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Innovation: Lamborghini or lemon?

Graeme Aitken
Dean of Education, University of Auckland

Open-mindedness key for educators
Innovation is costly.
Select innovation that has a high performance

How to judge Lamborghini vs lemon

Lemons (according to GA)

  • Learning centers and large classroom spaces not working (lemon)
  • Interactive whiteboards
  • Mathletics (lemon)

How do we measure an innovation to determine whether or not it will be high performance?

Grant Wiggins, what’s my job
Teachers have an obligation to cause three things

  • Successful learning (achievement)
  • Greater interest
  • Greater confidence

Only one at a time is not enough.
Where the three intersect, that is effective teacher time

Ways to waste students’ time, to waste teaching time

  • Misalignment of effort
  • Disengagement, no sense of social engagement
  • Lack of success, repeated failure

Need to measure innovation against this, how much effective teacher time is replacing time wasted in misalignment, disengagement, lack of success.
Effective innovation can be measured by increase in alignment, engagement, success

Howick College
Teacher (Steve) using Yaplet and Voicethread to create conversation within and without the classroom. If students don’t know, they can ask each other on the chat room (yaplet)

ACHIEVEMENT
Goals? Yes
Success criteria using SOLO taxonomy
Monitoring through Voicethread
Time to monitor and support in person
Receiving immediate feedback from peers

INTEREST
control of content
Working at own pace
Determining own direction
Setting level of challenge (beyond teacher expectations)
Clear goals (success criteria)
Working collaboratively

CONFIDENCE
Less public questions (Yaplet)
Reveals hidden experts
Supports peers
Teacher has time to assist
Manages cognitive load
Clear goals
Working at own pace
Determining own direction

Both innovation and sound pedagogy

Manages teacher workload
(a fourth criteria)
Set up from home
Front ends the work. Set up takes time, but frees time later
Yaplet, students helping each other, less disruption

What else do we need to know? And judge its effectiveness?

ACHIEVEMENT
Also need student results. Did the students learn about the this they are supposed to know?
Do the students think they have learned what they need to know? Ask them.
Asks a bunch of questions based on Noel Entwistle, Teaching for Understanding at University (2009)

INTEREST
Rating system
Bandura (2006) Guide for Constructing Self-efficacy Scales, Chapter 14
Give the students a list of items or activities
It’s a good way to get at things which had the biggest impact on them

CONFIDENCE
Make similar scales to above, but about confidence statements.

Uses NZC to finish. Inquiry learning

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October 19, 2011 - Posted by | pedagogy, Professional development | ,

1 Comment »

  1. This Lemon rubbed me up the wrong way because many of his statements appeared to lack science, evidence, and I would love to know if what he was talking about is applied at Auckland University teacher training. Doubt it.

    Comment by Ms Laird | October 20, 2011 | Reply


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