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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
”Motivating to Learn –Learning to Motivate”
Designing, trialling and documenting an in-service TPDP for upper secondary school
science teachers
STEAM WP6-contribution from AU, DenmarkMid-term report
And
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Framing our TPDP
Focus area: teachers’ capacities to motivate School level: upper secondary school Content area: the sciences (physics,
chemistry, biology…) Duration/extension (take 1):
15 hours of workshop-time Material & program for 50 hours of
teacher time
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Participant Learning ObjectivesThe TPDP intervention should develope participants:
recognition that teachers can actually ”learn to motivate”
awareness of individual students’ motivation and motivational cues/aspects within the science classroom
capacities to analyze and discuss motivational issues, using notions and perspectives from motivational theory
repertoire of motivational strategies, and their deliberate use of in planning and implementing teaching
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
TPDP design principles
From literature studies:
Extended, collaborative, integrated with curriculum (Hiebert m.fl. , 2002)
Interconnected Model of Practice-Theory interaction (Clarke m.fl., 2002)
Video-groups as tool for professional development (Sherin, 2007)
Motivational awareness and sensitizing through in-class-training. (Stipek, 1998)
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Connecting practical and theoretical knowledge
Workshops (theoretical inputs & peer discussion)
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Time Phase Activities Data collected Milestones2010January Evaluation Investigation of teachers
conception of motivation in the classroom
Teachers essay writing and mind maps
Baseline for evaluation of “effect” of TPDPve.1
January-April Implementa-tion
Field-trial/Application of TPDPve.1 5 workshops 4 application periods
Classroom videos*
Lecture plansWorkshop videos*
Evaluation of individual workshops
April Evaluation Teachers evaluation of Training package and Material
Interviews with teachers, revisiting essays and mind maps
Evaluation TPve.1
May-December
Revision (I) Revision of Training package and Teaching Material
Revised TPDP-structure and activities
2011January-April Reporting -Analyzing teacher-
evaluation data-Writing things up
-Application & Evaluation Report- Case Study Report
May-October Finalizing (TPDPve.2)
-Elaborating Video-clip- supported activities-Teachers evaluation of TPve.2 Participant interviews
Delivery of Final TPDP
Pro
ject
tim
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e
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Plans and issues for Year 2- short description
Revising TPDP in the light of evaluation of ve1.
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Aims achieved?(lessons learned from teachers’ end-
evaluation)
recognition that teachers can actually learn to motivate
increased awareness on students' motivational needs
capacities to analyze and discuss motivational issues
facilitated the transformation from theory to practice
changed the focus of planning
made your teaching more motivating
enhanced interest in working with motivation in classroom
1 1.5 2 2.5 3 3.5 4 4.5 5
Series1
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
A number of issues
Learning objectives too ambitious? Long-term development & support structure
A sustainable minimum set of motivational theories? Ve1: Highlights from Self-Determination theory,
Goal Orientation theory, Efficacy, Attribution theory, Expectancy-Value (Task Value)
Type of motivational text Co-planning activities did not work well
Not school-based, no shared project Video-Club learning is a matter of time (and
confidence)
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Plans and issues for Year 2- short description
Revising TPDP in the light of evaluation of ve1. Enhancing TPDP with well-constructed video-clips of
classroom trials from ve1
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Classroom videos for teacher training purposes?
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Constructing video-clips of certain kinds for teacher training purposesClip Category Rationale Structure Tentative Characteristics1. Best Practice Explication of Best Practice.
Exemplars for inspirationSingle clip -Normative by nature. May tend to
dampen critical discussion.-Difficult to find (even with an explicit normative system)
2. Critical Motivational Incidents Vicarious experiences Single clip -May have either student, teacher or interaction focus. -A situation where motivation is either recreated, reassured or slips away. -Clip should communicate enough context to enable discussion of why the outcome was produced.
3. Student Motivation Awareness Motivational awareness Single clip -Student focus. -Emphasis on potential motivational indicators and the diagnosis of individual students’ motivational states.
4. Enacting elements of motivational theories (SDT, Self-efficacy, task-value etc).
Prof. development (PD)Theory-in-action discussionVicarious experiences
Single clip(additional source framing)
-theoretical focus-needs framing through statements of teachers’ intentions from e.g. lesson plans or workshop presentations
5. Teachers’ reflection-on-action PDVicarious experiences
Composite (additional source video)
-Primary focus: teacher workshop focus- Sec. focus: Classroom incident as object for reflection
6. Reflective contrasts & distinctions
Reflection-on-action & discussion
Composite(a number of clips)
-Thematically organized clips to facilitate reflection and discussion(e.g. discourse and uptake)
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Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Plans and issues for Year 2- short description
Revising TPDP in the light of evaluation of ve1. Enhancing TPDP with well-constructed video-clips of
classroom trials from ve1 Extending: Making an adequate teacher educator
manual
Anden information
Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Plans and issues for Year 2- short description
Revising TPDP in the light of evaluation of ve1. Enhancing TPDP with well-constructed video-clips of
classroom trials from ve1 Extending: Making an adequate teacher educator
manual
Anden information
Andersen,Krogh & Nielsen
Glasgow, UK, Oct. 2010
Ideas about our deliverable:
Case Studies in Inquiry Based Science Teacher Education Teacher focus: no monitoring of students’
learning! Cross-case-analysis?
What kinds of interventions seem succesful? Structure, duration etc. Balances between theory and practice? Facilitating the transformation of theory into practice? What kinds of knowledge is supported by different
structures? Realistic aims?
Cross-case-analysis? (local WP6-motivational sub-group)
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