1. GSTPGO1 Onderzoek In Onderwijs
bijeenkomst 7 – groep bèta

2. Innovatie en de leraar

3. Programma
Feedback op betoog
PISA-opdracht
Innovatie en de leraar

4. Mijn essay: weet wat je doet!
Deci en Ryan
High quality motivation voor activiteiten die bijdragen aan Autonomie, Competentie, Verbondenheid;
HQM gericht op groei, niet vrijheid blijheid
HQM = Interesse maar ook persoonlijke doelen (external to the task);
LQM gericht op vermijden straf/mislukking etc.
HQM, leidt tot dieper leren, minder uitval etc.;
Mijn verantwoordelijkheid om leeromgeving zo in te richten dat het gewenste leergedrag Autonomie, Competentie en Verbondenheid niet bedreigt/wel versterkt (maar conflict met andere eisen/doelen).
Maltese en Tai
40% wetenschappers keuze gemotiveerd door ervaring school
Cruciale indicenten voor iedereen verschillend, mijn verantwoordelijkheid om kansen te creëren.
Aikenhead
Voor mij als leraar is discussiëren, vragen stellen, willen begrijpen etc. vanzelfsprekend (middle class white male). Voor sommige leerlingen is dat een andere planeet. Het is mijn verantwoordelijkheid me van die kloof bewust te zijn en te proberen bruggen te slaan.

5. Opmerkingen bij essays
Begrippen verhelderen is essentieel
I.h.b. de theorie van Ryan & Deci werd vaak vertekend weergegeven
Je kunt niet iemand intrinsiek motiveren
Verantwoordelijkheid leraar is begrensd – tot waar reikt deze en waarom?
Chain of reasoning
Alles in je verhaal heeft expliciet een functie.
Ga in op mogelijke tegenwerpingen/alternatieve posities
Bij feitelijke beweringen hoort een bron
Kritische omgang met bronnen
Je kunt het gemotiveerd oneens zijn met een bron.
Referenties

6. PISA Jessica on chocolate: item text
Item difficulty: Greenhouse (2006 info).
Q1: 3 (54% correct)
Q2: 4-5 (34% correct)
Q3: 6 (19% correct)
Cognitive demand (NEW): “Care needs to be taken to ensure that the depth of knowledge required, i.e., the cognitive demand test items set to students, is understood explicitly by the item developers and users of the PISA framework. For instance, an item can have high difficulty because the knowledge it is testing is not well known but the cognitive demand is simply recall. Conversely, an item can be cognitively demanding because it requires the individual to relate and evaluate many items of knowledge – each of which are easily recalled.”

7. Models of innovation RDD
Iterative/cyclic – researcher does reality check
View of teacher:
will implement more or less truthfully
may have conflicting/impeding beliefs
may lack knowledge/repertoire
will always adapt/alter ideas, but avoid lethal mutations
current
ideal
Investigate teacher thinking
Teacher training
Intermediate versions

8. Lesson study Teachers’ community as experts
“Improving something as complex and culturally embedded as teaching requires the efforts of all the players including students, parents and politicians. But the teachers must be the driving force behind change. They are best positioned to understand the problems that students face and to generate solutions.”
James Stigler and James Hiebert,
The Teaching Gap. 1999, p. 135
Usually not explicitly guided by learning theory

9. These slides have been copied from: http://kristirichburg. pbworks

10. What is Lesson Study?
A professional development process in which a small group of teachers collaboratively plans, teaches, observes, revises, and reports results on a single class lesson.
A method of improving a lesson through a process of teacher collaboration.
“We” versus “Me”
Lesson study is a method of improving instruction through collaboration with other teachers to plan, observe and reflect on lessons—with the goal of improving learning for all students. Lesson study requires teachers to work collaboratively as a PLC to strengthen a lesson, teach it, and collect data about how the lesson worked for students. The teacher who delivers the lesson reflects first, with other group members to follow, sharing their collected data. The group determines whether to revise and re-teach or to apply information to another lesson.
“We” vs. “Me”: The Lesson Study process helps to remove isolation—both in teachers working in isolation, and in skills being taught in isolation. The focus of lesson study is on the lesson; it is NOT about the teacher.
These slides have been copied from:

11. It’s not about the teacher, it’s about the instruction and student learning.
It is not about the person it is about the process.
These slides have been copied from:

12. Selecting a Research Lesson
The LSG selects a “research lesson” (a lesson from a textbook, a lesson someone prepared, or a lesson created together).
Creating a lesson together is more time intensive often doubling the time needed for Lesson Study.
What is important is whether the lesson promotes student learning, not whether it is original.
These slides have been copied from:

13. Possible Lesson Selection Questions
Which lesson best addresses our academic focus and student goals?
These slides have been copied from:

14. Improving the Research Lesson
The shared process of improving the research lesson creates ownership of the lesson for the whole group.
The improved research lesson becomes “our” lesson, NOT “your” lesson or even “the” lesson.
As part of the improvement process, consider possible student misconceptions, learning styles, engagement, etc. related to Lesson Study goals.
Grade level or content area?
Across the grades by content level
Kindergarten teacher wanted to do puppets, but 2nd grade thought that it would be too mature. Remember that you evaluate what is good for the group. Get out of your comfort zone.
These slides have been copied from:

15. Possible Lesson Improvement Questions
What barriers to student learning do we believe exist?
What specific barriers to learning will we address in our lesson?
What additional professional knowledge may help us plan instructional strategies to address barriers?
Are there other educators at our school or in our district who may be able to offer technical assistance and support in this area?
2nd grade teacher was deliberate in grouping the ELL student with female high level student. That student didn’t let the ELL participate
This is what they thought would happen, but look at what really happen.
Knowledgable other? – reading coach – will participate but not teach the class
These slides have been copied from:

16. More Possible Lesson Improvement Questions
What instructional strategies do we predict will alleviate or remove these barriers?
Which instructional strategies will we include in our lesson?
How will the chosen instructional strategies be embedded into the research lesson?
You will collect data/answers from students from the questions.
These slides have been copied from:

17. Choosing the Teacher
Choose a teacher from the group to teach our improved “research lesson”.
Lesson Study is not about the idiosyncrasies of a teacher; it is a joint effort to improve a lesson.
The focus is on seeing what happens when the lesson is taught.
Make this a group decision. There is no prescriptive formula
These slides have been copied from:

18. Planned observation
Consider what evidence from the lesson will help us reflect on our goals for learning and student development.
Identify the data on student learning, motivation, and/or behavior that the group will collect while observing the research lesson.
The purpose is to observe student learning in the lesson not to evaluate the teacher and his or her style.
These slides have been copied from:

19. Possible Data Points Evidence of: Student curiosity
Student misconceptions
Student responses to higher order questions
Student collaboration during guided practice
Student engagement during explicit and modeled instruction
Student skill development throughout the lesson
Student skill mastery at the end of the lesson
See page 8
These slides have been copied from:

20. Planning for Data Collection
Prior to the lesson delivery, determine the format of data collection and create a standardized form.
Checklist
Frequency chart
Observation notes
Anecdotal notes
Usually each observer collects data on only one data point.
These slides have been copied from:

21. Possible Data Collection Questions
What data will we collect that would most clearly address the anticipated barriers and provide evidence of the effectiveness of the chosen instructional strategies?
Who will collect evidence on each data point?
Usually each observer collects data on only one data point.
Which type of data collection tool will help us most directly measure the impact of our chosen instructional strategies on anticipated barriers and student goals?
Each data point may be measured using a different data collection tool.
These slides have been copied from:

22. Aligning Goals-Instruction-Data (vgl. CIMO)
Formulate goals and anticipate barriers.
Plan instructional strategies to address barriers.
Select data points to measure impact of instructional strategies on barriers and student learning and development.
Handout – collecting data information
These slides have been copied from:

23. Reconvening for the Colloquium
Participants meet to discuss and analyze the lesson as soon as possible after instruction.
Begins with the teacher sharing what worked and what did not from their perspective.
Data collectors then report on data points.
The LSG begins reflection based on data analysis.
These slides have been copied from:

24. Possible Colloquium Questions
Will the teacher of our lesson please share what worked and what did not from his/her perspective?
Allow the teacher at least three minutes of uninterrupted time.
Will the data collectors please report on the evidence gathered on each data point?
Redirect data collectors as necessary to report data specific to designated data points.
What are the trends in the collected data?
Allow the members ample time to analyze and reflect on the data.
These slides have been copied from:

25. More Possible Colloquium Questions
What were our student learning and development goals?
Did the students achieve our goals? What data supports that?
Which elements of our lesson contributed to student learning outcomes? What data supports that?
What does the data mean in terms of revising our lesson?
What unanticipated barriers may have impacted student goals?
How can we apply what we learned from the data to our next lesson?
What did we learn from our experience?
These slides have been copied from:

26. Teaching the Improved Research Lesson
Conduct the research lesson with one LSG member teaching.
Other LSG members collect evidence (data) on student learning and development.
Traditional classroom observations tend to focus on what the teacher does during the class period. Observations of Lesson Study focus on students and what they do in response to instruction. The purpose of having several instructors observe the class is to gather as much information about the process of the lesson as possible. The primary task is to observe how the students respond to the lesson and make some conclusions about how well the LESSON worked. In other words, observers note behaviors of the students and the benefits/difficulties of the lesson, NOT the behaviors of the instructor. Observers should have a copy of the lesson plan and student handouts used in the lesson.
In preparation for teaching the lesson, teams think about how to collect data that will help them determine the extent to which the learning goal is achieved. Teams develop an observation protocol based on their predictions of student responses and decide what types of evidence will be collected from students. Also observers may want to decide on a specific question to focus their attention during the lesson (not sure if we want to include this statement).
Before the actual class period, students should be informed about the Lesson Study and the observers that will be in the classroom. Prior to the lesson, observers should be introduced to the class and indicate what they will be doing.
Observers gather rich evidence related to the learning goal during the lesson, capturing the complexity of actual teaching and learning. Depending upon the team’s data collection strategy, observers may record detailed field notes, focus on specific types of student activity, or use checklists or rubrics to categorize or monitor student engagement, performance, thinking, and/or behavior. They may observe the entire class or focus on specific students during the lesson. The lesson can be videotaped, sometimes from multiple vantage points, for future reference and review.
These slides have been copied from:

27. Voor- en nadelen Ownership Meer ogen in de klas
Vaak a-theoretical (geen expliciete rol voor leertheorie/onderzoeksresultaten)
Local evidence (what works for us)

28. Opdracht Lees de bronnen Hoe kijk je hier zelf tegenaan?
Hoe wordt in deze studies (de rol van) de leraar gezien?
Wie/wat initieert onderwijsverbetering?
Wat is de gewenste opbrengst van onderzoek?
Wat geldt als evidence?
Hoe kijk je hier zelf tegenaan?