B.3.2 city lit
âąAls PPS, PDF herunterladenâą
1 gefĂ€llt mirâą397 views
City lit . Creative use of technology in initial teacher education
Empfohlen
Empfohlen
Weitere Àhnliche Inhalte
Ăhnlich wie B.3.2 city lit
Ăhnlich wie B.3.2 city lit (20)
Mehr von Jisc
Mehr von Jisc (20)
KĂŒrzlich hochgeladen
KĂŒrzlich hochgeladen (20)
B.3.2 city lit
- 1. Creative use of technology in Initial Teacher Education: Blended learning ~ Flipped learning Khorshed Bhote â Teacher Education and Development
- 2. City Lit E-Motivation topics to share Khorshed Bhote
- 3. City Lit Blended PTLLS: an update 50:50 model Khorshed Bhote
- 4. City Lit Motivation In-class â Group development â Practice â Peer feedback â Reflection/evaluation Online â Learning preferences â Communication â Linked to coursework â Personalised feedback Khorshed Bhote Classroom- based (active) Classroom- based (active) CollaborativeCollaborative Learning preferences Learning preferences Online (reflective) Online (reflective) Independent thinking Independent thinking Deeper learning Deeper learning
- 5. City Lit Flipped learning What is it When to use it Why use it Khorshed Bhote
- 6. City Lit Motivation Learner feedback from PGCE trainees âInteresting method for developing understanding and broadening knowledgeâ âTakes learning to next levelâ âSharing research and ideas in class, developing activities, discussing own ideas further â making connectionsâ âFlexible âhead spaceâ, felt like I have control of my learningâ âEnjoyed collaboration sharing knowledge with each other and the experience of getting othersâ take on topicsâ âMore motivated to read and research topics before sessionâ Khorshed Bhote
- 7. City Lit Conclusions â motivation through use of technology (blended and flipped) Enabler Scaffolding learning experience Flexibility Supportive resources Interactive learning in the classroom Performance outcome Differentiation! Khorshed Bhote
- 8. City Lit Contact Khorshed Bhote Head of Programme (Teacher Education and Development at the City Lit) email: Khorshed.Bhote@citylit.ac.uk @khorshedbhote uk.linkedin.com/in/khorshedbhote/ http://khorshedbhote.wordpress.com Khorshed Bhote
Hinweis der Redaktion
- 20 June 2013 Khorshed Bhote
- Hi Iâm Khorshed Bhote, a teacher educator and head of programme at City lit. Today, I would like to share two things: firstly, an update of my research into using blended learning for initial teacher ed, specifically PTLLS and secondly, my use of the flipped learning concept to teach learning theories to a group of PGCE trainees. 20 June 2013 Khorshed Bhote
- LSIS funding enabled the creation of resources to support a blended version of PTLLS. The programme was developed using a 50:50 model . The course was allocated 25 guided learning hours of face-to-face contact as opposed to 50 on face-to-face This freed up about 25 hourâs face-to-face time 2 hours moderation and marking per student â same as face-to-face 25 online study hours for each student â similar to face-to-face My research into the effectiveness of this mode of teacher training resulted in concluding that it was comparably effective and in some instances more so than traditional face-to-face. The evidence was mainly qualitative, through assessment and moderation of their microteaching and assignments. Also, learner feedback confirmed that it provided them with an optimal opportunity to make their own constructs from the combination of modelled practice and online learning resources and activities. Khorshed Bhote 20 June 2013
- Classroom: Trainees came in over a weekend of intense input on the stages of the teaching cycle , the online structure was based on the same. It was an opportunity to induct the learners to the programme and the online environment, to model good practice and to get the trainees to develop a collaborative identity . Classroom activities were planned to support the development of the learner group as well as develop critical thinking . Students enjoyed the 2 days of classes â through variety of activities they were able to get a taster for the content as well as create initial bonds with peers This supported working together on 2 micros â a practice 10 mins micro was totally peer assessed â giving and receiving feedback also generated a feeling of empowermentâ and provided an opportunity to go away and reflect and evaluate own learning. In their reflection they identified this as the pivotal point when everything made sense. This experience was reinforced when they came in for a final weekend to deliver the assessed 15 mins micro. The final session was planned to bring closure as well as to celebrate success and discuss progression opportunities. Online: Resources were provided in audio/visual and text formats â these were mainly mini lectures accompanied with speakers notes as well as information broken down into small chunks. Learners were given suggested reading of text books and web links for further research Learners found the resources to be supportive and useful â having a PowerPoint with speakerâs notes as well as audio presentations were found helpful, one student downloaded these on her mp3 player and was, therefore, able to access it whilst travelling on the bus! resources and online tasks were also linked directly to the assignments so that they supported the independent study . The online environment is Moodle. Some learners found the linear structure of Moodle frustrating â this is now being supported through topic menu and also calendar reminders of assignments. Though the communication between learners was sporadic they liked the idea of having different platforms that allowed for both synchronous and asynchronous collaboration. This included an option of using topic related forums to discuss each stage of the teaching cycle. Again, these were not used as much as was hoped for. Students chose to come on a flexible mode due to constraints on time. Hence, group collaboration/communication was optional. Reflective practice was developed through blogs which were linked to coursework, thus avoiding extra online tasks. It was possible to give prompt feedback and the clear and specific guidance was found to have supported development of theoretical knowledge as well as practical planning of sessions. 20 June 2013 Khorshed Bhote
- Simple explanation of this concept is reversing the place of classroom/homework learning. Itâs a shift from group learning space to individual learning space. It humanises the classroom â students are able to get involved in their own learning and feel valued. This is a move away from content clinging â less talking, more time for students to figure things out for themselves. Students have an opportunity to explore the content on their own â more valuable use of classroom time through in-depth discussions and debates, encouraging independent and critical thinking. More of a spiral curriculum. Not possible to flip all lessons. Some topics need direct instruction or modelling. Need to select which ones can be left for students to explore. Important to select an appropriate platform for displaying content. Resources could be audio clips â these need to be slim, have easily digestible information. They should instigate students towards further research â a âprime the pumpâ concept â let students fill in their own buckets. The content could be created or could use othersâ as long as it is referenced. This concept is most suitable for covering the bottom two of Bloomâs levels of learning and the classroom can then be used to develop higher order thinking. On the other hand, depending on the programme and its level as well as your learners you can reverse this â a top down approach using inquiry based, discovery, experiential socratic approach â getting learners to create videos or other resources to evidence their learning, which can then be presented and peer/self/tutor assessed in class. I used this concept to support learning of theories. I provided my learners with mini lectures as audio presentation as well as in .pdf format with speakerâs notes, similar to the resources created for blended learning. Learners were asked to listen to or read the information and make their own notes, which they were asked to bring to class. It was optional if they wanted to carry out further individual research â curiously most did from the start, others soon caught on that they needed to do this in order to effectively participate with their peers. When they were in the classroom they were set up into small groups â either mixed ability, or putting together the more creative with those less so, to participate in activities that would enable them to explore the topics further through either discussion, buzz groups, academic posters, etc. The idea was to apply their online learning. The groups then had to feedback or present to each other, ask questions. This lead to deeper learning as learners were able to move through the experiential learning cycle. 20 June 2013 Khorshed Bhote
- As you will see from the above feedback, there are advantages to flipped learning. In the classroom I was listening in to some very deep discussions, demonstrating high level thinking. The idea is that this will have helped to reinforce as well as consolidate learning, especially when dealing with a wide range of theoretical concepts. The concrete evidence was also in one of their assignments where they had to annotate a lesson plan with any 3 and justify their application. Flipped learning can be as simple or as complex as one may want to make it, depending on time available, complexity of subject and learner group preferences and abilities. It requires some thought and, therefore, time to prepare for this and not always is this time available. However, if we consider that we are already doing a lot of preparation to âdeliverâ information, the same time can be used to plan at least one resource that learners can access before a session â something that hooks them into the subject and instigates further investigation. Getting the information beforehand can give learners the opportunity to try and make sense of the subject before they arrive in your classroom. Of course, initially, some learners will either âforgetâ or ânot have the timeâ or It may be that they have only ever had the opportunity for being âinformedâ rather than being allowed to âthinkâ. But when they find that in their peer group they are not able to contribute or to understand the discussion, they soon realise that it is to their advantage to come prepared. Therefore, it is also important not to bombard them with too many or lengthy resources, just something to get an overview of a topic. 20 June 2013 Khorshed Bhote
- The tools and the related pedagogy should âenableâ rather than âcontrolâ learning. Providing a framework with some structure, but without constraining individual and collaborative learning â so that learners can build on each learning experience. Allow for learners to participate flexibly, taking ownership of their own learning. Sometimes deadlines are inevitable, but ensuring that the deadlines do not drive the learning â they are provided for the learner to identify a schedule for themselves. Resources should not drive content, they should support and guide the learning experience, giving learners an opportunity to think, discuss and do â also creating their own content. Usually, classroom input of new topics can sometimes be a hit and miss opportunity for some students, who are then left to make sense of it all on their own through homework tasks. With the flipped concept, the students have already been able to engage with the topic, they can review and reinforce it as much as they want before coming to the classroom, where they can then engage in a more interactive environment where they directly lead their learning together. The work that learners put into should provide concrete evidence of their achievement of the learning outcomes. Finally, both these models of facilitating learning support differentiation â as seen through the examples. 20 June 2013 Khorshed Bhote
- Khorshed Bhote 20 June 2013