Using Simulation Environments for HLP #14:
Use cognitive and metacognitive strategies
Submitting Authors: Viel-Ruma, K.
Definition: Mixed reality simulation (MRS) is a type of simulated interaction that is gaining popularity in teacher preparation. It is a well-validated approach for candidates in fields outside of education, including the military and medical field (McGaghie, Issenberg, Petrusa, & Scalese, 2010), and has been applied successfully in a small number of studies in education. MRS extends upon traditional role play and allows pre- and in-service teachers the opportunity to purposefully practice important teaching strategies they are learning about prior to, or alongside, their K-12 field experiences (Driver, Zimmer, & Murphy, 2008). The key difference from a role play is that MRS allows for real-time interaction that mimics an authentic classroom setting. Education simulations allow pre-service teachers to practice decision-making and instructional skills in an authentic environment that allows them to see how real K-12 students might respond and adjust their actions based on those responses (Dieker, Hynes, Hughes, & Straub, 2014). Further, the simulations provide meaningful opportunities for instructor and peer coaching and feedback
(Zimmer, Driver, & McHatton, 2020). Research on simulated interactions have been shown to yield changes in knowledge and instructional skill (Dawson & Lignugaris-Kraft, 2017; Garland et al., 2012; Storey & Cox, 2015; Vasquez III et al., 2017).
Description of this activity: The HLP #14 Practice-Based Learning Opportunity (PLO) is designed to develop candidates’ understanding of cognitive and metacognitive strategies, how they are effective in supporting student achievement, and how to use explicit instruction to implement such strategies. Additionally, candidates will have the opportunity to rehearse implementing a learning strategy using an explicit instruction framework (HLP #16). Using an explicit approach to instruction can be effective for improving learning for students with disabilities (Archer & Hughes, 2010). This instructional segment will be delivered in an MRS environment. MRS is a technology that allows teacher candidates to rehearse instructional skills in an environment that incorporates a blend of virtual and human interaction (Kaufman & Ireland, 2016). Research indicates that training opportunities in MRS environments, which are lower stakes, can lead to increased usage of evidence-based practices (EBPs) and efficacy levels in teacher candidates (Allen & Stecker, 2022; Gundel, Piro, Straub, & Smith, 2019). Watch the following video for an additional explanation of the of MRS environments.
Opportunities for Teacher Candidates to Practice in a Virtual Environment (video)
Note: If access to multiple-reality technology is unavailable, the lesson delivery portion of the PLO can be implemented as a microteaching exercise in a role-playing activity with a group of teacher candidate peers or with P-12 students in an instructional environment
Context: The simulation presented in this activity can be employed at different points in the program but should be implemented after candidates have been introduced to explicit instruction or have completed the MRS PLO on explicit instruction. Additionally, candidates should have some knowledge of how to develop lesson plans. The activities described in the implementation guide can be used in their entirety, or specific components can be used depending on candidates’ instructional needs (e.g., integrated in coursework). This resource is designed to be customizable, depending on the needs and prior knowledge of candidates and the context of the learning community. Also, it should be noted that this resource can be used in professional development with teachers.
Additional resources on explicit instruction:
Introduction to Explicit Instruction: National Center on Intensive Intervention
Stage 1: (Pre-work) Developing Prerequisite Knowledge
What is this stage about?
In this stage, candidates develop prerequisite knowledge about cognitive strategies and how they are helpful to students with disabilities. In addition to learning how to define cognitive strategies, they learn to recognize various examples of these strategies so that they can implement instruction in using them to improve student learning. To acquire prerequisite knowledge, have candidates complete the following steps and activities.
How does the instructor implement this stage?
Step 1: Watch the video describing elements of HLP #14 (Resource A). Highlight the elements of cognitive and metacognitive instruction.
Step 2: Discuss with candidates the importance of implementing explicit instruction (HLP #16) in demonstrating cognitive and metacognitive strategies. (Resource B) highlights the components of explicit instruction and sample discussion questions that instructors can use to review candidates’ prior learning.
Step 3: Complete the IRIS Center Module (Resource C), entitled Study Skills Strategies (Part 1): Strategies That Improve Students’ Academic Performance. This module should improve candidates’ understanding of why students performing below grade level need a strategic approach to learning and identify general strategies they can use to support their learning.
Step 4: Complete the IRIS Center Module (Resource D), entitled Study Skill Strategies (Part 2): Strategies That Improve Students’ Academic Performance. This module should increase candidates’ knowledge of specific learning strategies that can be used for many academic tasks.
Step 5: Develop further knowledge about cognitive strategies and explicit instruction by exploring Resources E, F, G, H, and I. Candidates use the pre-work reading guide to assess their understanding of these strategies by responding to questions in that document (Resource J).
Materials/Resources needed to implement
Resource A: HLP #14 Video
Resource B: Handout on Explicit Instruction and Reflection Questions
Resource C: IRIS Module: Study Skill Strategies (Part 1)
Resource D: IRIS Module: Study Skill Strategies (Part 2)
Resource E: HLP #14 Administrative Guide
Resource F: University of Kansas Special Connections
Resource G: AdLit Cognitive Strategies Toolkit
Resource H: Connecticut Association for Reading Research
Resource I: Vanderbilt University-What is Explicit Instruction?
Resource J: Reading Guide Template
Questions faculty might have when teaching candidates about Stage 1
- Do these practices and strategies generalize across all content areas? Cognitive strategies are effective for instruction across a variety of content areas. RACE (Restate, Answer, Cite Evidence, Explain) is specifically designed to support school-aged students in developing constructed written responses that indicate their ability to comprehend tasks. It is a cognitive strategy that can be used across a variety of content areas.
- How do I select specific strategies to emphasize for candidates? A variety of resources included highlight different cognitive and metacognitive strategies for improving performance. In this learning opportunity, candidates will learn to use the RACE strategy specifically. However, Resources E through I provide other examples of cognitive and metacognitive strategies that instructors can use in PLOs that they might create.
- How should “strategies” be differentiated from “skills?” Emphasizing to candidates that skills and strategies are not interchangeable is important. This module emphasizes implementing cognitive and metacognitive strategies for helping students achieve learning goals, and the accompanying resources are included to support candidate understanding of specific strategies that have been connected to student performance. In their interactions with these resources, candidates may experience some confusion about the difference between a strategy and a skill or study skill. During this phase, instructors should emphasize that a strategy is a tactic or technique that is intentionally employed to develop a skill, which is one’s ability to engage in a specific activity.
Stage 2: Planning Stage
What is this stage about?
In this stage, candidates learn how to prepare to lead a lesson using explicit instruction (EI) to teach a cognitive/metacognitive strategy (i.e., the RACE strategy). Preparation at this stage may include reviewing explicit instruction (HLP #16) and using the MRS or a role play to practice explicit instruction.
How does the instructor implement this stage?
Step 1: Review the scenario for the simulation (Resource K).
Step 2: Watch the video explaining the use of the RACE strategy (Resource L).
Step 3: Review the RACE Explicit Instruction Lesson Script (Resource M) that demonstrates how the RACE strategy can be taught within an explicit instruction format using a specific reading sample. The lesson script emphasizes specific behaviors that should be demonstrated in the explicit instruction lesson, and these can be modeled by the instructor for candidates. Candidates can analyze the lesson script with the instructor to identify how components of explicit instruction are implemented.
Step 4: Review the explicit instruction lesson plan template (Resource N) and develop a plan using the explicit instruction framework to teach the development and implementation of the RACE strategy using novel reading materials.
Materials/Resources needed to implement
Resource K: Full Scenario for Candidates
Resource L: RACE Video
Resource M: RACE Explicit Instruction Lesson Script
Resource N: EI Lesson Plan Template (with RACE template)
Questions faculty might have when teaching candidates about Stage 2
- Where does instruction on lesson planning occur in the program? Preparation programs approach lesson planning at different times within programs, and this instruction should be completed before participating in this PLO, as it does require some knowledge of such skills.
- Which lesson plan template should be used for developing the lesson plan? Instructors can ask candidates to develop lesson plans in templates that are program specific, but a lesson plan template for this PLO is included in the resources if instructors choose to use it.
- Which cognitive strategy should candidates use in developing their lesson plans? Instructors have several options for determining which strategies can be implemented in the lesson. They can highlight specific learning strategies that are emphasized in their coursework, and candidates can use those specific strategies. They can also select from the strategies that are covered in the resources in the prerequisite phase of this module. Last, they can use the RACE strategy that is emphasized in the resources in the module.
- Should candidates use the script in developing their lessons? Instructors should note that the script is a model, and candidates should develop lesson plans using novel readings. The level of reading material used within the candidates’ lessons can be adapted to reflect the reading level of the students with whom they are working in the scenario.
- Why would a young child’s fairy tale be used to model the strategy? Simplified text was selected to provide reading material with which many candidates/students would be familiar and to emphasize instruction in the use of the new strategy rather than the passage content.
- How long does it take to complete this module? The amount of time needed to complete this module may vary depending on the size of the class, as well as the prerequisite candidates’ knowledge of explicit instruction. The activities in Stage 1, as well as the RACE video in Stage 2, can be completed by candidates independently outside of dedicated class time. However, the scenario, lesson plan script, and lesson plan template should be introduced and reviewed in class. Rubrics from the Stage 4 Reflective phase can also be introduced and reviewed in this same class session. A second instructional session will be required to complete the actual delivery of the lesson in the Stage 3 Implementation phase. In this stage, candidates will deliver the lesson in either the MRS lab or in a role-play activity in class. Each simulated lesson will last approximately 10 minutes, so instructors should schedule lab time (or class time if using as a role play) according to the number of students in the class. An alternative to using dedicated class time during role play would be to allow candidates to implement a recorded lesson with a peer outside of class and then upload the recorded lesson for evaluation. The remaining evaluation activities from the Stage 4 Reflection phase should be completed by candidates independently outside of the classroom environment as they evaluate themselves and their peers using videos of their recorded lessons.
Stage 3: Implementation Stage
What is this stage about?
In this stage, candidates practice enacting HLP #14 by using explicit instruction. We highly encourage candidates to record their teaching experience/simulation to help with the post-work reflection and growth activities. In lieu of using the MRS scenario, a role-play scenario can be used in which candidates enact the instruction and their peers play the role of students. Instructors can also choose to have instructors/candidates teach the strategy to P-12 students; however, ways of providing feedback will be essential.
How does the instructor implement this stage?
Step 1: Instructor schedules MRS sessions and meets with lab personnel. Instructor provides the Full Scenario for the Simulation Specialist (Resource O) to prepare for the simulation. The list of Hits and Misses has been developed to assist MRS personnel in guiding candidates to engage in desired behaviors (Hits) or undesired behaviors (Misses) depending on what the person playing the teacher does. This list can also be used by instructors to better standardize expected behaviors for this session across instructors.
Step 2: Instructor ensures that candidates have access to the virtual platforms and understand how interactions are scored. Instructor reviews the evaluation rubric with candidates to clarify expectations (Resource P).
Step 3: Candidates lead the simulated lesson and video record themselves to review and reflect on their instruction using the rubric. In a role-playing situation, one candidate/teacher might provide the instruction while peers play the role of students.
Materials/Resources needed to implement
Resource K: Full Scenario for Candidates
Resource M: RACE Explicit Instruction Lesson Script
Resource N: Lesson Plan Template (with RACE template)
Resource O: Full Scenario for the Simulation Specialist (Hits/Misses): Note that the information in Resource O is only for the instructor/facilitator when MRS is used and is not to be shared with teacher candidates.
Resource P: Instructional/Self-Evaluation Rubric: This evaluation tool can be shared with candidates to assist them in understanding instructional expectations for the lesson.
Questions faculty might have when teaching candidates about Stage 3
- How do I prepare for the simulation?
- Preparation varies depending on the MRS lab with which you partner. After you schedule a time with your lab, the lab will communicate with you to plan the scenario and discuss lab logistics (e.g., submission of meeting agendas and lesson plans, cancellation policy).
- The information you need to provide the lab in advance is in Resources K and O. The lab may have a pre-planning meeting to discuss the upcoming session and align expectations.
- What technology is needed for this simulation?
- MRS can be done in person, in a physical lab, or virtually using a video-conferencing platform.
- For sessions in a physical lab, candidates will not need to bring technology; the lab will provide all necessary materials.
- For virtual sessions, candidates typically will only need access to the internet, a video camera connected to a computer, and a microphone connected to a computer so that the avatars can see and hear candidate interactions.
- At the start of each session, the lab will facilitate a technical check to ensure that all technology is working correctly before beginning the planned scenario.
- How do I schedule and structure candidates’ time in the simulator?
- Candidates can practice their instruction individually or in a group setting with classmates watching their interactions. Pros and cons exist for both approaches. Recording this type of session so that the candidates can reflect on their practice later is recommended.
- For group sessions, each candidate should have approximately 10 minutes to engage with the avatar and facilitate the lesson as planned in Resource N. Group sessions can be helpful to ease anxiety about the technology, as the instructor can introduce and briefly model interacting with the avatars. Candidates can also view their peers interacting with the avatars and learn from one another. They can also debrief as a group. Depending on the class size, scheduling practice opportunities for all candidates in larger classes can be difficult. Instructors should be mindful that candidates may fatigue and lose interest after observing multiple sessions with the same objective and similar approaches.
- For individual sessions, candidates can sign up for a 10-minute session from available time slots. Candidates will log into the session using a provided link and engage in the lesson with the avatar. After the session, a recorded link will be sent to the candidates and/or instructor. Communicating with the lab that these sessions should be recorded and the need to obtain a link for the candidates/teachers is important. The candidate and/or instructor can view the video to score the rubric. Keep in mind that although the video can save time for candidates, if the instructor plans to watch all videos, the process can be very time consuming.
Stage 4: (Post-Work) Reflective Stage
What is this stage about?
In this stage, candidates analyze and reflect on their experience implementing HLP#14. Candidates can also be assigned to view and evaluate the simulation sessions of several peers. They evaluate their practice and each other’s practice to reinforce learning this HLP. Instructors can also provide feedback to candidates on their sessions.
How does the instructor implement this stage?
Step 1: Candidates watch the video of their instruction implementing HLP#14. (Resource A)
Step 1.1: Candidates reflect on their video and score it using the rubric (Resource P).
Step 1.2: Candidates complete additional reflection prompts in Resource Q.
Step 2: Candidates watch a peer’s video and score it using the instructional rubric (Resource P).
Step 2.1: Candidates work with instructor to secure peer’s video.
Step 2.2: Candidates score peer using the instructional rubric (Resource P).
Step 3: Candidates provide peers with feedback using the Peer Feedback Form (Resource R).
Materials/Resources needed to implement
Questions faculty might have when teaching candidates about Stage 4
- How should I use the reflection prompts?
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- After watching the peer’s recorded session and scoring it using the rubric, candidates should reflect on the provided prompts and make qualitative connections between feedback from the rubric and their professional development goals. The reflection responses can be used to promote deeper discussion and to inform course instruction.
- How should I use the peer feedback form (Resource R) and rubric (Resource P)?
- For group sessions, candidates can complete the feedback form and/or rubric for each peer who engages with the avatars during the simulation session. Alternatively, they can fill out the form in small groups. Their responses can be used to contribute to a group debrief and discussion.
- For candidates who complete the session individually, we recommend assigning them or letting them self-select a peer with whom to share their video link. The peer can complete the feedback form and/or rubric based on his or her observation of the video to encourage deeper reflection and additional engagement in the content, as candidates completing the session individually did not have the opportunity to benefit from their peers’ perspectives.
- The instructor should set norms and expectations for providing safe, positive, and constructive peer feedback. The instructor should also model how to provide constructive feedback and practice with candidates using a role play scenario.
Additional Readings
Allen, A. A., & Stecker, P. M. (2022). Using mixed reality simulation in teacher preparation in reading. Intervention in School and Clinic, 0(0). https://doi.org/10.1177/10534512221130077.
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
Gundel, E., Piro, J. S., Straub, C., & Smith, K. (2019). Self-efficacy in mixed reality simulations: Implications for preservice teacher education, The Teacher Educator, 54(3), 244-269.
Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts, Learning Disabilities Research & Practice, 32(3), 140-148.
Kaufman, D., & Ireland, A. (2016). Enhancing teacher education with simulations, TechTrends, 60(3), 260-267.
McGuire, S. E. (2015). Teach Students How to Learn. Stylus Publishing, LLC.
HLP 14 Resource List
Resource A: HLP #14 Video
Resource B: Handout on Explicit Instruction and Reflection Questions
Resource C: IRIS Module: Study Skill Strategies (Part 1)
Resource D: IRIS Module: Study Skill Strategies (Part 2)
Resource E: HLP #14 Administrative Guide
Resource F: University of Kansas Special Connections
Resource G: AdLit Cognitive Strategies Toolkit
Resource H: Connecticut Association for Reading Research
Resource I: Vanderbilt University-What is Explicit Instruction?
Resource J: Reading Guide Template
Resource K: Full Scenario for Candidates
Resource L: RACE Video
Resource M: RACE Explicit Instruction Lesson Script
Resource N: EI Lesson Plan Template (with RACE template)
Resource O: Full Scenario for the Simulation Specialist (Hits/Misses)
Resource P: Instructional/Self-Evaluation Rubric
Resource Q: Self-Reflection Questions
Resource R: Peer Feedback Form
