Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
Instructional Technology and Learning Sciences Department
Faculty Mentor
LuEttaMae Lawrence
Presentation Type
Poster Presentation
Abstract
Co-design is a collaborative approach that intertwines individuals' unique perspectives and results in a product that holds creative stake for all parties. In educational contexts, co-design often results in innovative interventions that in turn affect how teachers instruct and interact with their students in the classroom. In this paper, we focus on two teachers who co-designed a unit meant to engage students in theory-building practices. Through a preliminary analysis of classroom video data, we identified six pedagogical strategies teachers enacted including how they used technology, introduced the lesson, facilitated whole-class discussions, monitored, addressed questions and wrapped up the lesson. We explore the similarities and differences of each strategy across teachers. The comparison between these two teachers’ pedagogical practices informs the next iteration of lessons and contributes to understanding how different teachers may implement the same curriculum in very different ways based on their pedagogical preferences.
Location
Logan, UT
Start Date
4-11-2023 12:30 PM
End Date
4-11-2023 1:30 PM
Comparing the Pedagogical Strategies of Teachers who Co-Designed Units to Support Students’ Theory Building
Logan, UT
Co-design is a collaborative approach that intertwines individuals' unique perspectives and results in a product that holds creative stake for all parties. In educational contexts, co-design often results in innovative interventions that in turn affect how teachers instruct and interact with their students in the classroom. In this paper, we focus on two teachers who co-designed a unit meant to engage students in theory-building practices. Through a preliminary analysis of classroom video data, we identified six pedagogical strategies teachers enacted including how they used technology, introduced the lesson, facilitated whole-class discussions, monitored, addressed questions and wrapped up the lesson. We explore the similarities and differences of each strategy across teachers. The comparison between these two teachers’ pedagogical practices informs the next iteration of lessons and contributes to understanding how different teachers may implement the same curriculum in very different ways based on their pedagogical preferences.