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

Fingerprint

teacher
learning
interview
classroom
student
time
Length
Classroom Practice

Keywords

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

ASJC Scopus subject areas

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

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

Implementing Learning by Design : Teachers’ Reflections. / Hood, Denice Ward.

A Pedagogy of Multiliteracies: Learning by Design. ed. / Bill Cope; Mary Kalantzis. Palgrave Macmillan, 2016. p. 142-156.

Research output: Chapter in Book/Report/Conference proceedingChapter

Hood, DW 2016, Implementing Learning by Design: Teachers’ Reflections. in B Cope & M Kalantzis (eds), A Pedagogy of Multiliteracies: Learning by Design. Palgrave Macmillan, pp. 142-156. https://doi.org/10.1057/9781137539724_8
Hood DW. Implementing Learning by Design: Teachers’ Reflections. In Cope B, Kalantzis M, editors, A Pedagogy of Multiliteracies: Learning by Design. Palgrave Macmillan. 2016. p. 142-156 https://doi.org/10.1057/9781137539724_8
Hood, Denice Ward. / Implementing Learning by Design : Teachers’ Reflections. A Pedagogy of Multiliteracies: Learning by Design. editor / Bill Cope ; Mary Kalantzis. Palgrave Macmillan, 2016. pp. 142-156
@inbook{84b785ca0150454681211c0515815b96,
title = "Implementing Learning by Design: Teachers’ Reflections",
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.",
keywords = "professional development, instructional design, knowledge process, learn module, professional support",
author = "Hood, {Denice Ward}",
year = "2016",
month = "1",
day = "1",
doi = "10.1057/9781137539724_8",
language = "English (US)",
isbn = "9781137539717",
pages = "142--156",
editor = "Bill Cope and Mary Kalantzis",
booktitle = "A Pedagogy of Multiliteracies",
publisher = "Palgrave Macmillan",

}

TY - CHAP

T1 - Implementing Learning by Design

T2 - Teachers’ Reflections

AU - Hood, Denice Ward

PY - 2016/1/1

Y1 - 2016/1/1

N2 - 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.

AB - 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.

KW - professional development

KW - instructional design

KW - knowledge process

KW - learn module

KW - professional support

UR - http://www.scopus.com/inward/record.url?scp=84978336835&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84978336835&partnerID=8YFLogxK

U2 - 10.1057/9781137539724_8

DO - 10.1057/9781137539724_8

M3 - Chapter

SN - 9781137539717

SP - 142

EP - 156

BT - A Pedagogy of Multiliteracies

A2 - Cope, Bill

A2 - Kalantzis, Mary

PB - Palgrave Macmillan

ER -