fostering collaborative reflectivity among teacher trainees through asynchronous discussion forums...
TRANSCRIPT
Fostering Collaborative Reflectivity
among Teacher Trainees through Asynchronous Discussion
Forums
Meg Cassamally University of Nottingham
IATEFL 2007, Chennai
Meg Cassamally, IATEFL 2007
Outline
SSIS Programme MOODLE Asynchronous Discussion Forums
(ADFs) Research Findings Conclusion
Meg Cassamally, IATEFL 2007
SSIS
Scuola di Specializzazioneall’Insegnamento Secondario
2-Year-Teacher-Training Course for Secondary Education
Meg Cassamally, IATEFL 2007
SSIS Programme
ELT Methodology English Literature ESP (Technical and Commercial) Observations / Teaching Practice Online Discussion (ADFs)
Meg Cassamally, IATEFL 2007
MOODLE
Modular Object-Oriented Dynamic Learning Environment
www.moodle.com Based on Socio-
Constructivist Pedagogy
Meg Cassamally, IATEFL 2007
Why Use MOODLE?
Permanent record of students’ work
Deadlines or timeframes can be set for assignments
Extra tools such as lessons, quizzes, assignments.
Meg Cassamally, IATEFL 2007
Theory behind Asynchronous Discussion Forums
Sociocultural theory highlights collaborative learning and the construction of knowledge
SLA theories should provide a basis for online instruction
Vygotsky’s (1978) Zone of Proximal Development (ZPD)
Meg Cassamally, IATEFL 2007
Asynchronous Discussion Forums in Teacher Training
One / two tasks per module from: Set reading texts Observations Personal experiences as language
learners Journals Written assignments
Meg Cassamally, IATEFL 2007
1st-Year Programme(13 Modules) http://moodle.lett.unisi.it/
Learning Styles Listening Communication in
the Classroom Speaking The Sound System Reading
Vocabulary Learning & Acquisition Teacher & The Role of
Theory Grammar Classroom
Management Feedback Task-Based Learning
Meg Cassamally, IATEFL 2007
Reading
Please comment on the reading strategies your teachers encourage in the classroom. What types of activities are being used and what do you think the underlying aims are?
Meg Cassamally, IATEFL 2007
The Subjects
16 language graduates:1 native speaker; 15 Italian
Prior Experience of ADFs before SSIS.
81%
13%6%
None
Fair
Good
Meg Cassamally, IATEFL 2007
Teacher Trainee, 2006
I must say that every time I have to confront myself with online forms, registration forms, forums etc. I tend to think that I preferred….smoke signals!
Meg Cassamally, IATEFL 2007
Previous Teaching Experience
Previous Teaching Experience before SSIS.
26%
7%
26%7%
13%
7%7% 7% None
2 months
3 months
1 year
2 years
3 years
4 years
8 years
Interactivity – 2nd Module
T
2
11
4
5
6
1
11.1
2.1
10
8
7
9
3
4.1 9.1
12
13
15
7.1
12.1
6.1
5.1
14
3rd Module – Collaborative Reflectivity
9.11.1
T
2
3.1
15
1
6.1
6
4
3
5
11
13
4.2
10.1
64.1
16 8
19
12
2.1
9.17
14
Meg Cassamally, IATEFL 2007
Feedback of ADFs after 1st Year
Meg Cassamally, IATEFL 2007
Comment 1
I had the opportunity to share different points of view which often helped me to understand the teaching methodology more clearly and deeply…my personal opinions sometimes needed to be modified and improved…I thought that to be a teacher mostly meant to do frontal lessons and to be the focus of the lesson itself. I soon realized that the teacher is the facilitator who has to foster the Ss’ learning process and the Ss are the ones who need to be active and involved in class.
Meg Cassamally, IATEFL 2007
Comment 2
ADFs actually helped me to build on my teaching knowledge by making me compare my class observation experience to the theory I was learning.
I personally liked the opportunity of having my own time to stop and think of what I was learning so far, trying to find a good balance between theory and practice.
Meg Cassamally, IATEFL 2007
Comment 3
As an online participant I found….the ADFs provided further exposure to language and to teaching methodology as well.
Moreover, it gave me the chance to reflect on crucial teaching points and compare ideas and knowledge with my colleagues.
0%
20%
40%
60%
80%
100%
Q5 Q7 Q9 Q11 Q21 Q22
Likert Questionnaire
Strongly agree
Agree
Neither agreenor disagree
Disagree
Stronglydisagree
Meg Cassamally, IATEFL 2007
Conclusion
ADFs were successful in developing: an online community collaborative reflectivity trainees’ metalanguage teacher knowledge and identity learning opportunities beyond the
classroom
Meg Cassamally, IATEFL 2007
Final Thoughts…
ADFs clearly have the potential to facilitate reflective thinking among preservice teachers….For the potential of ADFs to be fully recognized, it is necessary…to continue examining factors involved with teaching and learning within this medium. Such insights will contribute toward achieving the full potential this medium has to offer teacher education.
(Lee-Baldwin, 2005: 110)