Walking the path from the MOOC to my classroom: My collection of methods and further actions to motivate change

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*

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“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?

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– My collection of methods andfurther actions to motivate change –


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How?


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With…

How to read the next slides?

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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).


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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).


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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

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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


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3 4


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

Planning

Assess-ment

Learners Profession

Curriculum

Relation-ships

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

See two examples in the next slides!


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Planning

Assess-ment

Learners Profession

Curriculum

Relation-ships

Matrix* to evaluate priorities and needs:

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(*) © Adapted from the course slides and videos

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Matrix* to evaluate priorities and needs:

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© Adapted from the course slides and videos

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My own method: DISDA

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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.

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Planning

Assess-ment

Learners Profession

Curriculum

Relation-ships

Thinking routine:

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CONNECT

EXTEND

CHALLENGE

© Ritchhart and Perkins, 2008

Thinking routine:

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CONNECT

EXTEND

CHALLENGE

© Ritchhart and Perkins, 2008

My concrete case

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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

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CONNECT

EXTEND

CHALLENGE




My concrete usage

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CONNECT

EXTEND

CHALLENGE





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1

3 4



2


• 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.

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The VARK questionnaire for analyzing learning styles*

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“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*

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“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

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


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1 2

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• 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?

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My concrete actions:

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1

• Benefiting from the advantages of peer effect

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• Incorporate peer assessment activities in the labs

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• Measure with assessment forlearning

My concrete actions:

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1

• Benefiting from the advantages of peer effect

2

• Incorporate peer assessment activities in the labs

3

• Measure with assessment forlearning


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1 2

3 4





Central topics:

- Learning environments

- Professional development

- Professionalism

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

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References

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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].