 
ideas and relationship among v;u·ious kno wledge domains. 
• Demonstral'e knowledge of past and presem developments, issues, rese;u-ch, and so-
cial influences in the field of education. 
Theoretical Framework for Using Technology 
In expanding our concept of scholarship, Boyer's seminal Scholarship Reconsid-
c:rc:<I: Priorities or1J1e Prolessiomte (I 990) illusn·arcs a model for scholm·ship encompass-
ing four basic areas: discovery, integration, application and teaching. Pat Hutchings and 
Lee Shulman (1999) argue d1at not only does scholm·ship dictate an attitmle or inquiry, 
but 1h ~1l it requires making one's research public s<> that colleagues can rc,~cw it accord-
ing to accepted standards for critique and for building upon. In this sense, scholarship, 
for bolh the instructor and d1e student, is a process of active discovery where teaching is 
a vehicle of instn1ction. 
At the same time, Laura Richlin (2006) states d1at "Scholarly teaching and the Schol-
arship of T eaching ;md Learning (SoTL) are closely imenelated, but iliey differ in bod1 
their intent and product. Because bod1 are vit.al to d1e life of the academy, it is necessa1y 
to cla1ify and operationalize each of iliem." 
In the class, active learning became <l11 integral part of d1c learning environment due 
to tJ1e variety of majors. In addition, because of tJ1is diversity, students engaged in col-
laborative learning. The use of emergi11g technologies allowed hands-on training ;md 
skills n-ansfer, while pro,~<ling an interactive fonnn for discussion about problems ado-
lescents face in middle schools. The procedures outlined below will enable students 1·0 
view issues and problem s dwough od1er stude nts' lenses, a hluJTing of disciplinaiy lines. 
Shared Tips for the Classroom 89 
Believing that each student is a cle;m slate, rather than assuming that they have the 
same body of knowledge, the insni.1ctor incorporated different learning styles and varied 
modalities. 
Outline of Activity 
T he use of emerging technologies in conjunction with the class syllabus and rubrics 
is outlined below: 
1. Article Reviews: Students are to read two articles on problems adolescent~ face, ;u1d 
Wiite a review of each article and submit written reviews to the online article File Suu-
database. Each re.,iew consists or ( I) article summary, (2) p1ior knowledge of issue, 
(3) c.:onnections to clasHoom discussion, and (4) general overall critic1ue/ reflection or 
tl1 e ;u-ticl e. 
2. Problem Paper. Students are required to rese<u-cl1 a problem adolescents face, with 
prior approval from the instructor. The students then develop a problem paper and 
10-15 minute PowerPoint presentation. The presentations will be video-recorded, 
compiled onto a DVD and distributed Lo all students. 
3. Partner Advisoiy Unit: Students are partnered and required to develop a plan for 
ten lessons in a two week unit. The P<irtner Achisory Unit is <tlso video-recorded. 
J\Jter an inu-oductory Lraining session 011 iMovic. the m 1de11ts edit their '~cleos and 
compile their presentations onto a DVD \\'hich is <Listrilmted to tl1c class. 
Effectiveness of using Technology in this context 
1. Article Reviews 
The students' prior knowledge enabled tl1cm to make connecrions throughout their 
literature reviews. The online database of article reviews requires special programming 
language kode for italicize, bo.ld and u11derline), indirectly teaching students how lo 
format papers according Lo APA 5'11 Edition style. 
Along with this class, slu<lenls ~u·c ret1uired to undergo practicum experience, going 
into local schools for four weeks to observe middle-school sl11dents. \t\Thilc tl1cy 11·ere 
researching problems adolescents face, <md discussing tl1eir peers' presentations, the 
student~ were able to m<tkt: conneetions, alluding to Boyer's first basic area, that or dis-
covery. 
The students begrui lo sound like graduate students, using research te1111inology 
and even in some ca~es, correct.ly iclcntif)~ng disorders, and problems "~th their own 
students, making connections through research, practical application and discovery. 
90 It Works For Me as a Scholar-Teacher 
2. iMovie for Student Presentations and Partner Advisory Unit 
First, it was necessary to teach the students tJ1c software program (u\ilovie). Pro,~d­
ing them \\~lh this foundation aUowed the students to progress creatively and Lo tJ1ink 
criticaUy. 
The DVDs provided dot:umentation of tJ1eir research, a validation of their \\'Ork. 
First, these presentations allowed students to judge themselves OQjectively and note L11eir 
presentation weaknesses. These activities additionally enabled pre-service teachers to 
start expanding their own kno\\'ledge base by providing research and resources that tJ1ey 
rnn use in their own dassroorns. Here, learning beyond che cextbook bet:ame evident. 
Recorded student presentations botJ1 verified and validated rubric score::;, alJowing stu-
dents to e\·aluate and cornp;u·e presentations. Finally, having tJ1e ability to rct:ord a pre-
sentation allo\\'ecl the instrut:tor and students alike to concentrate on the presented matc-
1ial, instead of 1<1king notes. 
The il\1lovie hands-on u-::tining aUowed the students to move entJmsiascically beyond 
iJ1e textbook, whereas tJ1e u-adicional textbook and lecrurc process limits creativity mid 
t:uriosity. The stmlcnrs created video clips as reaching inst:rumcnt~ for the classroom, 
which integrated well \\'i th their presentations. These students had a passion for their 
topics, discovered a pmvosc, ;md developed a plan, posi1io11i11g themselves for success. 
Tips for Eaclh Activity 
Literature Reviews 
I. H an: an onli11c database for arlirlc re\ic\\'s. 
2. Pro,·icle an example of a good article 1-c,ie\\'. 
3. 13e dear in dirct:tions for onlinc data basing. 
1t.. Pro,·ide sn1dcn1s \\ith lanl-,'liagc (coding). 
Recording Presentations: Problem Paper and Partner Advisory Unit 
I. Provide a rub1ic and necessary ex<lmplcs. 
2. Ensw-e a power supply for recording presentations. 
3. Have a u·ipocl for slahility and quality. 
4. Be familiar witJ1 media and equipmenl. 
5. Reinfort:c presenta6on rime limit. 
6. Ask for a volunrecr to record presentations. 
7. Make sure tJ1at the room is conducive to recording. 
8. Record one studenr prcsenrarion per cJisc/ t<tpc. 
Making an iMovie and Preparing DVDs 
I. Detennine where and when students can train. 
2. Make sw·e computers have adequate memory as well as DVD burning ability. 
Shared Tips for the Classroom 91 
3. Ino·oduce software to snidents with a simple project initially. 
ti. . Download the video clips to computer hard-diive. 
5. Once sn1dents have downloaded the files, they must edit the video. 
6. Any text or background music needs to be colJccted, idcalJy ahead of time. 
7. Bu ming DVDs takes time. From creating an iMovic to iDVD, the whole 
procedure (PROCESS - RENDER - BURN) is time-consuming! 
8. Have si-udenL~ prepare the prescnt:ation as an u\ilovie themselves. 
9. Tty 1.0 get server space where they work on their 0 \\'11 snident presentation. 
References 
13oyer, E. L. (1 990) Scholarship Recomide.red: Prion'ties of tlie Professiorace P1ince1on, New Jersey: 
Pri1wc1011 Uni\'ersity Press, 111c C:ui1cgic Fournfation for the Adv;u1ce1111: 11L of T eaching. 
Ilntchings. P. & L Shulman. (1999) 111c Srhola1:~hip of T eaching: New Elaborations. New Dcvclop-
nu:nts. Ch;inge, 81 (5). 10-15. 
Richlin, L. (200G) JJ/11cpri111 for Leaming: Consl111cci11g ColleJ,'t: Courses to A1ci/ic;itc. A.~sess :111cl D()c11-
mem l.e;1111ing. Sterl ing, VA: Stylus Publishing, LLC. 
l\lfildrcd M. Pearson 
Krishm1 Thonms 
Bev Cmse 
Eastern Illino is U ni,·e rsity 
Scholarship and Caring in Advanced 
Pediatric Assessment 
Masre1ing l'he art of advanced pediau·ic physical assessment is chalJenging fo r even 
the most experienced Registered Nurse (RN). Achieving an acceptable comfo1t and com-
petence level as a beginning nurse practitio ner and primary ca.re pro,~der is p;U"ticularly 
daunting, especially for those nurses who are not comfortable caring for children. Re-
cently I discovered a process that alJowed me not only to incorporate the concepts of 
scholarship and evidence based practice into an intensive 3 day on campus experience 
but also to increase comfort with pedianic advanced assessment skills and techniques 
while adding ro the joy and pleasure of caring for children and their families as they 
sraited their process of becoming advanced practice nurses (APNs). 
My discove1 ' process started when I was assigned the task of providing tl1e students 
with essential pediaoic a.~sessment infomrntion and essentiaJ concepts needed as they 
begin clinical expe1iences with conununity-based preceptors. Recognizing that I would 
be unable to go into a comprehensive presentation in tl1e alJotted 2 hours, I first pulled 
92 It Works For Me as a Scholar-Teacher 


Creativity & Inspiration: An Interdisciplinary Approach to Engaging Pre Service Teachers

https://thekeep.eiu.edu/cgi/viewcontent.cgi?article=1020&amp;context=eemedu_fac

Creativity & Inspiration: An Interdisciplinary Approach to Engaging Pre Service Teachers

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