A Model for Studio-Based Learning in Teacher Education: Application in Planning and Managing Learning

ACHIEVE Mississippi was founded at Mississippi State University to infuse problem-based learning (PBL) and studio-based learning (SBL) into the field of teaching. The secondary education program area infused SBL into secondary majors' Planning and Managing Learning class and Methods of Teaching classes. SBL offered authentic ways for teacher educators to simulate cases in which teacher candidates could work toward professionalism. PBL and SBL helped faculty and students practice, in real ways, creating authentic learning spaces using authentic learning techniques, and it offered faculty ways to move away from teacher-centered learning. This paper discusses: SBL and self-directed learning; planning and resourcing a Positive Learning Places Plan unit; conducting the unit using SBL; and assessing the unit. Data from student surveys indicated that students were positive about SBL and its learning components. However, they felt lost, confused, unclear, and frustrated for the first part of the work, and then gradually caught on. The teacher's feelings of efficacy were mixed. The paper concludes that SBL and all it requires is a viable endeavor for secondary education, suggesting that as teacher candidates become aware of the expectation for them to direct their own learning, they may more readily embrace the creativity in the techniques and adopt SBL for their own classrooms. (Contains 10 references.) (SM)