2nd session. Implementation – Teaching methods / Pedagogical models

And there we went with our second session. This time it was dedicated to implementation of different teaching methods. Our part: pedagogical models – definition, examples and how to applied them in our teaching environment with any kind of concrete example.

PLANNING: we used three group online meeting as planning briefings for this week's topic: the first for task division, a second one for doubts and discussion and a last one for sharing our findings and check of the final result.

The task organisation went really fast and fluent this time. The great challenge appeared when we had to focus on what pedagogical model should be the most suitable for everybody to understand and how to be linked to different professional fields during the presentation. It was a great chance to use dynamic and activating methods in front of the audience but: Is there life beyond Padlet? 

OUR PRESENTATION: with some last-minute doubts about the number of participants in our group we managed to be the whole Pink team together. Although initially I had prepared my whole speech on my own, another team member joined me in the very last moment. This time we decided to give much more relevance to the practical aspect over the theoretical. 

In brief, this was the structure of our presentation:

QUESTIONNAIRE: first we pondered the previous knowledge on pedagogical models coming from the audience. The goal was to get an estimation of the level of knowledge from the audience and the previous experience in using these methods. The questionnaire served as a pre-task and was then used as a tool for discussion during the final part of our presentation.

DEFINITION: we gave some theoretical explanation to the concept in order to make some possible doubts fade away. 

DOMAINS: presented through the 5E model by Bybee & Landes, 1990.

EXAMPLES: list of most common pedagogical models.

TRADITIONAL VS. FLIPPED LEARNING: comparison on both perspectives.

FLIPPED LEARNING PROCESS: visual description of the model:

VIDEO and DISCUSSION:  based on a short video we organised a discussion on the advantages and disadvantages of Flipped Learning.

POLL RESULTS: as a conclusion we analysed the results of the initial questionnaire and we measured the level of knowledge and confidence coming from the audience before and after our presentation. 

The topic was about teaching methods so that is what we did: presenting and putting into practice Flipped Learning. It was a quite simplified demonstration of this method but I think people got the concept and now they feel comfortable enough to give it a try in a next future. 

OTHERS PRESENTATIONS. The rest of the groups put their efforts in:

• BLUE team. What are group/team dynamics and what collaborative methods or practises can be use in teaching? How can the teaching methods promote students' team work skills? The importance of teamwork and team management to ensure the success of collaborative learning. Interesting insight on the phases of team development (going from FORMING, STORMING, NORMING to PERFORMING and ending in ADJOURNING), leadership styles, the importance of a correct group coordination and the negative side of not taking the previous aspects seriously into account.

• GREEN team. How does the vocational teacher tutor and guide groups/teams? How does the vocational teacher tutor and guide individuals? Definitions of guiding and tutoring and the legal implications. Group working processes. The role of a teacher as a tutor and guide – with a very interesting discussion on where the limits of the teacher are as a tutor and the features of a good teacher.

Tutoring and guiding INDIVIDUALS: treating every student as an individual, giving chance for reflection on what was learned, giving concrete feedback and making sure the concepts were really understood.

Tutoring and guiding GROUPS/TEAMS: understanding group dynamics, creating safe working environments, promoting fair grouping and through equal interaction.

• ORANGE team. How can the vocational/higher education classroom teaching methods promote individual learning processes and personalised learning paths? 

During this presentation we got an insight on teaching methods. We received information on the great variety of existing methods and their dynamics. We also identified our own level of knowledge on the topic and we shared our personal experience based in our own professional fields.

GENERAL IMPRESSIONS OF THE WHOLE SESSION:

✅

- Presenting in pairs is by far much more funny and easy.

- Clear improvement in technical issues.

- Much more confidence coming from all the members during the presentations.

 

❌

- Too much text in some of the presentations.

- Overdose of some tools like Padlet.

- Some dynamic activities were not well connected to the ultimate goal of the topic.

Sources:

• Alaniska, H., Jonna Hurskainen, J., Kähkönen T., Maikkola, M., Pihlaja J., Tauriainen, T-M. (2018) .Pedagogisia malleja. OAMK Oulu University of Applied Sciences.​

      https://www.oamk.fi/c5/files/2515/7173/0994/pedagogisiamalleja.pdf​

​

• Bybee & Landes (1990). 5E Instructional Model. Science for life and living. An elementary school from Biological Science Improvement Study (BSCS). The American Biology Teacher, 52(2), 92-98.​

​

• Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P. V., Powell, J. C., Westbrook, A., & Landes, N. (2006) The BSCS 5E instructional model: Origins, effectiveness, and applications. Available in:​
   https://www.researchgate.net/publication/242363914_The_BSCS_5E_Instructional_Model_Origins_Effectiveness_and_Applications

  ​

• The Pedagogical Model. Published by the Department of Education and Training, Melbourne, June 2018.

   ​https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/pedagogicalmodel.pdf

What is your personal opinion? Leave your comment down here!!!!!!!!!!!!!!

                                                        ⬇️   ⬇️   ⬇️   ⬇️   ⬇️