The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
WHY SHOULD AN EDUCATOR DO ACTION RESEARCH
Deals with our questions and our problems
Results in better understanding and improve educational practices.
Helps to build a stronger collegial relationships
Develop a greater understanding and appreciation of the ethics involved in education.
It gives new ways of viewing and approaching our educational questions.
Makes us a reflective practitioners.
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
WHY SHOULD AN EDUCATOR DO ACTION RESEARCH
Deals with our questions and our problems
Results in better understanding and improve educational practices.
Helps to build a stronger collegial relationships
Develop a greater understanding and appreciation of the ethics involved in education.
It gives new ways of viewing and approaching our educational questions.
Makes us a reflective practitioners.
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Introducing Instructional Coaching as a possible coaching intervention in schools with compelling statistics on the impact of coaching on teachers and students (this was my assignment for my Coaching in Education module).
2019 feedback showdown - pool a and b - Edu GurusSteven Kolber
Feedback for teachers to engage with different scholars definitions and edu-gurus ideas about what makes good feedback and different conceptions and ideas about best practice teaching for teachers to consider their professional learning and development needs.
Researching and Developing Engaging Pedagogies2018 2HAction r.docxgertrudebellgrove
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Introducing Instructional Coaching as a possible coaching intervention in schools with compelling statistics on the impact of coaching on teachers and students (this was my assignment for my Coaching in Education module).
2019 feedback showdown - pool a and b - Edu GurusSteven Kolber
Feedback for teachers to engage with different scholars definitions and edu-gurus ideas about what makes good feedback and different conceptions and ideas about best practice teaching for teachers to consider their professional learning and development needs.
Researching and Developing Engaging Pedagogies2018 2HAction r.docxgertrudebellgrove
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
This article provides with a bird's eye-view of diversity and intensity of functional coverage over the wide spreading issues pertaining to classroom management
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Similar to Towards contemp ed power point presentation (20)
From ITT to CPD: research as a process for school improvement - Kevin Hollins
Towards contemp ed power point presentation
1. Towards Contemporary Practice: A model to encourage professional engagement through the development of Teacher Practical Theories – Oh the places You’ll Go! By Abi Woldhuis
2. Introduction “You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You’re on your own. And you know what you know. And YOU are the guy who’ll decide where to go” (p. 2, Seuss, 1990)
3. What is a teacher’s Practical Theory? “a hierarchically structured set of beliefs about the proper ends and means of teaching, the characteristics of students, the modes of learning, and the ways in which all of these interact to govern the teacher’s behaviour at any given moment” (p.80, Gage 1977) “..a person’s private, integrated but ever-changing system of knowledge, experience and values which is relevant to teaching practice at any particular time” (p.9, Handal and Lauvas 1987)
5. Pedagogical Shift – An agent for Professional Engagement review dialogue quality improvement rapid change excellence achievable reflection engagement
6. Pedagogical Shift – An agent for Professional Engagement (p. 11, Seuss, 1990)
7. The Towards contemporary practice Model – The path forward… “Growth of the school based professional community is marked by conversations that hold practice, pedagogy, and student learning under scrutiny…Rich and recurring discourse promotes high standards of practice, and both generate and reinforce core beliefs, norms and values of the community. In other words, talk is the bridge between educational values and improved practice in schools.” (p. 182, Horn & Little, 2010)
8. The Towards contemporary practice Model –Its Genesis… Evolved through professional dialogue involving the author of this paper with educational leaders Source of professional development Monitored through teacher leaders Constructivist approach - learner as an active participant - unique repertoire of experiences and beliefs - constructs new meaning and knowledge - learner as having innate curiosities - emphasis on higher-order thinking and problem solving skills - teachers determine specific learning outcomes - cooperation and collaboration.
9. The Towards contemporary practice Model –Its Genesis… Aspects of Action Research - experimenting with teaching and learning strategies - questions that arise out of everyday practice and the consequent effort to reflect and develop on those questions - adapt practice, test, experiment with new ideas - higher excellence - collaboration Learning Threes - breadth of ideas and accountability - intimacy and confidentiality
10. The Towards contemporary practice Model Step 1: Develop the theory Develop your own theory Complete the Teaching Perspectives Profile Questionnaire (Pratt and Collins) http://www.teachingperspectives.com/ Discuss your Teachers Practical theory in your learning three. Step 2: Identify a practice to shift Identify an area of your teaching where student engagement needs improving Step 3: Measure the current circumstances Use a tool that measures the engagement of students in your lessons “Class Behavioural Checklist” is a simple tool that can be used as a basic measure of student engagement. From: http://www.docstoc.com/docs/54389861/Class-Behavioral-Checklist- measuring-student-engagement
12. The Towards contemporary practice Model Step 4: Research, decide and implement a change in pedagogy - Learning threes - discuss the options - Decide on the pedagogic tool(s) that you will employ in your chosen program to improve engagement. - Plan for and implement the program. Step 5: Measure the change - using the same tool as used in Step 3. Step 6: Evaluate and Reflect Step 7: Share the findings - brief statement (approx. 200 words and no more than 300 words) - share your statement with your learning three - publish
14. Conclusion In the language of Dr Seuss, you know who you are going to affect but with brains in your head and feet in your shoes, where you go does not need to be a lonely and isolated place but rather one where professional engagement is encouraged, achievable and beneficial for the teacher but more so for the students in our care. Where will you go?
15. References Altrichter, H., Posch, B., Somekh (1993) Teachers investigate their work: An introduction to the methods of action research. An introduction into the methods of Action Research. Routledge, New York. Anderson, L.M & Holt-Reynolds, D (1995). Prospective teachers’ beliefs and teacher education pedagogy: research based on a teacher educator’s practical theory, Michigan State University http://scholar.google.com.au/scholar?q=beliefs+in+teachers%27+practical+theory&hl=en&lr= Beare, H 2001, From an old world-view to a new, ch. 2 in Creating the future school, RoutledgeFalmer, London, pp. 11-22 Behavioural checklist: Class Behavioural Checklist: measuring student engagement Retrieved September 2010 from http://www.docstoc.com/docs/54389861/Class-Behavioral-Checklist-measuring-student-engagement Berry, B., Daughtrey, A., & Wieder, A. (2010). A Better System for Schools: Developing, Supporting and Retaining Effective Teachers. Hillsborough, NC: Center for Teeaching Quality. Becker, H. J., & Riel, M. M. (2000). Teacher Professional Engagement and Constructivist-Compatible Computer Use (Teaching, Learning and Computing No. 7). Irvine, CA: Center for Research on Information Technology and Organizations. Buchanan, J & Khamis, M (1999) Teacher renewal, peer observations and the pursuit of best practice. Issues in Educational Research, 9(1), 1-14 http://education.curtin.edu.au/iier/iier9/buchanan.html Cadiero-Kaplan, K, (1999) Integrating technology: Issues for Traditional and Constructivist Pedagogies - Journal of Computing in Teacher Education, 1999 - cdi.ucla.edu. Retrieved October 2010 from http://www.cdi.ucla.edu/redir/_com197b/Cadiero-Kaplan.pdf Connelly, FM, Clandinin, DJ & He, Ming Fang 1997, Teachers’ personal practical knowledge on the professional knowledge landscape, Teaching and Teacher Education, vol.13, no.7, pp.665-74 Handal, G, & Lauvas, P (1987). Promoting reflective teacher: Supervision in practice. Milton Keynes: SRHE and Open University Educational Enterprises. Horn, I. S., & Little, J. W. (2010). Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers' Workplace Interactions. American Educational Research Journal, 47(1), 181-217. Gage,N (1977). The scientific basis of the art of teaching. New York: Teachers College Press. Marland, P (2001). Teachers’ Practical Theories: Implications for Teacher Development p. 165-180 in Cheong, C., Mo ChingMok, M., & TungTsui, K. (Eds) (2001), Teaching effectiveness and teacher development: towards a new knowledge base. Hong Kong Institute of Education. Springer. http://books.google.com.au/books?id=d36h7AUVrHUC&printsec=frontcover#PPA175,M1 Marlowe, B., & Page, M. (1998). Creating and sustaining the Constructivist classroom. Thousand Oaks, CA: Corwin Press. Retrieved October 2010 from http://socialconstructionism.pbworks.com/Web+2-0+and+Constructivist+Theory Middleton, M & Hill, J 1996, Why our current schools can’t survive,ch. 4 in Changing schools: challenging assumptions and exploring possibilities, Hawker-Bronlow, Melbourne, pp. 47-54. Munby, H., Russell, T. & Martin, AK (2001), Teachers’ knowledge and how it develops, in V Richardson (ed.), Handbook of research on teaching, 4th edition, American Educational Research Association, Washington DC, pp. 877-904 Petty, G. (2002), Improving Teaching with Action Research Retrieved September 2010 from http://www.teacherstoolbox.co.uk/downloads/SupportedExperiments/ActionResearch.doc. Pratt, D and Collins, J 2001, Teaching Perspectives Retrieved September 2010 from http://teachingperspectives.com/ Ritchie, SM 1998. Assessing Science Teachers’ Personal Practical Theories. Paper presented at the Australasian Science Education Research Association, Darwin, Australia, 9-12 July 1998, James Cook University. Sanders, D & McCutcheon, G, (1987). The development of practical theories of teaching, Journal of Curriculum and Supervision, 2(1), 50-67 Suess Dr. (1990) The Places You’ll Go! New York: Random House Children’s Books.