Honors pedagogy tailoring learning preferences of honors and
- Slides: 37
Honors pedagogy: tailoring learning preferences of honors and regular students for autonomy and structure Tineke Kingma (UAS Windesheim), Marjolein Heijne-Penninga (UAS Hanze), Marca Wolfensberger (UAS Hanze and RU UU), Debbie Jaarsma (RU UMCG)
1. 2. 3. 4. 5. 6. Opening Theoretical framework Gap Research question Method section First results
Theoretical framework: SDT Perseverance Function in class Autonomy Competence Relatedness (1, 2, 3) Intrinsic motivation Academic performance Wellbeing and involvement 1. Reeve, Jang, Carrell, Jeon & Barch (2004); 2. Reeve & Jang (2006) 3. Jang, Reeve & Deci (2010)
Definition of psychological needs* The need for autonomy: having a sense of volition and psychological freedom. The need for competence : having a sense of effectiveness. The need for relatedness: having a sense of connection and care. 4. Ryan & Deci, 2000 5. Ryan & Deci, 2002
Theoretical framework: SDT The social context of education can be supportive to or undermining for the three psychological needs: autonomy, competence and relatedness 6 and 7 What is the right balance between offering autonomy and supporting competence through structure? 8 and 4 6. Ryan & Deci (2017) 7. Taylor et al (2014) 8. Vansteenkiste et al (2012) 4. Ryan & Deci) 2000
Gap • Teachers often work in differtent social contexts • As far as we know: no research is known about how the same teacher teaches in two different social educational contexts • We don’t know if, when and how teachers tailor their teaching strategy to the psychological needs of both honors and regular programme students to let them flourish
Research question Do teachers tailor their teaching strategies/guidance to what they see as the psychological needs of both honors and regular students? How do teachers approach both honors and regular students by their teaching style in order to let them flourish in their study?
Methods: procedure Semi-structured interviews based on a topic list. Items were: • Needs of students • When do students flourish? • Tailoring the teaching strategy to both honors and regular students
Methods: participants Number of teachers Number of institutes N = 4 teachers Universities of Applied Sciences 2 N = 4 teachers Research Universities 2 honors programmes are extracurricular Regular programmes are bachelor programmes
Data analysis • • • Line by line coding of the first interviews (inductive) Constructing buckets Deductive coding with help of the buckets
First results How do teachers approach both honors and regular students by their teaching style in order to let them flourish in their study?
HP students’ needs according to the teachers: A Number of statements about the needs of HP students: A = 19 statements (7 cases) C = 25 statements (8 cases) R = 14 statements (4 cases) Students’ needs C R
HP students’ needs according to the teachers: Autonomy: HP students’ need according to the teachers Freedom of choice and meeting personal interest (content) Freedom to experiment and to explore Want to be self responsible Competence: HP students’ need according to the teachers How will I be assessed? What is expected from me? Clear structure and what are the deadlines? Relatedness: HP students’ need according to the teachers Frequently meeting each other Bonding and community building Easy approachable teachers
Members check Do you recognize the needs of the HP students as perceived by the teachers?
HP supporting activities according to the teachers: A Number of statements about the supporting activities of the teachers A = 77 statements (8 cases) C = 135 statements (8 cases) R= 28 statements (8 cases) C HP teacher R
Needs of HP students and the support by the teacher Need for autonomy: • Freedom of choice and meeting personal interest (content) • Freedom to experiment and to explore • Want to be self responsible HP supporting activities according to teachers: arranging freedom • Creating ownership for the individual and personal development Space to explore your personal potential Freedom concerns the how of the content, the how of organising and the how of personal development
Needs of HP students and the support by the teacher Need for competence: wanting to know • • • How will I be assessed? What is expected from me? Clear structure and what are the deadlines HP supporting activities according to teachers: support the need for competence • Creating a learning environment to reach a deeper level and a change in mindset • Creating a learning environment in order to facilitate personal development • When the focus is on the process, they offer a clear method of working in order to let the students grow. Questioning about the how and the why with free space
Needs of HP students and the support by the teacher Need for competence: wanting to know • • • How will I be assessed? What is expected from me? Clear structure and what are the deadlines HP supporting activities according to teachers: support the need for competence • When the focus is on the content, students receive sufficient content support by meetings, take home assignments or workshops and they offer bigger and more open assignments and free space
Needs of HP students and the support by the teacher Need for relatedness: • Frequently meeting each other • Bonding and community building • Easy approachable teachers Creating relatedness by: • Learning to know each other • Creating a safe environment (trust base) • Easy approachable teachers
Needs of “regular” students according to the teachers A Number of statements about the needs of students: A = 17 statements (7 cases) C = 36 statements (8 cases) R = 3 statements (1 case) C Needs of students R
RS: students’ needs according to the teachers Autonomy: RS students’ need according to the teachers Content freedom Freedom in time, choice of collaboration partner Students are not looking for autonomy Competence: RS students’ need according to the teachers What do I need to do, structure Looking for something to hold on Clarity about the requirements of the assessment Their need is to know the how, the what, the where and the when Relatedness: RS students’ need according to the teachers They won’t engage
Members check Do you recognize the needs of the RS students as perceived by the teachers
RS supporting activities according to the teachers: A Number of statements about supporting activities: A = 31 statements (7 cases) C = 119 statements (8 cases) V = 17 statements (4 cases) RS teacher C R
Needs of RS students and the support by the teacher Need for autonomy: • Content freedom • Freedom in time, choice of collaboration partner • Students are not looking for autonomy RS supporting activities according to teachers: arranging freedom • subject choice • choice of the internship company • choice of the counsellor • the research question within the course So freedom is content related
Needs of RP students and the support by the teacher Need for competence: • • • What do I need to do, structure Looking for something to hold on Clarity about the requirements of the assessment Their need is to know the how, the what, the where and the when RP supporting activities according to teachers: support the need for competence: • Tight structure through programme, format , rationale or learning outcomes • Clarity about what is expected and what do I have to do as a student Within this structure there is space for: • Collaborating • Differentiated education materials • Offering flexibility for individual learning questions
Needs of RS students and the support by the teacher Need for relatedness: Creating relatedness by: • How to build a safe environment They won’t engage
Groupwork • What are your supporting activities to support the need for autonomy of honors students? • What are your supporting activities to support the need for competence of honors students? • What are your supporting activities to support the need for reladteness of honors students?
Summary: how do teachers approach HP students? Creating a learning environment in order to support the feeling of competence of the students How? By giving information about the framework, expectations and global, open assignments Only after the information is given, there is space for autonomy Teachers use open questions in order to challenge students to come up with their own ideas
Summary: how do teachers approach RS students? Clear information about deadlines, learning outcomes, requirements and so on Many teachers wonder if autonomy is possible
Results Do teachers tailor their teaching strategies/guidance to what they see as the psychological needs of both honors and regular students? No • For relatedness HP • For autonomy RS Yes • Yes for autonomy HP • Yes for competence HP and RS • Yes for relatedness RS
Results How do teachers approach both honors and regular students by their teaching style in order to let them flourish in their study? • Most attention is paid to creating a learning environment in order to support the feeling of competence of all students by giving information about the framework, expectations and the assignments (hold on). • After the given information, there is space for autonomy. • Open questions in order to challenge HP students to come up with their own ideas and check questions in order to know if regular students are on track
Discussion How do you explain the gap between perceived needs of HP students for relatedness by teachers and their supporting activities? What would you advise to close this gap?
References • • Jang, H. , Reeve, J. , & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588. doi: 10. 1037/a 0019682 Reeve, J. , & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209. doi: 10. 1037/0022 -0663. 98. 1. 209 Reeve, J. , Jang, H. , Carrell, D. , Jeon, S. , & Barch, J. (2004). Enhancing Students' Engagement by Increasing Teachers' Autonomy Support. Motivation & Emotion, 28(2), 147 -169. Ryan, R. M. , & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American psychologist, 55(1), 68 -78. Ryan, R. M. , & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In: E. L. Deci, & R. M. Ryan (Eds. ), Handbook of self-determination research (pp. 3– 33). Rochester, NY: The University of Rochester Press. Ryan, R. M. , & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY, US: Guilford Press. Taylor, G. , Jungert, T. , Mageau, G. A. , Schattke, K. , Dedic, H. , Rosenfield, S. , & Koestner, R. (2014). A selfdetermination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342 -358. doi: 10. 1016/j. cedpsych. 2014. 08. 002 Vansteenkiste, M. , Sierens, E. , Goossens, Soenens, B. , Dochy, F. , Mouratidis, A. , . . . Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431 -439. doi: 10. 1016/j. learninstruc. 2012. 04. 002
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