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Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 ”Motivating to Learn – Learning to Motivate” Designing, trialling and documenting an.

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Presentation on theme: "Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 ”Motivating to Learn – Learning to Motivate” Designing, trialling and documenting an."— Presentation transcript:

1 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

2 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

3 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 Participant Learning Objectives The 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

4 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)

5 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 Connecting practical and theoretical knowledge Workshops (theoretical inputs & peer discussion)

6 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 Brief Workshop Description Pre-activity Teachers write reflective essays on motivation Workshop1 +Motivational Theory I, exc. & discussions Inter1 Enacting Reading, theoretical awareness in own classroom Workshop2 +Motivational Theory2, exc&disc, awareness instr. Inter2 Enacting Plan & enact activity, use awareness instrument Workshop3 + Motivational Theory 3, Introducing Video as tool for professional development Inter3 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion Workshop4 + Video-Club, Suppl. Motivational Theory Inter4 Enacting Plan and enact motivating sequence (videotaped). Select video-clip for workshop-discussion Workshop5 + Integrating theories, experiences – perspectives for long-term professional development Evaluation & individual interviews

7 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010

8 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 TimePhaseActivitiesData collectedMilestones 2010 JanuaryEvaluation 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 plans Workshop videos * Evaluation of individual workshops AprilEvaluation 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 2011 January-AprilReporting -Analyzing teacher- evaluation data -Writing things up -Application & Evaluation Report - Case Study Report May-OctoberFinalizing (TPDPve.2) -Elaborating Video-clip- supported activities -Teachers evaluation of TPve.2Participant interviews Delivery of Final TPDP Project timeline

9 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.

10 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 Aims achieved? (lessons learned from teachers’ end-evaluation)

11 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)

12 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

13 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 Classroom videos for teacher training purposes?

14 Anden information Andersen,Krogh & Nielsen Glasgow, UK, Oct. 2010 Constructing video-clips of certain kinds for teacher training purposes Clip CategoryRationaleStructureTentative Characteristics 1. Best PracticeExplication of Best Practice. Exemplars for inspiration Single clip-Normative by nature. May tend to dampen critical discussion. -Difficult to find (even with an explicit normative system) 2. Critical Motivational IncidentsVicarious experiencesSingle 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 AwarenessMotivational awarenessSingle 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 discussion Vicarious 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-actionPD Vicarious 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)

15 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

16 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

17 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)

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