inquiry into the development of a flipped classroom project for training future teachers
DESCRIPTION
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also 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. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation. Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)TRANSCRIPT
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.
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 : [email protected]
Isabelle Nizet : [email protected]
PeDTICE : http://pedtice.org