Tag: design-based professional learning

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Flipped Learning Grades 6 to 9

This article is about a flipped learning approach involving four teachers and 65 students in grades 6, 7, and 9 science, math, and social studies in a Canadian school. We used the TPACK framework to inform the instructional design of the activities through professional learning sessions with the teachers. The results were based on teachers’ reflections and a student survey. Teachers found they had more time during class to support students’ learning and that prelearning video activities complemented the in-class learning and supported students with English language learning. The article is open access and can be accessed using the following link:

Delanoy, N., El-Hacha, J., Miller, M., & Brown, B. (2024). Implementing a flipped learning approach with TPACK in grades 6 to 9. Canadian Journal of Learning and Technology, 50(1), 1-20. https://doi.org/10.21432/cjlt28506

Other articles related to flipped learning:

Brown, B., Delanoy, N., & Webster, M. (2022, May 18). Flipped learning in grade 7 and 9 mathematics [Proceedings]. Open Technology in Education, Society, and Scholarship Association (OTESSA) Conference Proceedings, 2(1), 1-8. https://doi.org/10.18357/otessac.2022.2.1.23

Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning Technology, 41(2), 1-26. https://www.cjlt.ca/index.php/cjlt/article/view/26977

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Knowledge Brokering

Friesen, S. & Brown, B. (2024). Knowledge brokering pivotal in professional learning: Quality use of research contributes to teacher-leaders’ confidence. Frontiers in Education, 9, 1-13. https://doi.org/10.3389/feduc.2024.1430357

What is knowledge brokering? In simple terms, knowledge brokering can be used to describe a process for connecting research and practice that involves a relationship between researchers and practitioners. This article discusses how knowledge brokering within educational networks can play a role in supporting educators with research. We describe a study with a group of Canadian teachers who engaged in a design-based professional learning series and examine participant’s reflections about their use of research in their practice. We used Rickinson et al.’s (2022) Quality Use of Research Evidence framework as a lens for analysis. Meaningful integration of research in professional learning contributed to teachers’ confidence in their individual practice, as well as their confidence in collaboration with colleagues in their schools, and confidence in having professional conversations with colleagues from other schools, and confidence in keeping abreast of the research informing system level decisions. Knowledge brokering is an important function of professional learning networks and design-based professional learning initiatives. The article is available through open access – https://doi.org/10.3389/feduc.2024.1430357

Reference:

Rickinson, M., Cirkony, C., Walsh, L., Gleeson, J., Cutler, B., & Salisbury, M. (2022). A framework for understanding the quality of evidence use in education. Educational Research, 64(2), 133-158. https://doi.org/10.1080/00131881.2022.2054452

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Book: Engaging in Educational Research-Practice Partnerships: Guided Strategies and Applied Case Studies for Scholars in the Field

Save 20% using discount code ASM11 until January 31, 2023

Description:

Engaging in Educational Research-Practice Partnerships guides academic researchers into forming mutually respectful, collaborative, and scalable partnerships with school practitioners. Despite robust theoretical and conceptual planning, research on learning is often removed from real settings and generates findings with limited practical relevance, yielding frustration for K-12 stakeholders. This book provides invaluable resources to researchers seeking to work with practitioners as they solve problems and improve outcomes while answering fundamental questions about who gets to generate knowledge, from where, to whom, and in what contexts. A range of illustrative case studies and strategies explores how to apply appropriate theories and methodologies, negotiate agendas that ensure mutually beneficial goals, determine the role of pracademics, establish institutional supports, policies, and procedures that amplify impact and sustainability, and much more.

Follow the link to the book – https://routledge.pub/Engaging-in-Educational-Research-Practice-Partnerships

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Abstract: Design-based professional learning: A promising approach to continuous professional learning

Friesen, S. & Brown, B. (2022). Design-based professional learning: A promising approach to continuous professional learning. International Journal for Leadership in Learning, 22(1), 218-251. https://doi.org/10.29173/ijll10

Abstract: Collaborative professionalism engages teachers and other educators in the processes of documenting and presenting evidence arising from their practice, engaging in deep and demanding dialogue with colleagues, seeking and receiving constructive and productive feedback, and engaging in continuous collaborative inquiry. A design orientation that engages educators in such a process is design-based professional learning. While the overall design of the professional learning is consistent across contexts, three key features are unique to each design—situativity, the cyclical nature of learning and change, and agency. These three features are used to describe two cases of design-based professional learning in two different contexts. Based on 715 teachers, and school and district leaders’ learning engaged in design-based professional learning, we conclude that design-based professional learning provides a promising approach to professional learning.

Follow the link to read the full article – https://doi.org/10.29173/ijll10