h818 conference slides soundcheck
TRANSCRIPT
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H818 Conference 2015
Overcoming the Barriers to Implementation through Using Flipped
Learning Techniques in Teacher Development
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H818 Conference 2015O A case study by Steve Castle
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The BarriersO ResentmentO (Assumed) AversionO Lack of Faith
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ResentmentO ‘Implementing a new policy or approach
does not automatically mean that teachers act in the same way as management intended’
Janssen et al (2013) after Fullan (2001) and Maurer (2002)
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(Assumed) AversionO New procedures-more workO Opposite may be true
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Lack of FaithO e.g. From previous experience
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Overcoming the BarriersO Engage the end-usersO Ask for their support and adviceO Request rather than instruct
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Overcoming the BarriersO Convince others (e.g. senior management)
to ‘let go of the reins’
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Overcoming the BarriersO Climbing Round or Breaking Down?
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Overcoming ResentmentO Don’t let it build in the first placeO Engage with staff/end-usersO A mutual action
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Overcoming AversionO EngageO Discover/InvestigateO Remedy
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Overcoming Lack of FaithO EngageO Prove/ConditionO Convert
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Flipped LearningO ‘ A learning design that upends the typical
division of student work’
Baepler et al (2014)
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Flipped Learning Case Study
O Eight teachers plus two administrative staff involved in project
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Flipped Learning Case Study
O Observation of teachers who attended ‘physical’ teacher development (TD) sessions compared to teachers who used virtual (flipped learning) sessions.
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Flipped Learning Case Study
O Observations and CommentsO Be wary of using small samples of data as a
generalisation to prove a case.
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ReferencesO Baepler, P. Walker , J.D. and Driessen, M
(2014), It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers and Education (78) 2014, pp 227-236
O Janssen, S., Kreijns. K., Bastiaens, T.J., Stijnen. S, and Vermulen, M. (2013), Teachers’ beliefs about using a professional development plan International Journal of Training and Development 17:4, pp 260-275