Pedagogy
Constructivist workshop
Given the time constraints and the different contexts in which the teachers work (subjects, levels, languages, etc.), the flexibility of the constructivist workshop strategy will best suit this program. Teachers will be given some general guidance about what to do and how to use a given technology (a mini-lesson), but they will have to address how the technology could/should/should not be used in their content area. Each session will feature a “mini lesson” and then a longer workshop portion with a general task or tasks that can be customized based on their content areas or subjects.
Blended learning
To expose teachers to the affordances of “anytime, anywhere” learning through technology, some features of the “fliped classroom” model may be integrated for delivering mini lessons via screencast or blog post.
Visible thinking routines and reflection
After each workshop, we will gather reflections and share our experiences with the technology. This discussion will center around our curriculum and the TPACK framework. Teachers will look at their curriculum to find places where technologies/pedagogies/content could be revamped to make more effective lessons. During this portion we will use reflective thinking routines to make our thoughts “visible,” such as the strategy of “I used to think…now I think…”
Quickfire
In the spirit of fun and in adding some consistency and connection between the sessions, teachers will participate in “quickfire” style warm-ups at the beginning of the sessions. This will allow teachers to use some of what they learned in the previous session to do something interesting and creative within time and expectation constraints. Additionally, this will allow us as a group to reflect on interdisciplinary understandings and beliefs about our teaching practices. Groups will be asked to present and share how and why they made certain decisions.
Social constructivist learning
The learning theory upon which I am basing many of my decisions for this program is the social constructivist theory. One of the aims of this program is to cultivate an environment where teachers are sharing experiences and constructing understandings together so that they feel empowered to apply them individually in their curriculum. Additionally, the social constructivist theory advises situated learning. All of what we do will be situated in our practice as teachers and connected to our specific school context. I hope to engage some of the teacher-students to teach the class or at least share their experiences as part of building a culture of reflection. We will also utilize peer learning and peer assessment to get feedback on our work. This will encourage a culture of transparency, reflection and interdisciplinary understanding.