Check these out next
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTURE TEACHERS
0 j'aime
vues
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation. Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
Recommandé
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTURE TEACHERS
- Inquiry into the development of a flipped classroom project for future teachers Florian Meyer & Isabelle Nizet Professors Université de Sherbrooke Faculté d’éducation 25 octobre 2014 Université Laval, Québec ISSOTL 2014
- Structure • Context and pedagogical problem • Theoretical background • Processes • Results and learning • Discussion
- A pedagogical and technological innovation Flipped Classroom For a course about assessement and evaluation for secondary future teachers
- Course about evaluation Bac. in Sec. Ed 2 credits 3h/week 10 weeks Labs Home readings Autonomus Work Pedagogical Problem Real need of SUPPORT for PROCEDURAL learnings (TECHNICAL)
- Pedagogical hypothesis SUPPORT in CLASS Labs Self Learning clips Autonomus work
- Theoretical background
- Flipped Classroom • Litterature describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). • These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013) • However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned.
- TPaCK to support the teaching team Source : http://tpack.org
- Source : http://pedtice.org An interpretation of SoTL
- Methodology
- Collection of data and traces at every step Learning goals INSTRUCTIONAL DESIGN (MISA) Pedagogical Means PROBLEMATISING Teaching and ANALYSIS Effects Learning Conditions RESEARCH OF EXPERIMENTATION SOLUTIONS
- Instructional Design to sustain our collaboration Méthode d’ingénierie des systèmes d’apprentissage (MISA) (Henri, 2001)
- Results
- Videos
- Team TPaCK
- Team TPaCK
- Team TPaCK
- Students’ self learning processes Learning goals Performance goals Insecurity Autonomy Spontaneous learning strategies Demands for confirmation
- Real transfer of learning into the classroom
- Same observations as mentioned in literature • Cultural choc for learners (Talbert, 2012) • Understanding of what represents autonomy (Flumerfelt et Green, 2013) • Perception of the traditional pedagogies’ limits (Talbert, 2012; Toto et Nguyen, 2009) • Difficulty to perceive how to articulate activities outside and inside the classroom (Strayer, 2012) • Lack of preparation before coming to the classroom (Brunsell et Horejsi, 2013) 20
- + Self confrontation • What’s happening ? • Why ? • Select 2 best positive aspects • Select 2 aspects to improve
- Validation of planned activities to solicit students' cognitive processes • Realised she managed to do it thanks to a coherent learning model she used to anticipate • She realised how much she is preoccupied by the learning processes of the students and how to support them to make them explicit Identification of the direct effects: premature or appropriate activitie. • Realised the need of an activity to let students demonstrate and confirm their understanding. • Application of concepts is too fast, students need more time to confirm their understanding Awareness of posture • Realised that although she thought she was offering a dialogic dynamic, she acts as an expert who gives good answers in order to comfort students. • Realised that she needs a theortical model on which she could rely to better handle students inquiry and doubts • She oscillates between control and coaching. She needs more enlightened practice Reflection
- Conclusion
- Contribution to to production of scientific knowledge Contribution to the production of professional knowledge Contribution to the improvement of teaching and learning
- Nizet, I. et Meyer, F. (2014). Un projet de pédagogie inversée en formation initiale à l'évaluation de compétences. Communication présentée dans le cadre du symposium « Quand la recherche est au service des pratiques de formation à l’enseignement faisant usage du numérique, et vice-versa », Florian Meyer, 28e congrès de l’Association Internationale en Pédagogique Universitaire (AIPU), Mons, 18-22 mai. Nizet, I., et Meyer, F. (2014). A Flipped Classroom Design for Preservice Teacher Training in Assessment. In J. Keengwe, G. Onchwari, et J. Oigara (Eds.) Promoting Active Learning Through the Flipped Classroom Model (pp. 71-90). Hershey, PA: Information Science Reference.
- Conclusion • SoTL : a guide for a scientific approach • TPaCK : a structure to support sharing of professional expertise • Instructional design : a tool for action, collaboration and co-training
- Thank you very much ! Florian Meyer : florian.meyer@usherbrooke.ca Isabelle Nizet : isabelle.nizet@usherbrooke.ca PeDTICE : http://pedtice.org
Notes de l'éditeur
- We needed a framework that allows us to to innovate, to make sure there is a positive effect on students learning but also that allows us to set a rigorous and scientific process to contribute to the scientific knowledge
- On a présenté les différentes étapes, ici nous voulons surtout nous concentrer sur les résultats en liens avec ce qui se passe dans la classe et ce que Isabelle peut retirer de cette expérience.