Innovatie en de leraar GSTPGO1, Groep 4

Programma Feedback op betoog Pisa-opdracht Innovatie en de leraar

Mijn essay: weet wat je doet! Deci en Ryan High quality motivation voor activiteiten die bijdragen aan Autonomie, Competentie, Verbondenheid; HQM gericht op groei, niet vrijheid blijheid HQM = Interesse maar ook persoonlijke doelen (external to the task); LQM gericht op vermijden straf/mislukking etc. HQM, leidt tot dieper leren, minder uitval etc.; Mijn verantwoordelijkheid om leeromgeving zo in te richten dat het gewenste leergedrag Autonomie, Competentie en Verbondenheid niet bedreigt/wel versterkt (maar conflict met andere eisen/doelen). Maltese en Tai 40% wetenschappers keuze gemotiveerd door ervaring school Cruciale indicenten voor iedereen verschillend, mijn verantwoordelijkheid om kansen te creëren. Aikenhead Voor mij als leraar is discussiëren, vragen stellen, willen begrijpen etc. vanzelfsprekend (middle class white male). Voor sommige leerlingen is dat een andere planeet. Het is mijn verantwoordelijkheid me van die kloof bewust te zijn en te proberen bruggen te slaan.

Opmerkingen bij essays Begrippen verhelderen is essentieel Ihb. de theorie van Ryan & Deci werd vaak vertekend weergegeven Je kunt niet iemand intrinsiek motiveren Verantwoordelijkheid leraar is begrensd – tot waar reikt deze en waarom? Chain of reasoning Alles in je verhaal heeft expliciet een functie. Ga in op mogelijke tegenwerpingen/alternatieve posities Bij feitelijke beweringen hoort een bron Kritische omgang met bronnen Je kunt het gemotiveerd oneens zijn met een bron Referenties

Models of innovation RDD Iterative/cyclic – researcher does reality check View of teacher: will implement more or less truthfully May have conflicting/impeding beliefs May lack knowledge/repertoire Will always adapt/alter ideas, but avoid lethal mutations idealcurrent Investigate teacher thinking Teacher training Intermediate versions

Lesson study Teachers’ community as experts “Improving something as complex and culturally embedded as teaching requires the efforts of all the players including students, parents and politicians. But the teachers must be the driving force behind change. They are best positioned to understand the problems that students face and to generate solutions.” James Stigler and James Hiebert, The Teaching Gap. 1999, p. 135 Usually not explicitly guided by learning theory

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8 A professional development process in which a small group of teachers collaboratively plans, teaches, observes, revises, and reports results on a single class lesson. A method of improving a lesson through a process of teacher collaboration. “We” versus “Me” What is Lesson Study? These slides have been copied from:

9 It’s not about the teacher, it’s about the instruction and student learning. These slides have been copied from:

Selecting a Research Lesson The LSG selects a “research lesson” (a lesson from a textbook, a lesson someone prepared, or a lesson created together). Creating a lesson together is more time intensive often doubling the time needed for Lesson Study. What is important is whether the lesson promotes student learning, not whether it is original. 10 These slides have been copied from:

Possible Lesson Selection Questions Which lesson best addresses our academic focus and student goals? 11 These slides have been copied from:

12 Improving the Research Lesson The shared process of improving the research lesson creates ownership of the lesson for the whole group. The improved research lesson becomes “our” lesson, NOT “your” lesson or even “the” lesson. As part of the improvement process, consider possible student misconceptions, learning styles, engagement, etc. related to Lesson Study goals. These slides have been copied from:

13 Possible Lesson Improvement Questions What barriers to student learning do we believe exist? What specific barriers to learning will we address in our lesson? What additional professional knowledge may help us plan instructional strategies to address barriers? Are there other educators at our school or in our district who may be able to offer technical assistance and support in this area? These slides have been copied from:

14 More Possible Lesson Improvement Questions What instructional strategies do we predict will alleviate or remove these barriers? Which instructional strategies will we include in our lesson? How will the chosen instructional strategies be embedded into the research lesson? These slides have been copied from:

15 Choosing the Teacher Choose a teacher from the group to teach our improved “research lesson.” Lesson Study is not about the idiosyncrasies of a teacher; it is a joint effort to improve a lesson. The focus is on seeing what happens when the lesson is taught. These slides have been copied from:

Teaching and Debriefing the Research Lesson As you observe video module 4, consider the following: What was the plan to observe the lesson as derived by the LSG in an earlier meeting? Please note the pre-determined placement of observers in the classroom, data collection tools, and data points to measure the impact of instructional strategies on barriers and student learning and development. What specific data was shared during the colloquium? How did this data help the LSG stay focused on its main objective of “helping students learn in the most effective way possible?” 16 These slides have been copied from:

17 Determining the Data Consider what evidence from the lesson will help us reflect on our goals for learning and student development. Identify the data on student learning, motivation, and/or behavior that the group will collect while observing the research lesson. The purpose is to observe student learning in the lesson not to evaluate the teacher and his or her style. These slides have been copied from:

18 Possible Data Points Evidence of: Student curiosity Student misconceptions Student responses to higher order questions Student collaboration during guided practice Student engagement during explicit and modeled instruction Student skill development throughout the lesson Student skill mastery at the end of the lesson These slides have been copied from:

Planning for Data Collection Prior to the lesson delivery, determine the format of data collection and create a standardized form. Checklist Frequency chart Observation notes Anecdotal notes Usually each observer collects data on only one data point. 19 These slides have been copied from:

20 Possible Data Collection Questions What data will we collect that would most clearly address the anticipated barriers and provide evidence of the effectiveness of the chosen instructional strategies? Who will collect evidence on each data point? Usually each observer collects data on only one data point. Which type of data collection tool will help us most directly measure the impact of our chosen instructional strategies on anticipated barriers and student goals? Each data point may be measured using a different data collection tool. These slides have been copied from:

Aligning Goals-Instruction-Data 21 goals Formulate goals and anticipate barriers. instructional strategies Plan instructional strategies to address barriers. data points Select data points to measure impact of instructional strategies on barriers and student learning and development. These slides have been copied from:

Re-Teaching and Debriefing the Research Lesson As you observe video module 5, consider the following:  “Deceptively simple, remarkably complex, and enormously gratifying.” This statement summarized the lesson study process. Do you agree or disagree with this statement? Discuss and provide examples that support your opinion for each part of the statement. 22 These slides have been copied from:

Teaching the Improved Research Lesson Conduct the research lesson with one LSG member teaching. Other LSG members collect evidence (data) on student learning and development. 23 These slides have been copied from:

24 Reconvening for the Colloquium Participants meet to discuss and analyze the lesson as soon as possible after instruction. Begins with the teacher sharing what worked and what did not from their perspective. Data collectors then report on data points. The LSG begins reflection based on data analysis. These slides have been copied from:

25 Possible Colloquium Questions Will the teacher of our lesson please share what worked and what did not from his/her perspective? Allow the teacher at least three minutes of uninterrupted time. Will the data collectors please report on the evidence gathered on each data point? Redirect data collectors as necessary to report data specific to designated data points. What are the trends in the collected data? Allow the members ample time to analyze and reflect on the data. These slides have been copied from:

26 More Possible Colloquium Questions What were our student learning and development goals? Did the students achieve our goals? What data supports that? Which elements of our lesson contributed to student learning outcomes? What data supports that? What does the data mean in terms of revising our lesson? What unanticipated barriers may have impacted student goals? How can we apply what we learned from the data to our next lesson? What did we learn from our experience? These slides have been copied from:

Voor- en nadelen Ownership Meer ogen in de klas Vaak a-theoretical (geen expliciete rol voor leertheorie/onderzoeksresultaten) Local evidence (what works for us)

Opdracht Lees de bronnen Hoe wordt in deze studies (de rol van) de leraar gezien? Wie/wat initieert onderwijsverbetering? Wat is de gewenste opbrengst van onderzoek? Wat geldt als evidence? Hoe kijk je hier zelf tegenaan?