Small Chunks, Deep Learning

2022 ◽  
pp. 276-299
Author(s):  
Ken N. Simon ◽  
Lawrence Hodgkins ◽  
James Argent
Keyword(s):  
Deep Learning ◽  
Instructional Practices ◽  
School Leaders ◽  
Academic Discourse ◽  
Observational Evidence ◽  
Classroom Observations ◽  
Qualitative Review ◽  
Central Aspect

Project I4 is a cohort-based, year-long program incorporating micro-credential experiences as a key element of learning for school leaders. The project focuses the micro-credential (MC) design, implementation, and study on a central aspect of a school leader's work: classroom observations and post-observation conversations. The leaders learn to observe academic discourse in STEM classrooms. To fully engage in the learning from the MC, leaders collect observational evidence on equitable instructional practices and use the evidence to have coaching post-observation conversations with teachers with the aim of changing instructional practices in classrooms. In the authors' model, a key component for the MC experiences is the opportunity for school leaders to work with leadership coaches in equity-centered networked improvement communities (EC-NICs) of 5-6 persons. This chapter presents a qualitative review of 10 school leaders from the first Project I4 cohort.

Virtual reality classroom simulations: how school leaders improve instructional leadership capacity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Militello ◽  
Lynda Tredway ◽  
Lawrence Hodgkins ◽  
Ken Simon
Keyword(s):  
Virtual Reality ◽  
Instructional Leadership ◽  
Teaching Practice ◽  
School Leaders ◽  
Classroom Observation ◽  
Academic Discourse ◽  
Advanced Technology ◽  
Classroom Observations ◽  
Content Type ◽  
Study Results

PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.FindingsThe study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.Originality/valueThis study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

Critical Instruction, Student Achievement, and the Nurturing of Global Citizens

2015 ◽  
pp. 1308-1330
Author(s):  
Howard Menand
Keyword(s):  
Qualitative Research ◽  
Instructional Practices ◽  
21St Century ◽  
Research Question ◽  
Historical Background ◽  
Classroom Observations ◽  
Global Level ◽  
Global Citizens ◽  
The Impact ◽  
Classroom Level

The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today's classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.

scholarly journals Quantifying “deep learning” in geomatics engineering by means of classroom observations

2018 ◽  
Author(s):  
Elena Rangelova ◽  
Ivan Detchev ◽  
Scott Packer
Keyword(s):  
Deep Learning ◽  
Teaching And Learning ◽  
Early Stage ◽  
Classroom Observations ◽  
Threshold Concepts ◽  
Main Method ◽  
Teaching And Learning Research ◽  
Behavioural Engagement ◽  
Upper Level ◽  
Troublesome Knowledge

On the spectra of soft-hard and pure-applied disciplines, geomatics engineering can be categorized as hard and applied, similarly to other engineering disciplines. One can expect that geomatics engineering would score lower in deep learning as such patterns have been observed for other engineering disciplines compared to soft and pure ones. Some students in upper level courses in geomatics engineering may still struggle with fundamental knowledge from lower level courses. This makes it hard for instructors to create an environment for deep learning. They may have to spend a significant amount of class time reviewing basic concepts, and not as much time is left for building up more complex concepts and problem solving. In order to be more successful in tackling higher level learning outcomes, it would be useful to identify areas of troublesome knowledge and specific threshold concepts in key geomatics engineering courses. By addressing these concepts, instructors can eliminate, or at least minimize, the bottlenecks in the learning process. This is the aim of the teaching and learning research study presented in this paper.The main method for collecting data for this study is classroom observations complemented by minute papers at the end of each course unit. Even though the study is in its early stage, some correlations between the type of lessons delivered and the student cognitive and behavioural engagement can be seen, and some concepts can already be identified as probable threshold concepts. As far as the authors are aware, this is the first study on threshold concepts in geomatics engineering

How teachers’ beliefs are in accordance with major SLA notions

2016 ◽  
Vol 39 (3) ◽  
Author(s):  
Wang Chaochang
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Instructional Practices ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Classroom Instruction ◽  
Classroom Observations ◽  
High School English ◽  
Teachers Beliefs

AbstractCurrent SLA theories have delivered important language-learning notions. This paper will report the results of a study into 64 high school English teachers’ beliefs about language learning and their instructional practices, with a focus on two of them. A questionnaire was developed on the basis of major tenets of second language learning and administered to the 64 participants. In addition, classroom observations and interviews were employed to explore the two focal teachers’ beliefs and their actual classroom instruction practices. Results show both consistencies and inconsistencies between the participants’ beliefs and major SLA notions and between the two focal participants’ beliefs and their classroom practices.

scholarly journals IMPROVING ENGINEERING EDUCATION: TWO KEY AREAS TO FOCUS OUR ATTENTION

2021 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Instructional Practices ◽  
Quantitative Study ◽  
Classroom Observations ◽  
Full Time ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Lesson Structure ◽  
Part Time

Engineering remains one of the most traditional and didactic disciplines in higher education.  There is low adoption of research-based instructional practices with many educators believing adherence to tried-and-true methods in undergraduate engineering programs outweigh the benefits any change to more active learning could bring. Surveys of student engagement consistently rank the effectiveness of the undergraduate engineering experience lowest among the disciplines, with classroom observations confirming that engineering educators score significantly lower in delivery, teaching, lesson elements, and diversity. This quantitative study sets out to determine in which, if any, specific areas engineering educators score differently than their colleagues in other disciplines. Using Draeger and his team’s model of academic rigour as a framework, this study examines institutional data collected during three years of mandatory teaching observations of new full-time and randomly selected part time educators.  The analysis shows that four key areas differentiate the teaching practices of engineering educators from their colleagues in other disciplines: (1) welcoming students, (2) explaining the lesson’s agenda, (3) the organization, pace, and planning of classes, and (4) the way material is presented to students.  It is proposed that the undergraduate engineering experience can be improved by making changes to lesson structure, and enhanced by including opportunities for meaningful active learning.

Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics

2006 ◽  
Vol 28 (2) ◽  
pp. 101-130 ◽  
Author(s):  
Brian Stecher ◽  
Vi-Nhuan Le ◽  
Laura Hamilton ◽  
Gery Ryan ◽  
Abby Robyn ◽  
...  
Keyword(s):  
Instructional Practices ◽  
Large Scale ◽  
Instructional Practice ◽  
Classroom Practices ◽  
Fourth Grade ◽  
Measurement Methods ◽  
Classroom Observations ◽  
Cognitive Interviews ◽  
Efficient Manner ◽  
Insight Into

Large-scale educational studies frequently require accurate descriptions of classroom practices to judge implementation and impact. However, it can be difficult to obtain these descriptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized descriptions of teaching practices that varied in terms of reform-oriented instruction, and rated the degree to which the options corresponded to their own likely behaviors. Responses from 80 fourth-grade teachers yielded fairly consistent responses across two parallel vignettes and moderate correlations with other scales of reform-oriented instruction derived from classroom observations, surveys, and logs. The results suggested that the vignettes measure important aspects of reform-oriented instruction that are not captured by other measurement methods. Based on this work, it appears that vignettes can be a useful tool for research on instructional practice, but cognitive interviews with participating teachers provided insight into possible improvements to the items.

Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction

1999 ◽  
Vol 20 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Jennifer A. McCleery ◽  
Gerald A. Tindal
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Instructional Practices ◽  
Scientific Method ◽  
Explicit Instruction ◽  
At Risk Students ◽  
Classroom Observations ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Hands On

Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to guide classroom activities. A combination of classroom observations and problem-solving tasks yielded significant differences between students taught with this enhanced approach over that achieved when instruction simply provided hands-on constructivistic activities not anchored to concepts or not explicitly delivered through rules.

scholarly journals Increasing Usage of ESL Instructional Practices in a Rural County Elementary School

2018 ◽  
Vol 36 (3) ◽  
Author(s):  
John J. Hoover ◽  
Julia S. Sarris ◽  
Raymond Hill
Keyword(s):  
Elementary School ◽  
Best Practices ◽  
Instructional Practices ◽  
English Learners ◽  
Classroom Observations ◽  
Rural County ◽  
Self Assessment ◽  
Classroom Implementation ◽  
Study Setting ◽  
Use Of Research

The study setting is one elementary school located in a remote rural county school district in a mountain western state. Implementing a specific set of procedures, ESL Instructional Improvement Process, educators examined and increased use of research-based ESL instructional practices in the education of English learners (ELs). A key feature of the piloted process is educator self-assessment of instructional practices, resulting in the development of workshop sessions and action items, and completion of classroom observations. Researchers found that the process proved effective in increasing rural educators’ knowledge and application of ESL best practices. Self-assessment was highly effective in helping educators examine existing instructional practices, leading to relevant workshop sessions and classroom implementation of ESL action items. Numerous examples of the use of research-based ESL instructional practices as a result of this project are provided, along with suggestions for further research to improve the education of ELs in rural county schools.

Critical Instruction, Student Achievement, and the Nurturing of Global Citizens

2014 ◽  
pp. 1-23
Author(s):  
Howard Menand
Keyword(s):  
Qualitative Research ◽  
Instructional Practices ◽  
21St Century ◽  
Research Question ◽  
Historical Background ◽  
Classroom Observations ◽  
Global Level ◽  
Global Citizens ◽  
The Impact ◽  
Classroom Level

The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today’s classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.

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