19MSEC Flashcards
(83 cards)
1
Q
Educational Innovation (Formula)
A
Create something new + A process + Provide improvement
2
Q
Educational Innovation - 3 Points of View
A
- Technological
- Social
- Educational
3
Q
Educational Innovation - 2 Key Aspects
A
- Acquisition of competences (cooperation)
- Use of technology
4
Q
Innovation def (Oxford Dicitonary)
A
Introduction of novelties
5
Q
Evidence-Based Research
A
EMPIRICALLY-based findings
- based on quantitative data
- objective, rigorous, systematic
- obtains reliable/valid knowledge
* lacks real-world authenticity
6
Q
Evidence-Based Research - Examples
A
- case studies
- quasi-experimental group studies
- correlational studies
- pre-post comparisons
7
Q
Mixed-Methods Research
A
- ‘third paradigm’
- combines qualitative + quantitative in same study
- reliability + validity
8
Q
Educational Innovation - Main Problem
A
Lack of a theoretical framework
- also: subjectivity of “innovation”
9
Q
Educational Innovation - 7 Sins
A
- Institutional Inertia
- Individualism
- Corporativism
- Teacher Training
- Lack of climate of trust/agreement
- Intense workloads/bureaucracy
- Lack of support educational admin.
10
Q
Educational Innovation - 5 Characteristics
A
- Process of definition, construction + social participation
- Utopian challenge to education system
- Macro-level process
- Stages/elements must be CLEARLY defined
- Clearly defined processes/organizational structures
11
Q
Educational Innovation - Typology
A
- Procedural
- Definition of roles
- Socialization
12
Q
3 Kinds of Process Models
A
- Research + Development
- Social Interaction
- Problem-Solving
13
Q
Research + Development Model
A
- Rational sequence of phases
- Passive role of user
- Combination of data and theories
- Massive production of knowledge
14
Q
Social Interaction Model
A
- Concerned with transmission from individual to individual, system to system
- Interpersonal networks to exchange information
- Social communication with colleagues
15
Q
Problem-Solving Model
A
- Focused on learners’ educational needs
- Problem → diagnosis → trial → adoption of innovation
- Collaborative approach
16
Q
Educational Research - Definition
A
Systematic collection and analysis of data
- variety of methods
- various aspects of education (S learning, methodologies, classroom dynamics, teacher training)
17
Q
Educational Research - Characteristics
A
- Tries to solve a problem
- Gathers new data from primary sources/existing data for new purpose
- Based on observable experience or empirical evidence
- Demands accurate observation + description
- Carefully designed procedures + rigorous analysis
- Emphasis on generalizations, principles or theories to help understand, predict + control
- Requires expertise
- Search for unbiased solution that can validate procedures used
- Deliberate and unhurried task
- Carefully recorded/reported
18
Q
Approaches to educational research
A
- Basic/Academic
- Applied/Contract Research
19
Q
Basic/Academic Approach
A
Search for TRUTH / dvlpmnt of educational theory
Designed to test, change, or improve theories
20
Q
Applied/Contract Research Approach
A
Search of info which can be put into practice
Solutions to EXISTING problems
Info which will directly influence practice
Better for Ts (less $)
21
Q
Qualitative Research
A
- Descriptive data
- Insightful
- Collection tools include: observations, interviews, analysis of documents and participants’ production (journals, images, blogs,…)
22
Q
Types of Qualitative Research
A
- Case studies
- Ethnography
- Phenomenological research
- Narrative research (not ‘theoretical’ enough)
- Historical research
23
Q
Quantitative Research
A
- Numerical data
- Objective
- Statistics applied to find relationship btwn variables
24
Q
Types of Quantitative Research
A
- Experimental (cause+effect)
- Meta-Analysis
25
Triangulation
Combination of qualitative and quantitative data, methodologies or researchers
26
Mixed Methods Research
*Provides a greater scope to the research problem, better understanding
*Study findings are grounded in participants’ experiences
*Converging data ensures validity
27
Mixed Methods - Types
1. Action Research
2. Program Evaluation
28
Action Research
Aims to solve IMMEDIATE PROBLEM
or reflective process of progressive problem
- led by individuals as part of "community of practice
1. PARTICIPATORY (stakeholders) or
2. PRACTICAL (researcher = T)
29
Programme Evaluation
Aims to answer Qs about EFFECTIVENESS of projects, policies, programs
Other considerations: costs, poss. improvements, alternatives, usefulness...
30
Technology-Mediated TBLT
Task-Based Language Teaching
Merger btwn tech and TBLT
Develops skills to use tech outside of classroom, increases Ss' interest in L2 culture
associated with use of AUTHENTIC language
Meaningful tasks
31
CBE
Competence-based education
32
LOMLOE 2022-23
Primary: 1º, 3º, 5º
Secondary: 1º, 3º
Bach: 1º
Formativos grado básico: 1º
33
LOMLOE 2023-24
Primary: 2º, 4º, 6º
Secondary: 2º, 4º
Bach: 2º
Formativos grado básico: 2º
34
LOMLOE 8 Competences
Linguistic communication
Plurilingualism
Mathematics, science, tech (STEM)
Digital
Personal, social, learning to learn
Citizenship
Entrepreneurial
Cultural conscience + expression
35
Problem-Based Learning
Open-ended Q/problem
Teamwork, critical thinking, communication
Ss' reflection, learner autonomy
Focus = acquiring new knowledge
EX: How does racism impact my community?
36
Project-Based Learning
Solve REAL-WORLD problem
Requires end product (i.e. presentation)
Focus = end product
Critical thinking, collaboration, creativity, communication
EX: Analyze social media platforms and design a new one
37
Thinking-Based Learning
- HOTS
- Teaching Ss how to THINK
- EX: I see, I think, I ask myself
38
Web 2.0
USER-GENERATED CONTENT
allows for interaction/collaboration
Facebook, Twitter, Insta, etc.
Sharing platforms (YouTube, TikTok, Vimeo)
Social bookmarking (Pinterest, Padlet)
39
Web 2.0 in Learning
- Podcasts
- Blogs
- Wikis
- Social networks
- Content curation
40
Content Curation
the process of gathering information which is relevant to a particular topic or area of interest
Allows Ts to create "learning hubs"
Usually used w/ Flipped Classroom
EX: Educlipper, eLearning tags, Evernote
41
Competence-Based Assessment
1. Systematic
2. Technical
3. Practical
4. Participatory
5. Personalized
6. Developmental
42
Tools for Competence-Based Assessment
Rubrics
Checklists
Anecdotal registers
Questionnaires
Rating scales
43
Digital Applications for Assessment
- Kahoot
- Mentimeter
- Go Formative
- Plickers
- Questionmark Perception
- Classkick
44
CLIL
- DUAL-focused
- "ultimate communicative approach"
45
BICS
Basic Interpersonal Communication Skills
Everyday language arising in informal (oral communication)
ex: face-to-face convo, telephone convo
45
Benefits of CLIL/plurilingual approaches
- bilingualism/plurilingualism
- cognitive/academic benefits
- social integration/cultural awareness
- empowerment (employment, citizenship...)
45
CLIL Lesson Planning - 4 Stages
1. Processing the text
2. Identification + organization of knowledge
3. Language identification
4. Tasks for the students
46
CALP
Cognitive Academic Language Proficiency
Former academic language proper to each discipline
ex: demonstrations/experiments, standardized test
46
3 Types of Language + Learning Skills in CLIL Classroom
1. Basic L2 Skills (BICS)
2. Academic L2 Skills (CALP)
3. Metacognitive Skills (Learn to learn)
46
CLIL 4 Cs
1. Content
2. Communication
3. Cognition
4. Culture
46
3 Reasons why CLIL Assessment is Complex
1. Dual-focality (language + content)
2. Should content and language assessment be integrated?
3. Mode of integration needs to be understood
47
CLIL Assessment Principles
- directly related to objectives
- varied assessment methods
- make assessment known to Ss
- CALP assessed in simplest form
- CALP assessment when it makes sense
- give Ss time in oral-based assessment
- scaffolded activities can be part of assessment
- must include peer- and self-assessment
47
Main Characteristics of CLIL
- Multiple focus
- Safe + enriching learning environment
- Authenticity
- Active learning
- Scaffolding
- Cooperation
48
CALL
Computer Assisted Language Learning
49
European Schoolnet
Innovative Project
33 European Ministries of Education
▪ Identify and test promising innovative practices
▪ Share evidence about the impact of these practices
▪ Support teaching-learning aligned with 21st century standards for inclusive education
50
2 Types of Knowledge
1. Ordinary
2. Scientific
51
Ordinary Knowledge
* It is acquired by experience.
* It is limited when facing problems.
* It has no ability to act.
* It is not specialized.
* It is partial.
52
Scientific Knowledge
* It is acquired by the use of a method.
* It tries to solve problems.
* It has action capacity.
* It is specialized.
* It is universal.
53
2 Branches of Science
1. Formal
2. Empirical
54
Formal Science
Based on formal systems
(eg. math, logic, stats, etc.)
55
Empirical Science
Disciplines which try to understand and model real-world situations (eg. social sciences, nat. science, economic, psychology, etc.)
EDUCATION is an EMPIRICAL science
56
Educational Research
Focuses on how to Learn and Teach
> the DIDACTICS of teaching
(message/content, T as conveyer of info, method, S getting info from T/content, diff variables of context)
57
Research paradigm
Set of beliefs and assumptions about ontological,
epistemological and methodological concerns
58
3 Main Research Paradigms
1. Positivist
2. Interpretive
3. Socio-critical
59
Positivist Paradigm
Real + objective interpretation of data
60
Interpretive Paradigm
Understanding of the world through subjective experiences of individuals
61
Socio-Critical Paradigm
Ideas, approaches and theories that react AGAINST the current of POSITIVISM.
Believes knowledge built on interests that stem from needs of a group.
62
Other Paradigms for Educational Research
- Prognostic-product
- Process-product
- Mediational
- Ecological
63
Prognostic-Product Paradigm
o Teaching effectiveness direct result of physical + psychological characteristics of T’s personality
o ‘effective teacher’
o neglecting what happens in the classroom.
64
Process-Product Paradigm
o Ss’ academic performance result of the behavior of T
o What T ‘does’.
o Unidirectional influence.
o Disregards importance of content.
65
Mediational Paradigm
o Emphasizes implicit human processes that mediate between instructional stimuli (T's behavior) and learning outcomes (S knowledge).
o S AND T responsable for causes and effects.
o T: through planning, organization, intervention and evaluation.
o S: mental + affective processes when participating in activities.
o Can centre on either T or S.
66
Ecological Paradigm
o Classroom life regarded in terms of SOCIOCULTURAL EXCHANGES
o Suggests teaching-learning processes cannot be understood without considering interdependent
VARIABLES that make the group a social structure.
o Variables:
i. Situational: physical and psychosocial climate (goals, T's expectations, and individual or group expectations). Also, setting, structure and activities that take place.
ii. Experiential: meanings and ways of each individual and their background.
iii. Communicative: complex social and cultural environment, where meanings may be different at intrapersonal level (of each individual), interpersonal level (between Ss) or group level (as member of the group).
67
3 Main Types of Research
- Non-experimental
- Experimental
- Quasi-experimental
68
Non-Experimental Research
o Researcher relies on interpretation, observation or interactions
o NO manipulation of variables or subjects
o Correlations, surveys or case studies.
o A true cause + effect relationship CANNOT be demonstrated.
o Most generally used in education.
69
Experimental Research
o Researcher CAN control experiment.
o Manipulation of variables and subjects.
o Cause + effect relationship CAN be identified.
o Generally conducted in a lab: control group + placebo group.
70
Quasi-Experimental Research
o Researcher manipulates an INDEPENDENT variable.
o Non-random method used to assign subjects to groups.
o Control groups not required, but generally used.
o Different designs: nonequivalent group, pre-post-tests, longitudinal, etc.
o External variables can be controlled to a certain extent, to avoid those variables affecting study
results.
71
Case Study
- Qualitative
- Used in studies of a naturalistic, holistic, phenomenological and ethnographic nature.
- Particularistic, descriptive, heuristic and inductive.
- answer the ‘how’ and ‘why’
- paints rich picture
72
Action Research
- Qualitative (generally)
- Focus on what happens in everyday teaching - aspects to be improved, changed, or achieve better performance.
- T = researcher, observer and T
- Supports the idea of REFLECTIVE practice.
- Data collection: systematic observation + dialogue.
- Improve education thru CHANGE
- Problems w/i a specific context
73
Correlational Study
- Determines whether 2 variables are correlated (connected) or not
- Analyses if an increase/decrease in 1 variable leads to an increase/decrease in the other.
- Does not always imply causality (cause + effect).
74
3 Types of Correlation
1. Positive (↑ leads to ↑, vice versa)
2. Negative (↑ leads to ↓, vice versa)
3. No correlation (change in 1 doesn't lead to change in the other)
75
2 Types of Data Collection Tools
1. Observation tools
2. Interviewing tools
76
Observation Tools
- Diary
- Checklists
- Direct observation (passive)
77
Interviewing Tools
- 1-on-1 convo
- Focus groups
- Survey (large scale)
- Questionnaire (smaller scale)
