inquiry into the development of a flipped classroom project for training future teachers

Inquiry into the development of a flipped

classroom project for future teachers

Florian Meyer & Isabelle NizetProfessors

Université de Sherbrooke

Faculté d’éducation

25 octobre 2014Université Laval, Québec

ISSOTL 2014

Structure

• Context and pedagogical problem

• Theoretical background

• Processes

• Results and learning

• Discussion

A pedagogical and technological innovation

Flipped Classroom

For a course about assessement and

evaluation for secondaryfuture teachers

Course about evaluation

Bac. in Sec. Ed2 credits3h/week10 weeks

Labs

Home readings

Autonomus Work

Pedagogical Problem

Real need of SUPPORT for PROCEDURAL

learnings (TECHNICAL)

Pedagogical hypothesis

SUPPORT in CLASS

Labs

Self Learning clips

Autonomus work

Theoretical background

Flipped Classroom• Litterature describes problems

that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013).

• These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources(Herreid & Schieller, 2013; Thiele, 2013)

• However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned.

TPaCK to

support the

teaching

team

Source : http://tpack.org

Source : http://pedtice.org

An interpretation of SoTL

Methodology

Pedagogical Means

Learning goals

Teaching and Learning ConditionsEffects

PROBLEMATISING

RESEARCH OF SOLUTIONSEXPERIMENTATION

ANALYSIS

INSTRUCTIONAL DESIGN (MISA)

Collection of data and traces at every step

Instructional Design to sustain

our collaboration

Méthode

d’ingénierie des

systèmes

d’apprentissage

(MISA)

(Henri, 2001)

Results

Videos

Team TPaCK

Team TPaCK

Team TPaCK

Students’ self learning processes

Learning goals

Performance goals

Insecurity Autonomy

Spontaneous learning

strategies

Demands for confirmation

Real transfer of learning into the classroom

Same observations as mentioned

in literature

• Cultural choc for learners (Talbert, 2012)

• Understanding of what represents autonomy (Flumerfelt et Green, 2013)

• Perception of the traditional pedagogies’ limits (Talbert, 2012; Toto et Nguyen, 2009)

• Difficulty to perceive how to articulate activities outside and inside the classroom (Strayer, 2012)

• Lack of preparation before coming to the classroom(Brunsell et Horejsi, 2013)

20

+ Self confrontation• What’s happening ?

• Why ?

• Select 2 best positive aspects

• Select 2 aspects to improve

Validation of planned activities to solicit

students' cognitive processes

• Realised she managed to do it thanks to a

coherent learning model she used to anticipate

• She realised how much she is preoccupied by the

learning processes of the students and how to

support them to make them explicit

Identification of the direct effects: premature

or appropriate activitie.

• Realised the need of an activity to let students

demonstrate and confirm their understanding.

• Application of concepts is too fast, students need

more time to confirm their understanding

Awareness of posture

• Realised that although she thought

she was offering a dialogic dynamic,

she acts as an expert who gives good

answers in order to comfort students.

• Realised that she needs a theortical

model on which she could rely to

better handle students inquiry and

doubts

• She oscillates between control and

coaching. She needs more

enlightened practice

Reflection

Conclusion

Contribution to to production of scientific

knowledge

Contribution to the production of professional

knowledge

Contribution to the improvement of teaching

and learning

Nizet, I. et Meyer, F. (2014). Un projet de pédagogie inversée en

formation initiale à l'évaluation de compétences. Communication

présentée dans le cadre du symposium « Quand la recherche est

au service des pratiques de formation à l’enseignement faisant

usage du numérique, et vice-versa », Florian Meyer, 28e congrès

de l’Association Internationale en Pédagogique Universitaire

(AIPU), Mons, 18-22 mai.

Nizet, I., et Meyer, F. (2014). A Flipped Classroom Design for

Preservice Teacher Training in Assessment. In J. Keengwe, G.

Onchwari, et J. Oigara (Eds.) Promoting Active Learning Through

the Flipped Classroom Model (pp. 71-90). Hershey, PA: Information

Science Reference.

Conclusion

• SoTL : a guide for a scientific approach

• TPaCK : a structure to support sharing of

professional expertise

• Instructional design : a tool for action,

collaboration and co-training

Thank you very much !

Florian Meyer : florian.meyer@usherbrooke.ca

Isabelle Nizet : isabelle.nizet@usherbrooke.ca

PeDTICE : http://pedtice.org