Moving Beyond "Does Active Learning Work?" with the Engineering Learning Observation Protocol (ELCOT)

Sanders, Margaret; Spiegel, Sam; Sherer, Jennifer Zoltners

doi:10.18260/1-2--30827

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…Cohort sections performed higher than non-cohort sections on all questions of common exams in Chemistry, with smaller but notable increases on lower cognitively demanding questions. As we report in other papers [18], [21], overall (aggregate) and in individual classes we see significant enhancements to student outcomes. The enhanced outcomes include academic performance regarding assessment of content knowledge, an enhancement in professional skills (e.g., discourse, reasoning, argumentation), and student perceptions of the classes.…”

Section: Students Perform Bettersupporting

confidence: 84%

Transforming an Institution by Engineering Learning

Spiegel¹,

Sanders²,

Sherer³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT).His extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative assessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching professional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997).

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Section: Students Perform Bettersupporting

confidence: 84%

Transforming an Institution by Engineering Learning

Spiegel¹,

Sanders²,

Sherer³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

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“…A critical friend also observed one of my classes and provided a written observation (my critical friend was a fellow teacher at the same university who I asked to observe one class and provide critical feedback). For the observations, we filled out an analytical observation chart (adapted from Burns, 2010) and a classroom observation protocol, which was an adaption of three observation protocolsthe Communicative Orientation of Language Teaching observation scheme (Spada & Frohlich, 1995), the Motivation Orientation of Language Teaching observation scheme (Guilloteaux & Dörnyei, 2008), and the Engineering Learning Classroom Observation Tool (Sanders et al, 2017(Sanders et al, , 2018. These were adapted since they each contained elements relevant to an implementation of active learning in an English-language course.…”

Section: Data Collectionmentioning

confidence: 99%

Language Teacher Resilience: Antecedents and Experiences

Stewart,

Reinders

2024

JPLL

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The aim of this study was to re-analyze data derived from the lead author's recent implementation of the approach, active learning in an English-language course in Japan through the lens of language teacher resilience. To do this, the study drew on the complexity-informed model of teacher resilience proposed by Kostoulas and Lämmerer (2018) and sought to investigate the antecedents to changes in teacher resilience that emerged during the implementation and their impact on the teacher's resilience system that comprised part of the model. A number of antecedents were found. These were stressors (related to e.g., the context, the implementation of the approach), positive appraisal of events, stressors and then appropriate action in response (e.g., accessing the literature, drawing on an existing skill), having a belief based on prior experience in the context, not being sufficiently informed about learners' language-learning goals and needs, and moderate interpersonal skills. Overall, the antecedents appear to have contributed to a re-configuring of the teacher's resilience system further in the direction of adaptive adjustment. Implications are discussed and suggestions for future research are made.

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“…We have also developed tools to help assess the up-take and impact of the model. For instance, we created the Engineering Learning Observation Tool (ELCOT) (Tolnay, Spiegel, & Sherer, 2016;Sanders, Spiegel, & Sherer, 2018) to monitor shifts in classroom interactions and the alignment with the learning outcomes and course design. We are beginning to see the impact of our faculty development efforts on faculty knowledge, instructional skills, beliefs about teaching and learning, practices, and ultimately, student outcomes.…”

Section: Engineering Learning In Actionmentioning

confidence: 99%

Moving Beyond Active Learning to Engineering Learning: An Approach to Course Design and Enactment

Spiegel,

Sanders

2018 ASEE Zone IV Conference Proceedings

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Prior to joining the University of Pittsburgh, he was a science educator at Biological Sciences Curriculum Study (BSCS). Dr. Spiegel also served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel's leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to promote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT).His extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative assessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching professional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997).Dr. Spiegel's current efforts focus on educational reform and in the innovation of teaching and learning resources and practices.

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Moving Beyond "Does Active Learning Work?" with the Engineering Learning Observation Protocol (ELCOT)

Cited by 4 publications

References 6 publications

Transforming an Institution by Engineering Learning

Transforming an Institution by Engineering Learning

Language Teacher Resilience: Antecedents and Experiences

Moving Beyond Active Learning to Engineering Learning: An Approach to Course Design and Enactment

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