Tuesday, November 11, 2014

Most Significant Change Story Tracker edulab017

Most Significant Change Story Tracker edulab017 by Lawrence wee

eduLab Project: Becoming scientists through video analysis
As an eduLab learning designer, you have been working very closely with your project schools to co-design and co-implement their pedagogical practices in the following ways:

a) Design activities, participation structures and social surround for meaningful use of ICT for learning and teaching to achieve learning outcomes that are appropriate to the classroom context

b) Identify the essential teacher and student data to be collected during lesson observations, in addition to student data required for within-group and across-group comparisons of the learning outcome achieved

c) Analyse and understand how variations in teacher enactment and student learning can be used to iteratively improve the design of the pedagogical practices in different classroom contexts

d) Guide the teachers to reflect on lesson design and implementation based on the analysis of teacher enactment and student data

To understand how well your pedagogical practice is working, you have observed first-hand the happenings in the classroom and you have also been talking to teachers and students to find out their perceptions. As you interact with the teachers and students, you begin to realise that no two classroom contexts are identical. The classroom context is greatly influenced by the student, the teacher and the school culture. Hence, you find yourself having to reflectively interpret and fine tune the pedagogical innovation with teachers to make it more suitable to their particular classroom context.

Looking back from the start of this year, what are the changes that you observed that are emerging from the different classroom contexts across your project schools? What do you think has been the most significant change that occurred? Why is this change significant?


(1) Please describe the change in one or more of the following areas:

Area(s) of Change (Please select one or more):
___ Student Learning
_X_ Teacher Capabilities
___ Partnership with Teachers

Co-design and implementation of ICT-enriched pedagogical innovation

Research on ICT-enriched pedagogical innovation
__ Pedagogical Innovation (e.g. classroom practices, effectiveness, scaling and sustainability efforts)
___Others:_____________


(2) Please write your story to address the following aspects:
The story should be about 300 – 500 words long.
It should be written as a narrative and not a report. It must address the following sub-questions:

(a) What happened across the participating schools for your project?

Across the participating schools, coupling video analysis as a (6 to 10 week project-based learning) physics performance task is not new to the many teachers. Most teachers would have been satisfied by students behaving like scientists to a varying spectrum of achievement of the 8 practices of 1) ask questions, 2) use model, 3) plan the experiment and 4) analyse the measured data 5) imagine predict calculate with mathematical and computational thinking, 6) explain, 7) argue, and 8) communicate. These varying degrees are a good thing and required to meet different schools (national assessment, time table time allocation, teacher’s ability and student learner profiles) needs.

(b) How have you been involved?

I have been involved as co-design (Learning Process) the lesson, guest lecturer and consultation to mentor small groups of students.

In the Research Process, I have observed lessons, interviewed teachers and students and assessing the artifacts of performances.

In the professional learning process, I have arrange 2 international (GIREP-MPTL19 and AAPTWM2015) and 5 local conference presentations (overseas chinese physicists and astronomers conference OCPA8, W6 ICT seminar, 7th IPSG Physics A level, Toyota delegates @eduLabAST LJ, edulab 2015 sharing).

In the administration process, co-submit with PI the budgets, various forms for purchases, fund variation , numerous emails and phone calls seeking clarity in the requirement of the project funding and communicating to the team etc.

(c) Why is the change significant to you?

The most significant change is the deep understanding of Practice 2&5 coupled in Tracker as: Dynamics Particle Modelling Process.

(d) What difference has this made or will make?

The difference will be part of the change in curriculum for A level Physics H1 and H2 released in 2016.

(e) What are the lessons learnt?

The lessons learnt are 3P framework for scaling up educational practices contextualise in educational setting.
  1. Product – Tracker is Freely redistributable, Pedagogical strong, Robust software, globally used in Physics education. 
  2. Process – edulab017 has allow the network learning of this K12 8 scientists practice supported by tracker software. 
  3. People – Leadership from the teachers is key to enriching learning. 

(f) What recommendations can you make?

1. Focus on Scaling Up and Network Learning
a. Setting up the Tracker Singapore Digital Library (Done) or equivalent in other edulab projects to allow ease of teacher PD and Student learning space development about lesson design or modelling as a pedagogical practice to support curriculum outcomes.