anden information andersen,krogh & nielsen glasgow, uk, oct. 2010 ”motivating to learn –...

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Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 ”Motivating to Learn – Learning to Motivate” Designing, trialling and documenting an in-service TPDP for upper secondary school science teachers STEAM WP6-contribution from AU, Denmark Mid-term report And

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Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

”Motivating to Learn –Learning to Motivate”

Designing, trialling and documenting an in-service TPDP for upper secondary school

science teachers

STEAM WP6-contribution from AU, DenmarkMid-term report

And

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Framing our TPDP

Focus area: teachers’ capacities to motivate School level: upper secondary school Content area: the sciences (physics,

chemistry, biology…) Duration/extension (take 1):

15 hours of workshop-time Material & program for 50 hours of

teacher time

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Participant Learning ObjectivesThe TPDP intervention should develope participants:

recognition that teachers can actually ”learn to motivate”

awareness of individual students’ motivation and motivational cues/aspects within the science classroom

capacities to analyze and discuss motivational issues, using notions and perspectives from motivational theory

repertoire of motivational strategies, and their deliberate use of in planning and implementing teaching

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

TPDP design principles

From literature studies:

Extended, collaborative, integrated with curriculum (Hiebert m.fl. , 2002)

Interconnected Model of Practice-Theory interaction (Clarke m.fl., 2002)

Video-groups as tool for professional development (Sherin, 2007)

Motivational awareness and sensitizing through in-class-training. (Stipek, 1998)

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Connecting practical and theoretical knowledge

Workshops (theoretical inputs & peer discussion)

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Time Phase Activities Data collected Milestones2010January Evaluation Investigation of teachers

conception of motivation in the classroom

Teachers essay writing and mind maps

Baseline for evaluation of “effect” of TPDPve.1

January-April Implementa-tion

Field-trial/Application of TPDPve.1 5 workshops 4 application periods

Classroom videos*

Lecture plansWorkshop videos*

Evaluation of individual workshops

April Evaluation Teachers evaluation of Training package and Material

Interviews with teachers, revisiting essays and mind maps

Evaluation TPve.1

May-December

Revision (I) Revision of Training package and Teaching Material

Revised TPDP-structure and activities

2011January-April Reporting -Analyzing teacher-

evaluation data-Writing things up

-Application & Evaluation Report- Case Study Report

May-October Finalizing (TPDPve.2)

-Elaborating Video-clip- supported activities-Teachers evaluation of TPve.2 Participant interviews

Delivery of Final TPDP

Pro

ject

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Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Plans and issues for Year 2- short description

Revising TPDP in the light of evaluation of ve1.

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Aims achieved?(lessons learned from teachers’ end-

evaluation)

recognition that teachers can actually learn to motivate

increased awareness on students' motivational needs

capacities to analyze and discuss motivational issues

facilitated the transformation from theory to practice

changed the focus of planning

made your teaching more motivating

enhanced interest in working with motivation in classroom

1 1.5 2 2.5 3 3.5 4 4.5 5

Series1

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

A number of issues

Learning objectives too ambitious? Long-term development & support structure

A sustainable minimum set of motivational theories? Ve1: Highlights from Self-Determination theory,

Goal Orientation theory, Efficacy, Attribution theory, Expectancy-Value (Task Value)

Type of motivational text Co-planning activities did not work well

Not school-based, no shared project Video-Club learning is a matter of time (and

confidence)

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Plans and issues for Year 2- short description

Revising TPDP in the light of evaluation of ve1. Enhancing TPDP with well-constructed video-clips of

classroom trials from ve1

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Classroom videos for teacher training purposes?

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Constructing video-clips of certain kinds for teacher training purposesClip Category Rationale Structure Tentative Characteristics1. Best Practice Explication of Best Practice.

Exemplars for inspirationSingle clip -Normative by nature. May tend to

dampen critical discussion.-Difficult to find (even with an explicit normative system)

2. Critical Motivational Incidents Vicarious experiences Single clip -May have either student, teacher or interaction focus. -A situation where motivation is either recreated, reassured or slips away. -Clip should communicate enough context to enable discussion of why the outcome was produced.

3. Student Motivation Awareness Motivational awareness Single clip -Student focus. -Emphasis on potential motivational indicators and the diagnosis of individual students’ motivational states.

4. Enacting elements of motivational theories (SDT, Self-efficacy, task-value etc).

Prof. development (PD)Theory-in-action discussionVicarious experiences

Single clip(additional source framing)

-theoretical focus-needs framing through statements of teachers’ intentions from e.g. lesson plans or workshop presentations

5. Teachers’ reflection-on-action PDVicarious experiences

Composite (additional source video)

-Primary focus: teacher workshop focus- Sec. focus: Classroom incident as object for reflection

6. Reflective contrasts & distinctions

Reflection-on-action & discussion

Composite(a number of clips)

-Thematically organized clips to facilitate reflection and discussion(e.g. discourse and uptake)

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Plans and issues for Year 2- short description

Revising TPDP in the light of evaluation of ve1. Enhancing TPDP with well-constructed video-clips of

classroom trials from ve1 Extending: Making an adequate teacher educator

manual

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Plans and issues for Year 2- short description

Revising TPDP in the light of evaluation of ve1. Enhancing TPDP with well-constructed video-clips of

classroom trials from ve1 Extending: Making an adequate teacher educator

manual

Anden information

Andersen,Krogh & Nielsen

Glasgow, UK, Oct. 2010

Ideas about our deliverable:

Case Studies in Inquiry Based Science Teacher Education Teacher focus: no monitoring of students’

learning! Cross-case-analysis?

What kinds of interventions seem succesful? Structure, duration etc. Balances between theory and practice? Facilitating the transformation of theory into practice? What kinds of knowledge is supported by different

structures? Realistic aims?

Cross-case-analysis? (local WP6-motivational sub-group)