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Evolving Lesson Plans to Assist Educators: From Paper-Based to Adaptive Lesson Planning

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Slides of the talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015, MAC-ETL 2015, Prague, Czech Republic, 4-6 December 2015.

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Evolving Lesson Plans to Assist Educators: From Paper-Based to Adaptive Lesson Planning

  1. 1. Prague, Czech Republic, December 4 - 6, 2015 Evolving Lesson Plans to Assist Educators: From Paper-Based to Adaptive Lesson Planning Talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015 MAC-ETL 2015 Prof. Dr. Dagmar Monett, Tino Weishaar
  2. 2. D. Monett 2Prague, Czech Republic, December 4 - 6, 2015 Image by nuttakit at FreeDigitalPhotos.net Lesson planning. A nightmare? D. Monett
  3. 3. D. Monett Topics 3Prague, Czech Republic, December 4 - 6, 2015 ■ Theoretical background ■ Teacher knowledge ■ Pedagogical knowledge ■ Lesson planning ■ Research project ■ Phases ■ Survey. Findings. ■ Current and next steps. ■ Conclusions
  4. 4. D. Monett 4Prague, Czech Republic, December 4 - 6, 2015 Theoretical background
  5. 5. D. Monett 5Prague, Czech Republic, December 4 - 6, 2015 Teaching “a complicated practice that requires an interweaving of many kinds of specialized knowledge” from different domains
  6. 6. D. Monett TPACK Framework 6Prague, Czech Republic, December 4 - 6, 2015 Reproduced with permission of the publisher © 2012 by tpack.org
  7. 7. D. Monett 7Prague, Czech Republic, December 4 - 6, 2015 Schulman‘s Teacher Knowledge Categories Teacher Knowledge Content knowledgePedagogical knowledge Pedagogical content knowledge Curriculum knowledge Knowledge of learners and their characteristics Knowledge of educational contexts Knowledge of educational ends, purposes, and values
  8. 8. D. Monett 8Prague, Czech Republic, December 4 - 6, 2015 Schulman‘s Teacher Knowledge Categories Teacher Knowledge Content knowledgePedagogical knowledge Pedagogical content knowledge Curriculum knowledge Knowledge of learners and their characteristics Knowledge of educational contexts Knowledge of educational ends, purposes, and values
  9. 9. D. Monett 9Prague, Czech Republic, December 4 - 6, 2015 Pedagogical knowledge “[T]hose broad principles and strategies of classroom management and organization”
  10. 10. D. Monett 10Prague, Czech Republic, December 4 - 6, 2015 Pedagogical knowledge “[T]eachers’ deep knowledge about the processes and practices or methods of teaching and learning”  Understanding how students learn  General classroom management skills  Lesson planning  Student assessment
  11. 11. D. Monett 11Prague, Czech Republic, December 4 - 6, 2015 Lesson plan structure 5 - What learners will accomplish and how, - what the educator will do and say, - specific learning activities learners will be engaged in during the lesson and beyond Performing section - General information about the lesson, - learning objectives, materials, - teaching and learning strategies, - steps necessary before teaching the lesson Planning section + According to Ostenson, J. 2012. English 377: The Lesson Plan Template. YouTube. Retrieved 08 August, 2015, from https://www.youtube.com/watch?v=c-Nsj6VsNJ4
  12. 12. D. Monett 12Prague, Czech Republic, December 4 - 6, 2015 E.g. learning activities Welcoming, Agenda5 Theory (passive LU)20 Brainstorming (active LU)3 Theory (passive LU)20 Advice (passive LU)2 Transfer (active LU)35 3 Feedback, Conclusions5 Duration in minutes Sandwich structure LU: learning unit
  13. 13. D. Monett 13Prague, Czech Republic, December 4 - 6, 2015 Research project
  14. 14. D. Monett 14Prague, Czech Republic, December 4 - 6, 2015 Lesson planning …in practice: paper-based Images by artur84 and scottchan at FreeDigitalPhotos.net
  15. 15. D. Monett 15Prague, Czech Republic, December 4 - 6, 2015 Lesson planning …our goal: computer-aided, adaptive, collaborative Images by ddpavumba and Stuart Miles at FreeDigitalPhotos.net
  16. 16. D. Monett Project phases 16Prague, Czech Republic, December 4 - 6, 2015 I. Paper-based LP for a specific pedagogical project in a Computer Science course (08-12/2011) II. General LP schema for its use in other courses (2012 - 12/2013) III. Software prototype for particular and individual computer-aided use of LPs (08/2013 - 04/2014) IV. (a) Literature review on design for learning and LPs (b) Survey to collect other educators’ opinions on the use of LPs (c) Extended analysis about existing software tools for LPs (d) Parallel analysis, design, and implementation of a second software prototype for collaborative use of adaptive LPs V. Further implementation of other software requirements VI. Software evaluation and usability tests (01-08/2015) (08/2015- ) LP: lesson plan
  17. 17. D. Monett 17Prague, Czech Republic, December 4 - 6, 2015 Survey
  18. 18. D. Monett Methodology 18Prague, Czech Republic, December 4 - 6, 2015 ■ Questionnaire on the use of LPs ■ Available online from May 11 to June 4, 2015 ■ Managed using Google Forms ■ 20 closed-ended, 1 open-ended questions ■ Sent to faculty and some teachers from local schools Image by ddpavumba at FreeDigitalPhotos.net
  19. 19. D. Monett Demographics 19Prague, Czech Republic, December 4 - 6, 2015 ■ 44 participants (~1 teacher per 5 faculty) ■ Gender: ■ 43.2% female, 50% male ■ Age: ■ 13.6% 40, 34.1% 41-50, 43.2% 51+ ■ Teaching experience (years): ■ 25% 5, 29.5% 6-15, 34.1% 16+ ■ 36.4% STEM, 50% non-STEM Image by ddpavumba at FreeDigitalPhotos.net
  20. 20. D. Monett 20Prague, Czech Republic, December 4 - 6, 2015 Findings
  21. 21. D. Monett Reasons for creating LPs 21Prague, Czech Republic, December 4 - 6, 2015 0% 20% 40% 60% 80% 100% Timelined structure Defining clear goals Trying teaching methods Help with the lesson flow Other reasons 87,0% 82,6% 34,8% 13,0% 8,7% 52.3% do use LPs; LPs are more used by younger educators; 52.6% female vs. 50% male
  22. 22. D. Monett Reasons for creating LPs 22Prague, Czech Republic, December 4 - 6, 2015 0,0% 20,0% 40,0% 60,0% 80,0% 100,0% Timelined structure Trying teaching methods Help with the lesson flow Defining clear goals Other reasons Teachers Faculty
  23. 23. D. Monett How long does it take? 23Prague, Czech Republic, December 4 - 6, 2015 56,5% 21,7% 13,0% 4,3% 4,3% less than 1h 1-2h 3-4h 5-7h more than 8h other Time invested in preparing a teaching unit of 45 minutes’ duration
  24. 24. D. Monett What is documented? 24Prague, Czech Republic, December 4 - 6, 2015 0,0% 20,0% 40,0% 60,0% 80,0% 100,0% General description Learning objectives Activities Time required Time used MediaTechnical resources Didactic methods Exercises Notes Other Teachers Faculty
  25. 25. D. Monett Pedagogical terminology 25Prague, Czech Republic, December 4 - 6, 2015 Criteria Classification of LOs known Classification of LOs unknown Bloom’s taxonomy known Bloom’s taxonomy unknown LP use used 73.9% 26.1% 30.4% 69.6% not used 81% 28.6% 33.3% 76.2% Role teacher 100% 0% 0% 100% faculty 60% 40% 40% 60% Gender female 73.7% 26.3% 31.6% 68.4% male 59.1% 40.9% 36.4% 63.6% Age 40 or younger 66.7% 33.3% 0% 100% 41 or older 64.7% 35.3% 38.2% 61.8% LO: learning objectiveClassification LO: cognitive, affective, behavioral/psychomotor
  26. 26. D. Monett 26Prague, Czech Republic, December 4 - 6, 2015 Conclusions
  27. 27. D. Monett To take away 27Prague, Czech Republic, December 4 - 6, 2015 ■ Role of pedagogical knowledge in effective teaching ■ Survey: ■ 50%+ use LPs explicitly; more females ■ 1/3 participants are CS educators ■ clear learning goals, lesson’s structure ■ software tools needed ■ support pedagogical knowledge needed CS: Computer Science
  28. 28. D. Monett Topics covered 28Prague, Czech Republic, December 4 - 6, 2015 Word cloud created with Wordle.net
  29. 29. D. Monett 29Prague, Czech Republic, December 4 - 6, 2015 Image by nuttakit at FreeDigitalPhotos.net Lesson planning. A nightmare? D. Monett
  30. 30. dagmar@monettdiaz.com monettdiaz Contact:

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