walking the path from the mooc to my classroom: my collection of methods and further actions to...

Walking the path from the MOOC to my classroom

– My collection of methods and further actions to motivate change –

D. Monett

Assignment 2Foundations of Teaching for Learning, Coursera MOOC

Assessment 2 on Week 4*

2

“Choose one big idea that has had an impact on your learning and on your approach to teaching. In other words, while the course should have informed and challenged your own thinking, in what way has it affected what you are doing, or will do in your classroom, in your school, or in relation to parents and community? This is the story of your own learning – and teaching – journey”.

(*) © John MacBeath,Commonwealth Education Trust, Coursera MOOC

Assessment 2 on Week 4*

3

“Choose one big idea that has had an impact on your learning and on your approach to teaching. In other words, while the course should have informed and challenged your own thinking, in what way has it affected what you are doing, or will do in your classroom, in your school, or in relation to parents and community? This is the story of your own learning – and teaching – journey”.

(*) © John MacBeath,Commonwealth Education Trust, Coursera MOOC

My own learning – and teaching – journey?

4

My own learning – and teaching – journey?

5

Walking the path from the MOOC to my classroom

– My collection of methods andfurther actions to motivate change –

My own learning – and teaching – journey?

6

Walking the path from the MOOC to my classroom

– My collection of methods andfurther actions to motivate change –

How?

My own learning – and teaching – journey?

7

Walking the path from the MOOC to my classroom

– My collection of methods andfurther actions to motivate change –

With…

How to read the next slides?

8

When the banner is on the LEFT, then the slide content addresses introductory topics or information that is already known (e.g. from the MOOC or from other authors).

How to read the next slides?

9

When the banner is on the LEFT, then the slide content addresses introductory topics or information that is already known (e.g. from the MOOC or from other authors).

When the banner is on the TOP, then the slide content addresses my knowledge transfer and, thus, my own information (e.g. in the form of concrete ideas I think about or put in practice).

How to read the next slides?

10

When the banner is on the TOP, then the slide content addresses my knowledge transfer and, thus, my own information (e.g. in the form of concrete ideas I think about or put in practice).

Main content areas from the MOOC

11

Being a teacher: A professional privilege

Thinking about learning

How good is my classroom?

Continuing to learn in a changing world

1 2

3 4

Main content areas from the MOOC

12

Being a teacher: A professional privilege

Thinking about learning

How good is my classroom?

Continuing to learn in a changing world

1 2

3 4

Being a teacher: A professional privilege

13

(*) © John MacBeath,adapted from the course slides, Coursera MOOC

Planning

Assess-ment

Learners Profession

Curriculum

Relation-ships

14

Which didactic and pedagogical routines are best suitable in my teaching and learning contexts?

See two examples in the next slides!

Being a teacher: A professional privilege

15

(*) © John MacBeath,adapted from the course slides, Coursera MOOC

Planning

Assess-ment

Learners Profession

Curriculum

Relation-ships

Matrix* to evaluate priorities and needs:

16

(*) © Adapted from the course slides and videos

important

and

urgent

urgent

but not

important

not important

and

not urgent

important

but

not urgent

high importance

low importance

no

t u

rgen

t urgen

t

12

34

Matrix* to evaluate priorities and needs:

17

© Adapted from the course slides and videos

important

and

urgent

urgent

but not

important

not important

and

not urgent

important

but

not urgent

high importance

low importance

no

t u

rgen

t urgen

t

12

34

My own method: DISDA

18

1. Discuss with students, how do they set priorities in their course projects.

2. Introduce the priorities matrix to the students and explain its parts.

3. Schedule course project activities according to their and to my priorities helping students decrease the project’ workload.

4. Discuss with the students both project improvements and problems.

5. Adapt the list of priorities if necessary.

importantand

urgent

urgentbut not

important

not importantand

not urgent

importantbut

not urgent

high importance

low importance

no

t u

rgen

t urgen

t

12

34

Being a teacher: A professional privilege

19

(*) © John MacBeath,adapted from the course slides, Coursera MOOC

Planning

Assess-ment

Learners Profession

Curriculum

Relation-ships

Thinking routine:

20

CONNECT

EXTEND

CHALLENGE

© Ritchhart and Perkins, 2008

Thinking routine:

21

CONNECT

EXTEND

CHALLENGE

© Ritchhart and Perkins, 2008

My concrete case

22

CONNECT

EXTEND

CHALLENGE

Reflection process: How do I already use the MOOC concepts and routines intuitively? What is common to my teaching so far?

Building on: Selecting the new pieces of informa-tion that complete and extend my knowledge and routines. Analyzing how to incorporate them into my teaching (lectures and labs).

Moving forward: Incorporating the new, extended methods and techniques into my teaching in a systematic way! Analyzing students’ reactions to the new methods!

My concrete usage

23

CONNECT

EXTEND

CHALLENGE

Reflection process: How do I already use the MOOC concepts and routines intuitively? What is common to my teaching so far?

Building on: Selecting the new pieces of informa-tion that complete and extend my knowledge and routines. Analyzing how to incorporate them into my teaching (lectures and labs).

Moving forward: Incorporating the new, extended methods and techniques into my teaching in a systematic way! Analyzing students’ reactions to the new methods!

My concrete usage

24

CONNECT

EXTEND

CHALLENGE

Reflection process: How do I already use the MOOC concepts and routines intuitively? What is common to my teaching so far?

Building on: Selecting the new pieces of informa-tion that complete and extend my knowledge and routines. Analyzing how to incorporate them into my teaching (lectures and labs).

Moving forward: Incorporating the new, extended methods and techniques into my teaching in a systematic way! Analyzing students’ reactions to the new methods!

Main content areas from the MOOC

25

Being a teacher: A professional privilege

Thinking about learning

1

3 4

How good is my classroom?

Continuing to learn in a changing world

2

Thinking about learning

• Learning is a social, context dependent, emotional affected, intellectual, active process.

• Learning theories and models address how people learn.

• Teachers learn when they teach.

• There are different learning types in a classroom.

• Teachers have also preferred teaching styles.

26

The VARK questionnaire for analyzing learning styles*

27

“When people make changes to their learning, based on their VARK preferences, their learning will be enhanced. They do this by using strategies that align with their preferences. It is what you do after you learn your preferences that has the potential to make a difference”.

© Neil D. Fleming, http://www.vark-learn.com/english/page.asp?p=faq(*) © Version 7.1 (2011) is held by Neil D. Fleming, New Zealand

The VARK questionnaire for analyzing learning styles*

28

“When people make changes to their learning, based on their VARK preferences, their learning will be enhanced. They do this by using strategies that align with their preferences. It is what you do after you learn your preferences that has the potential to make a difference”.

© Neil D. Fleming, http://www.vark-learn.com/english/page.asp?p=faq(*) © Version 7.1 (2011) is held by Neil D. Fleming, New Zealand

Aural

Visual

Kines-theticRead/

write

My concrete case: Apply VARK for understanding how do students learn

29

Profile of students’learning preferences,important source for planning teaching!

Main content areas from the MOOC

30

How good is my classroom?

1 2

43

Thinking about learning

Continuing to learn in a changing world

Being a teacher: A professional privilege

How good is my classroom?

• Key questions:

– What is a good teacher?

– What is a good student?

– Are students learning well?

– How can be learning measured?

– Which type of assessment suits well?

– How to give feedback and when?

– How to evaluate teaching?

31

My concrete actions:

32

1

• Benefiting from the advantages of peer effect

2

• Incorporate peer assessment activities in the labs

3

• Measure with assessment forlearning

My concrete actions:

33

1

• Benefiting from the advantages of peer effect

2

• Incorporate peer assessment activities in the labs

3

• Measure with assessment forlearning

Main content areas from the MOOC

34

Continuing to learn in a changing world

1 2

3 4

Thinking about learning

How good is my classroom?

Being a teacher: A professional privilege

Continuing to learn in a changing world

Central topics:

- Learning environments

- Professional development

- Professionalism

35

…which I would like to link together using one mural from the Berlin Wall…

36

37

References

38

Coursera MOOC “Foundations of Teaching for Learning 1: Introduction,” by Prof. John MacBeath, Commonwealth Education Trust. URL: https://www.coursera.org/course/teach1 [Accessed 1st Sept. – 12th Oct. 2014].

Fleming, N. D. Mills, C.: “Not Another Inventory, Rather a Catalyst for Reflection,” To Improve the Academy, Vol. 11, p. 137, 1992.

Learning Theories and Models. URL: http://www.learning-theories.com/ [Accessed on 29th

Sept. 2014].

Presentation template from fppt.com, available at http://www.free-power-point-templates.com/ [Downloaded on 28th Sept. 2014].

Ritchhart, R. and Perkins, D.: “Making Thinking Visible.” Association for Supervision and Curriculum Development, pp. 57-61, 2008.

VARK: A Guide to Learning Styles. URL: http://vark-learn.com [Accessed on 29th Sept. 2014].