Taking Making Into the Classroom: An Immersive Professional Learning Approach

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-5 - Innovative Approaches to In-Service and Preservice Learning in Teacher Education

Abstract

Recognizing shifts from teacher-centred to inclusive learner-centred classroom practices, K – 12 teachers may be called upon to plan, design and gather learning artifacts in accordance with their school’s administrative policies and each student’s needs. Thus, new tools, technologies and practice will be required to capture, curate and assess these learning artifacts produced by these 21st Century learners. Concurrently, in education, the principles of the current Maker Movement overlap with the power of learning by doing through inquiry and problem-based learning activities. This design-based research study explores the impact of an immersive professional development event on teachers’ classroom practices which consists of four distinct yet related elements: design thinking, design challenge, design solution through collaborative prototyping, and a group reflective practice.

Authors

• Susan E. Crichton, The University of British Columbia

• Deb Carter, The University of British Columbia - Okanagan