Teacher and student learning through a Teacher Design Team (TDT)

The change from teacher dominated to student controlled classrooms is not easy as teachers fear poorer learning. However, in context based education students need more autonomy. Mandatory context based curricula for the natural sciences were introduced in 2013 in the Netherlands. To support teachers during preparation and implementation, teacher design teams (TDT) were set up. In a TDT subject teachers from different schools under supervision of a teacher educator, (re)design student learning material suitable for context based education, subsequently enact this is their classes, and discuss the outcomes. In 2012, nine chemistry teachers participated in such a TDT. The teachers realized that autonomous cooperative learning groups would be appropriate, but wondered how to monitor student progress as their concern was that students would not stay on task, make mistakes without being corrected and that this would only surface after the final test. A group log was designed to allow students to record their progress during each period. Each group had to write down all results from their activities and all answers to questions, and had to answer specific questions related to the cooperation process and products. To do this the group had to reflect on their cooperation. During the design of the material in the discussions in the TDT one concern often surfaced: how often do teachers need to check the logs, what information do they need to provide and how time consuming is all this? Four teachers class enacted the learning material plus group log. These teachers were interviewed after use at school, group interviews with their students were held, and the logs analyzed. The results showed that teachers needed between 3-5 minutes per log after each period for feedback. They stressed that this time was well invested as they could see how students had worked and what the result was. Students were also positive, and especially appreciated teachers’ quick feedback. The log stimulated student interaction, guided the learning processes, and stimulated reflection.