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19MSEC Flashcards

1
Q

Educational Innovation (Formula)

A

Create something new + A process + Provide improvement

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2
Q

Educational Innovation - 3 Points of View

A
  1. Technological
  2. Social
  3. Educational
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3
Q

Educational Innovation - 2 Key Aspects

A
  1. Acquisition of competences (cooperation)
  2. Use of technology
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4
Q

Innovation def (Oxford Dicitonary)

A

Introduction of novelties

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5
Q

Evidence-Based Research

A

EMPIRICALLY-based findings
- based on quantitative data
- objective, rigorous, systematic
- obtains reliable/valid knowledge
* lacks real-world authenticity

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6
Q

Evidence-Based Research - Examples

A
  • case studies
  • quasi-experimental group studies
  • correlational studies
  • pre-post comparisons
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7
Q

Mixed-Methods Research

A
  • ‘third paradigm’
  • combines qualitative + quantitative in same study
  • reliability + validity
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8
Q

Educational Innovation - Main Problem

A

Lack of a theoretical framework
- also: subjectivity of “innovation”

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9
Q

Educational Innovation - 7 Sins

A
  1. Institutional Inertia
  2. Individualism
  3. Corporativism
  4. Teacher Training
  5. Lack of climate of trust/agreement
  6. Intense workloads/bureaucracy
  7. Lack of support educational admin.
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10
Q

Educational Innovation - 5 Characteristics

A
  1. Process of definition, construction + social participation
  2. Utopian challenge to education system
  3. Macro-level process
  4. Stages/elements must be CLEARLY defined
  5. Clearly defined processes/organizational structures
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11
Q

Educational Innovation - Typology

A
  • Procedural
  • Definition of roles
  • Socialization
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12
Q

3 Kinds of Process Models

A
  1. Research + Development
  2. Social Interaction
  3. Problem-Solving
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13
Q

Research + Development Model

A
  • Rational sequence of phases
  • Passive role of user
  • Combination of data and theories
  • Massive production of knowledge
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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
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15
Q

Problem-Solving Model

A
  • Focused on learners’ educational needs
  • Problem → diagnosis → trial → adoption of innovation
  • Collaborative approach
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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)

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17
Q

Educational Research - Characteristics

A
  1. Tries to solve a problem
  2. Gathers new data from primary sources/existing data for new purpose
  3. Based on observable experience or empirical evidence
  4. Demands accurate observation + description
  5. Carefully designed procedures + rigorous analysis
  6. Emphasis on generalizations, principles or theories to help understand, predict + control
  7. Requires expertise
  8. Search for unbiased solution that can validate procedures used
  9. Deliberate and unhurried task
  10. Carefully recorded/reported
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18
Q

Approaches to educational research

A
  1. Basic/Academic
  2. Applied/Contract Research
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19
Q

Basic/Academic Approach

A

Search for TRUTH / dvlpmnt of educational theory
Designed to test, change, or improve theories

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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 $)

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21
Q

Qualitative Research

A
  • Descriptive data
  • Insightful
  • Collection tools include: observations, interviews, analysis of documents and participants’ production (journals, images, blogs,…)
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22
Q

Types of Qualitative Research

A
  • Case studies
  • Ethnography
  • Phenomenological research
  • Narrative research (not ‘theoretical’ enough)
  • Historical research
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23
Q

Quantitative Research

A
  • Numerical data
  • Objective
  • Statistics applied to find relationship btwn variables
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24
Q

Types of Quantitative Research

A
  • Experimental (cause+effect)
  • Meta-Analysis
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25
Q

Triangulation

A

Combination of qualitative and quantitative data, methodologies or researchers

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26
Q

Mixed Methods Research

A

*Provides a greater scope to the research problem, better understanding
*Study findings are grounded in participants’ experiences
*Converging data ensures validity

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27
Q

Mixed Methods - Types

A
  1. Action Research
  2. Program Evaluation
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28
Q

Action Research

A

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)

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29
Q

Programme Evaluation

A

Aims to answer Qs about EFFECTIVENESS of projects, policies, programs
Other considerations: costs, poss. improvements, alternatives, usefulness…

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30
Q

Technology-Mediated TBLT

A

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

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31
Q

CBE

A

Competence-based education

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32
Q

LOMLOE 2022-23

A

Primary: 1º, 3º, 5º
Secondary: 1º, 3º
Bach: 1º
Formativos grado básico: 1º

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33
Q

LOMLOE 2023-24

A

Primary: 2º, 4º, 6º
Secondary: 2º, 4º
Bach: 2º
Formativos grado básico: 2º

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34
Q

LOMLOE 8 Competences

A

Linguistic communication
Plurilingualism
Mathematics, science, tech (STEM)
Digital
Personal, social, learning to learn
Citizenship
Entrepreneurial
Cultural conscience + expression

35
Q

Problem-Based Learning

A

Open-ended Q/problem
Teamwork, critical thinking, communication
Ss’ reflection, learner autonomy
Focus = acquiring new knowledge
EX: How does racism impact my community?

36
Q

Project-Based Learning

A

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
Q

Thinking-Based Learning

A
  • HOTS
  • Teaching Ss how to THINK
  • EX: I see, I think, I ask myself
38
Q

Web 2.0

A

USER-GENERATED CONTENT
allows for interaction/collaboration
Facebook, Twitter, Insta, etc.
Sharing platforms (YouTube, TikTok, Vimeo)
Social bookmarking (Pinterest, Padlet)

39
Q

Web 2.0 in Learning

A
  • Podcasts
  • Blogs
  • Wikis
  • Social networks
  • Content curation
40
Q

Content Curation

A

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
Q

Competence-Based Assessment

A
  1. Systematic
  2. Technical
  3. Practical
  4. Participatory
  5. Personalized
  6. Developmental
42
Q

Tools for Competence-Based Assessment

A

Rubrics
Checklists
Anecdotal registers
Questionnaires
Rating scales

43
Q

Digital Applications for Assessment

A
  • Kahoot
  • Mentimeter
  • Go Formative
  • Plickers
  • Questionmark Perception
  • Classkick
44
Q

CLIL

A
  • DUAL-focused
  • “ultimate communicative approach”
45
Q

BICS

A

Basic Interpersonal Communication Skills
Everyday language arising in informal (oral communication)
ex: face-to-face convo, telephone convo

45
Q

Benefits of CLIL/plurilingual approaches

A
  • bilingualism/plurilingualism
  • cognitive/academic benefits
  • social integration/cultural awareness
  • empowerment (employment, citizenship…)
45
Q

CLIL Lesson Planning - 4 Stages

A
  1. Processing the text
  2. Identification + organization of knowledge
  3. Language identification
  4. Tasks for the students
46
Q

CALP

A

Cognitive Academic Language Proficiency
Former academic language proper to each discipline
ex: demonstrations/experiments, standardized test

46
Q

3 Types of Language + Learning Skills in CLIL Classroom

A
  1. Basic L2 Skills (BICS)
  2. Academic L2 Skills (CALP)
  3. Metacognitive Skills (Learn to learn)
46
Q

CLIL 4 Cs

A
  1. Content
  2. Communication
  3. Cognition
  4. Culture
46
Q

3 Reasons why CLIL Assessment is Complex

A
  1. Dual-focality (language + content)
  2. Should content and language assessment be integrated?
  3. Mode of integration needs to be understood
47
Q

CLIL Assessment Principles

A
  • 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
Q

Main Characteristics of CLIL

A
  • Multiple focus
  • Safe + enriching learning environment
  • Authenticity
  • Active learning
  • Scaffolding
  • Cooperation
48
Q

CALL

A

Computer Assisted Language Learning

49
Q

European Schoolnet

A

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
Q

2 Types of Knowledge

A
  1. Ordinary
  2. Scientific
51
Q

Ordinary Knowledge

A
  • 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
Q

Scientific Knowledge

A
  • 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
Q

2 Branches of Science

A
  1. Formal
  2. Empirical
54
Q

Formal Science

A

Based on formal systems
(eg. math, logic, stats, etc.)

55
Q

Empirical Science

A

Disciplines which try to understand and model real-world situations (eg. social sciences, nat. science, economic, psychology, etc.)
EDUCATION is an EMPIRICAL science

56
Q

Educational Research

A

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
Q

Research paradigm

A

Set of beliefs and assumptions about ontological,
epistemological and methodological concerns

58
Q

3 Main Research Paradigms

A
  1. Positivist
  2. Interpretive
  3. Socio-critical
59
Q

Positivist Paradigm

A

Real + objective interpretation of data

60
Q

Interpretive Paradigm

A

Understanding of the world through subjective experiences of individuals

61
Q

Socio-Critical Paradigm

A

Ideas, approaches and theories that react AGAINST the current of POSITIVISM.
Believes knowledge built on interests that stem from needs of a group.

62
Q

Other Paradigms for Educational Research

A
  • Prognostic-product
  • Process-product
  • Mediational
  • Ecological
63
Q

Prognostic-Product Paradigm

A

o Teaching effectiveness direct result of physical + psychological characteristics of T’s personality
o ‘effective teacher’
o neglecting what happens in the classroom.

64
Q

Process-Product Paradigm

A

o Ss’ academic performance result of the behavior of T
o What T ‘does’.
o Unidirectional influence.
o Disregards importance of content.

65
Q

Mediational Paradigm

A

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
Q

Ecological Paradigm

A

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
Q

3 Main Types of Research

A
  • Non-experimental
  • Experimental
  • Quasi-experimental
68
Q

Non-Experimental Research

A

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
Q

Experimental Research

A

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
Q

Quasi-Experimental Research

A

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
Q

Case Study

A
  • 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
Q

Action Research

A
  • 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
Q

Correlational Study

A
  • 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
Q

3 Types of Correlation

A
  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
Q

2 Types of Data Collection Tools

A
  1. Observation tools
  2. Interviewing tools
76
Q

Observation Tools

A
  • Diary
  • Checklists
  • Direct observation (passive)
77
Q

Interviewing Tools

A
  • 1-on-1 convo
  • Focus groups
  • Survey (large scale)
  • Questionnaire (smaller scale)

Máster (7 decks)

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