This article was originally written and published by Auburn University’s College of Education. The original article can be read here.

At Morris Avenue Intermediate School in Opelika, Alabama, hands-on student learning is taking place in more ways than one through an innovative Auburn University College of Education initiative focused on math and science.

The learning site, known as a Professional Development School Model, represents a unique blend of engagement between College of Education preservice teacher students — referred to at Morris Avenue as the “Tall Teachers” — and a group of Morris Avenue fifth graders — who are known as the “Small Teachers.” Essentially, the two groups work together in engaging exercises, learning from one another as both “Tall” and “Small” teachers/students collaborate on math and science experiments.

“We visit Morris Avenue Intermediate School approximately every other week for our science and mathematics methods course,” said Megan Burton, a College of Education professor of Elementary Mathematics and STEM Education. “Teacher candidates (Tall Teachers) begin each class facilitating learning experiences for the elementary learners (Small Teachers) in the cafeteria. They work with the same learners each time, so they are able to build rapport, incorporate interests and academic needs in planning, and to see growth by learners over the semester.”

Teaching the teacher

Burton oversees the initiative along with Octavia Tripp, a College of Education professor of Elementary Science and STEM Education. Burton said teacher candidates are responsible for planning and preparing for the 30-minute science and 30-minute mathematics learning experiences.

“In science, teacher candidates teach in small groups, and in math they teach in partners,” she said. “We share with the elementary learners (Small Teachers) that they are teaching the teacher candidates how fifth graders think about mathematics and science, and so we encourage them to share strategies, confusions, and questions to help their teacher candidates learn from them.”

Burton said the experience supports teacher candidates by allowing them to work with the fifth graders in tandem with their fellow classmates, with each “Tall Teacher” collecting videos and student samples from their interactions and later discussing among other candidates what worked well as a teaching method and what might need adjustment.

“This allows us to learn from real teaching episodes and local elementary learners, rather than videos and readings that aren't as personal,” Burton said. “Then we are able to make connections and learn from the experiences of others in the class in order to develop our professional identities and expertise.”

An invaluable experience

Tripp said the learning experience is invaluable to teacher candidates and the fifth graders of Morris Avenue.

“At every meeting of the fifth graders, I had my preservice teachers think of their group as the ‘Science Spark Squad,’” Tripp said. “Through these hands-on science activities, both preservice teachers and fifth graders at Morris Avenue embark on a shared journey of growth—where curiosity sparks understanding and every lesson becomes a steppingstone toward a brighter, more connected future in understanding how science is ‘everywhere and is in everything we do.’”

College of Education teaching candidates Gracie Parette and Parker Dansby vouch for the effectiveness of the hands-on, in-the-field approach.

"My time at Morris Avenue has given me the opportunity to see teaching from a different perspective,” Parette said. “I have the opportunity to observe student thinking closer than I would in a full group classroom. Being able to hear my students' thoughts out loud is incredibly valuable to me. Working with a partner also gives me the opportunity to hear other questions from fellow student teachers. I will value my time at Morris Avenue for the rest of my educational career."

Dansby added: “Teaching students at Morris Avenue has provided opportunities to incorporate games into math, helping them see the subject in a new light.”

Paul Fitchett, head of the Department of Curriculum and Teaching in Auburn’s College of Education, echoed similar sentiments. 

“Dr. Burton and Dr. Tripp’s innovative field placement at Morris Avenue provides Auburn preservice teachers with hands-on, practical experience eliciting and interpreting students’ thinking, which are essential skills for classroom practitioners,” he said. “Teacher candidates learn how to develop and deliver instruction materials that are responsive to the intrinsic science and mathematics curiosities of young learners.”

Hands-on learning

Breeana McCants, a fifth-grade teacher at Morris Avenue and Auburn University alumna, said the visits by Auburn’s College of Education are always a high point of the week for her students.

“We are thrilled to collaborate with Auburn’s College of Education through this initiative,” she said. “It provides our fifth-grade students with invaluable hands-on learning experiences in math and science, helping them develop critical skills while building connections with future educators. This partnership is truly enriching our students' educational journey at Morris Avenue.”

Burton said that while the College of Education has field placements in many school districts, the Morris Avenue site is unique for its focus on mathematics and science methods courses.

“The Alabama Numeracy Act is a catalyst for increasing the number of courses related to integrating teaching and content in elementary mathematics,” she said. “This will allow us to potentially have similar partnerships with primary and intermediate schools. We have amazing school systems in this area and hope to teach courses in schools in the various districts to provide both learners in these districts and our teacher candidates positive, unique experiences.”

Burton said she is grateful for the partnership that has already occurred between Auburn and Morris Avenue and the Tall and Small Teachers.

“We appreciate Opelika City Schools and specifically Morris Avenue Intermediate School for partnering with us in this exciting endeavor that has been a benefit for all,” Burton said.