Differences between the SCALE-UP model and instructors' perceptions of implementation

Abstract

Recent research has highlighted the need to explore the propagation of innovative teaching strategies. SCALE-UP (StudentCentered Active Learning Environment with Upside-Down Pedagogies) is one such innovative strategy that requires transforming the learning space to support small group work. SCALE-UP is both well-propagated and frequently sustained within departments once it is implemented, possibly due to the investment in a transformed learning space. However, not all instructors and departments reach the significant learning gains typically documented in the literature. In this study, we use interviews to explore the extent to which individual instructors implement and sustain specific features of SCALE-UP, like reduced lecture time and group composition, because such features may be more easily modified over time than the classroom space. We report on instructors' perceptions of the extent to which their courses align with the SCALE-UP model and whether deviations from the literature-based model result from intentional or unintentional changes.

A method for analyzing instructors’ purposeful modifications to research-based instructional strategies

“…Our stance was inspired by our prior research on instructor's modifications of a popular RBIS called SCALE-UP (Student-Centered Active Learning Environment with Upside-Down Pedagogies), described in more detail below (Beichner et al, 2007). We found that many instructors modified the amount of time spent on lecture, student grouping methods, instructional materials (e.g., quizzes and content slides), and the use of teaching assistants (TAs) (Zamarripa Roman et al, 2017) compared to the model as described in the literature. However, the instructors were led to these changes due to their perceptions of student preparation, personal beliefs and values, and institutional facilitating conditions (i.e., funding allocations and scheduling conflicts).…”