Implementing Learning by Design: Teachers’ Reflections

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter presents the results from interviews conducted with a sample of Australian, American and Greek teachers who have used Learning by Design for varying lengths of time ranging from a few months to several years. The Learning by Design objectives and principles, as well as Shulman’s (1987) pedagogical reasoning and action framework, were employed as interpretive structures. The interviews with seven teachers yielded practical perspectives and reflections on the extent to which and the ways in which their involvement with Learning by Design impacted their transformation of content knowledge, classroom practice, approach to lesson design, and student outcomes.
Original languageEnglish (US)
Title of host publicationA Pedagogy of Multiliteracies
Subtitle of host publicationLearning by Design
EditorsBill Cope, Mary Kalantzis
PublisherPalgrave Macmillan
Pages142-156
Number of pages15
ISBN (Electronic)9781137539724
ISBN (Print)9781137539717
DOIs
StatePublished - Jan 1 2016

Keywords

  • professional development
  • instructional design
  • knowledge process
  • learn module
  • professional support

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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  • Research Output

    A Pedagogy of Multiliteracies: Learning by Design

    Cope, B. (ed.) & Kalantzis, M. (ed.), Jan 1 2016, Palgrave Macmillan. 309 p.

    Research output: Book/Report/Conference proceedingBook

  • Cite this

    Hood, D. W. (2016). Implementing Learning by Design: Teachers’ Reflections. In B. Cope, & M. Kalantzis (Eds.), A Pedagogy of Multiliteracies: Learning by Design (pp. 142-156). Palgrave Macmillan. https://doi.org/10.1057/9781137539724_8