Using Multimedia to Teach Self-Regulated Strategy Development to Preservice Teachers

Abstract

The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservice teachers. Participating preservice teachers ( N = 166) from three universities were randomly assigned to learn essential components of the self-regulated strategy development (SRSD) and the “model it” stage via content acquisition podcast (CAP)-TVs, lecture, or a practitioner-oriented article. This randomized control trial found that students in the CAP-TV condition outperformed peers in the article condition on a researcher-created measure of SRSD knowledge. Additionally, participants in the CAP-TV condition outperformed peers in both comparison groups article on a measure of modeling instruction. Results from a perceived cognitive load survey indicated that perceived cognitive load was significantly correlated with outcomes on the knowledge and performance measure for all participants. These results suggested that multimedia tools designed using Mayer’s (2009) cognitive theory of multimedia learning can reduce cognitive load and increase learning outcomes. Teacher educators should consider incorporating CAP-TVs into their coursework when teaching complex instructional strategies.

Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction

“…Like prior studies using CAP-TV to help support preservice teachers’ implementation of EBPs (e.g., Alves et al, 2017; Ely et al, 2014; Ely, Pullen, Kennedy, Hirsch, & Williams, 2014; Romig et al, 2017), we also found that the participants who learned about vocabulary practices by viewing CAP-TVs improved implementation of those practices, using them with greater frequency and for longer duration (i.e., for more of their total lesson time). Our study expands on this by demonstrating that receiving performance feedback in addition to CAP-TVs resulted in more improvement in the CAP-TV group’s use of the EBPs than in the comparison groups.…”

“…This application is consistent with the existing literature on the use of the CT Scan tool in feedback/coaching settings (Kennedy et al, 2017; Kennedy, Rodgers, Romig, Mathews, & Peeples, 2018; Romig et al, 2017). The CT Scan also stores observation data and visual outputs to allow coaches and teachers to view a teacher’s performance changes over time.…”

“…Finally, Romig et al (2017) used a similar design to investigate whether watching a CAP-TV about the "Model It" stage of Self-Regulated Strategy Development (Graham & Harris, 2003) improved preservice teachers' knowledge and implementation. The researchers compared the CAP-TV group to a group that received a lecture on the "Model It" practice and to a group that was assigned an article on the practice.…”

A Multimedia Option for Delivering Feedback and Professional Development to Teachers

“…Content acquisition podcasts (CAPs) have been used with both pre- and in-service teachers with promising results. In a recent randomized control trial, Romig et al (2018) found that pre-service teachers who used CAP-TVs vs lecture or reading demonstrate significant improvements in their writing instruction. Pre-service teachers also report a preference for CAPs, reporting overall satisfaction as well as their usefulness for teaching students with disabilities (Kennedy et al, 2014).…”

Delivering Performance Feedback to Teachers Using Technology-Based Observation and Coaching Tools

“…Coaches may also decide to use available premade tools, such as resources from the IRIS center (https://iris.peabody.vanderbilt.edu) or Content Acquisition Podcasts for Teachers with Embedded Modeling Videos (CAP-TVs), a series of videos that provide instruction on evidence-based vocabulary instruction (Romig et al, 2018; www.spedintro.com). Another useful resource is the High-Leverage Practice (HLP) website, which contains numerous text-based and video resources (https://highleveragepractices.org/).…”