Jacob Adeyanju - Academia.edu (original) (raw)
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Papers by Jacob Adeyanju
“Teachers need feedback”, said Bill Gates in a famous TED talk speaking about the technique of us... more “Teachers need feedback”, said Bill Gates in a famous TED talk speaking about the
technique of using videorecording in the classroom. In fact, the use of video is a
powerful tool to analyze behaviours and to reflect on implicit teaching routines in a
sort of “self-mirroring” activity, as described by Shön in the reflective practitioner
theory (1983).
Within the University course “Multimedia research methods” offered by the on line
Italian University IUL, addressing CPD for teachers, trainees were asked to record
their typical lesson and to analyze it by using a grid derived from research (the School
Effectiveness Approach by B. Creemers e L. Kyriakides 2012 and “Visible Learning”
by Hattie, 2009).
After analyzing their videos, teachers would visualize their positioning in a Radar
diagram helping them to understand what factors should be improved in order to carry
out an effective lesson. Furthermore, teachers were asked to peer review the Radar
and the grid of a colleague and to receive a first feedback from her/him. This resulted
in a very powerful exercise to improve and better plan an effective classroom lesson.
In the second part of the course, the teachers worked in small groups, according to the
cooperative learning model, with the task of producing a toolkit, giving operational
tips and examples derived from the videorecordings, on how to perform a good
lesson.
The paper provides a detailed description of the methodology employed, the
corresponding tools and the analysis of the main results coming from the pilot. see pages pp. 323 - 337
“Teachers need feedback”, said Bill Gates in a famous TED talk speaking about the technique of us... more “Teachers need feedback”, said Bill Gates in a famous TED talk speaking about the
technique of using videorecording in the classroom. In fact, the use of video is a
powerful tool to analyze behaviours and to reflect on implicit teaching routines in a
sort of “self-mirroring” activity, as described by Shön in the reflective practitioner
theory (1983).
Within the University course “Multimedia research methods” offered by the on line
Italian University IUL, addressing CPD for teachers, trainees were asked to record
their typical lesson and to analyze it by using a grid derived from research (the School
Effectiveness Approach by B. Creemers e L. Kyriakides 2012 and “Visible Learning”
by Hattie, 2009).
After analyzing their videos, teachers would visualize their positioning in a Radar
diagram helping them to understand what factors should be improved in order to carry
out an effective lesson. Furthermore, teachers were asked to peer review the Radar
and the grid of a colleague and to receive a first feedback from her/him. This resulted
in a very powerful exercise to improve and better plan an effective classroom lesson.
In the second part of the course, the teachers worked in small groups, according to the
cooperative learning model, with the task of producing a toolkit, giving operational
tips and examples derived from the videorecordings, on how to perform a good
lesson.
The paper provides a detailed description of the methodology employed, the
corresponding tools and the analysis of the main results coming from the pilot. see pages pp. 323 - 337