Running head: PROFESSIONAL DEVELOPMENT WORKSHOP 1

Professional Development Workshop Formative Assessment Constructivist Learning Approach

Mark Lamey

University of British Columbia

PROFESSIONAL DEVELOPMENT WORKSHOP 2

PROFESSIONAL DEVELOPMENT WORKSHOP CONTENT

Part A
Curated content as a way to assess formatively
Working with teachers in a professional development environment can be a challenge for
both the facilitator of the session and participants, especially when introducing an approach to
learning that may not be practiced or even understood by the teachers in attendance. Using a
constructivist theoretical framework for professional development, focusing on learning rather
than teaching, to challenge teachers coherentist beliefs in their pedagogical practice (Fosnot,
2013; Pritchard, 2103). The locus of this PD session will focus on learners existing beliefs and
knowledge of formative assessment practices and the role socially constructed knowledge using
web 2.0 tools can provide to their students by providing opportunities for them to express what
has been learned. (Baviskar, Hartle & Whitney, 2009). Because teachers epistemological
beliefs can affect the assessment methods used in their pedagogical practice, this session
attempts to use new assessment methods to impact participants epistemological view, thus
challenging their pedagogical practice as a whole (Chen, 2015).
Marx et al. (1998) asserts that much of the knowledge around pedagogical practices held
by teachers is based on the classroom experiences, events, and activities of teaching and is stored
in terms of classroom events, but because teachers are often performing their craft as individuals,
they are denied exposure to other classroom teachers' knowledge that could challenge their
existing beliefs toward knowledge, understanding, learning and teaching. Professional
development for teachers using constructivists theory contends that learning occurs when
learners encounter new experiences and concepts and seek to assimilate them into their existing
cognitive structures or adjust these schemas to accommodate the new information (Ray, 2002). It
is through this lens that successful professional development using Constructivist theory that
teachers beliefs and current knowledge surrounding assessment be illuminated, discussed, and
challenged. For this PD opportunity, learning about assessment will evolve through assessment
(Lorenzi & Rami, 2012). By being engaged in this new learning experience using web 2.0 tools,
teachers will be challenged to confront traditional beliefs surrounding what formative assessment
is used for and experience new ways of meaning-making through collaboratively
experimenting with new technology experiences. There are no silver bullets in the technology; it
needs to be used in conjunction with interpersonal approaches to working with teachers. Yet,
there are many necessary elements of professional development that can be made more powerful
through the use of new technologies to help teachers examine their beliefs and practice and the
compatibility between them (Marx, Blumenfeld, Kradjick & Soloway, 1998). If, as Fosnot states,
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learners construct further knowledge by modifying that which they already have, then only
through the comprehensive use of questioning, reflecting, and constructing will the adoption of a
constructivism focus to assessment occur. A skilled facilitator in constructivist theory, acting in
the role of, as Vygotsky describes, a More Knowledgeable Other (MKO) can help foster the
construction of learning with teachers in a professional development environment.
For this sixty-minute professional development session, the Barnes model framework
(1976) will be used. It contends that learners need to be the driving force in the formulation of
their own knowledge and although the facilitator will act in role of an MKO, for the purpose of
implementing the Barnes model, teachers will be responsible for working in small groups as they
construct their knowledge on the topic of formative assessment using the web 2.0 tools. The
Barnes model follows the following sequence:1) focusing stage, 2) Exploratory stage, 3)
Reorganizing stage and 4) Public stage (Sunal, n.d).
Focusing stage,
It can be a difficult task for teachers to implement a constructivist approach to learning in their
classrooms if they themselves dont have a sophisticated understanding of what constructivist
theory is. When focusing on knowledge for learning, Professional development must strive to
balance individual competence and socially shared, learning activities which support the
construction of knowledge. Experimental learning is a means to investigate our thinking and
challenge the learner to ask why we think the way we do (Lorenzi & Rami, 2012). Providing
hands on, minds on learning experiences to teachers through professional development
opportunities can serve as a model for teachers to try out this kind of experience back in their
classrooms. In preparation for this, it is important to the facilitator helps the learners explore the
ground work necessary for learners to focus on the topic being explored before the teacher
moves on. This preliminary presentation of knowledge can reinforce the facilitators plan to
present constructivist teaching not simply as the pedagogical strategy but rather as a cognitive
learning theory. (Ray, 2002). The aim is to help teachers develop the skills to attain competent
information when needs arise rather than everyone being on the same page at the same time
(Marx et al, 1998). This is important for facilitators to recognize as learners in the PD
environment need to be recognized and supported during the learning process. Facilitators need
to be patient with learners who may be experiencing difficulty in this new approach to
constructing knowledge and work to strengthen their role as a person who advises and helps
students development their voice and contribute their own opinions and existing knowledge on
the topic being explored (So, 2016).
Exploratory stage
It was stated in the beginning of this paper that teachers have few opportunities to explore others
knowledge when it comes to pedagogical practices as teacher tend to apply their craft in
isolation, because of this, teachers tend to teach as they were taught, rather than as they were
taught to teach (Fosnot, 2013). Difficulties can arise for conventional classroom teachers when
learners cant make connections to the intended learning put forth by the teacher. It is for this
reason that participants need experiences as learners that confront traditional views of teaching
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and learning in order to enable them to construct a pedagogy that stands in contrast to older,
more traditionally held views (Fosnot, 2103). Facilitators, whose role is to scaffold the
conversation, can raise questions, direct inquiries, and connect learners with similar interests and
needs as the session becomes better established. With this support, a collaboration between
learners in group activities can provide valuable support for the teachers who take risks and try
out new strategies (Chen, 2105; Marx et al, 1998). Baviskar et al. (2009) reinforce this when
stating that social constructivism allows cultures or groups to construct their knowledge bases
through the discourse and interactions among their members rather than through the discoveries
of individuals or the dictation of authorities. This construction of understanding requires learners
to have opportunities to articulate their ideas, make connections to other aspects of their lives by
experimentation and conversation. It is important throughout this stage that the facilitator
provides supportive feedback that serves to connect with students and the new knowledge they
are constructing as there may be push back from learners who are initially reluctant to this new
approach to constructing knowledge and they may become frustrated as it does not neatly fit into
the traditional approach to learning (Fosnot, 2013).

Reorganizing stage
As learners work to make sense of new forms of knowledge constructed from group activities in
the Exploratory stage, it is important to note that the process of knowledge construction is not
linear. Piaget describes the process of accommodating new knowledge as a dynamic function
and because of this the creation of new knowledge needs to occur in a way that makes sense for
the individual learner as a dance of progressive equilibria, adaptation, organization, growth,
and change (Fosnot, 2013, p. 458) as learners pursue a new state of balance or equilibrium
though assimilating or accommodating new knowledge into their schemas. The facilitators
ability to assess a learners construction of new knowledge needs to evaluate the learners
capability to extend their learning performance on new problems. This ability to apply new
learning in new situations can serve to support transformative and sustainable learning (Chen,
2105; Lorenzi & Rami, 2012).
Public stage
Ray (2002) contends that with the implementation of constructivism theory practices into
professional development opportunities, beginning and experienced teachers are presented with
the intimidating task of thinking about the learning and teaching process in ways they may not
have experienced themselves. The presentation of group findings in the public stage provides
opportunities for further discussion and a chance to reflect on teachers epistemological beliefs
as it relates to individuals teaching practices and understanding of formative assessment. At this
stage, facilitator feedback should be viewed as part of the learning process and can aid learners
to transform from surface to deep learning (Lorenzi & Rami, 2012)
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Part B
Professional Development Workshop Formative Assessment Constructivist Learning Approach

PLAN

Target Audience: 15 Grades k 12 technology leader teachers within the Prince Edward Island
public school system.

Schedule: This professional development session is designed to take place in a sixty (60)
minute time frame and will allow for a constructivist approach to learning using the Barnes
model framework (1976), to facilitate the participants in generative process of active
thinking (that involves speaking, listening, thinking, and creating/constructing using online
web 2.0 tools).

ACTIVITIES

Focus Stage - Opening Response Question using Padlet.

Learners will be asked to respond to questions using the web 2.0 tool, Padlet, to document
prior learning and to establish a reference point in current thinking on the subject of what
constitutes formative assessment.

Guiding question that could be used:

1) What is formative assessment and what value do you place on it for student learning?
2) How is formative assessment being used in their current teaching practices?
3) What have been some of the success and challenges faced when using formative
assessment in the classroom?

They will document their answers using Padlet and through discussion with the group as a
whole, explore ideas or beliefs that are common or appear to be points of contention. The
facilitator will use guiding questions to assess learners understanding of the task and to explore
predominant ideas and areas of contention on the subject.

Exploratory stage - Experimentation with visual representation of knowledge and beliefs

using Mind mapping.

Learners, in small groups of 2 -3, will discuss what they learned about formative assessment
and how it applies to student learning. Using a collaborative mind mapping tool like Lucid
Charts, participants are free to collaboratively create an infographic/mind map that outlines their
answers to one the following questions.

1) What are the characteristics of meaningful formative assessment that reflect

understanding and learner in students?
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2) What are the differences between formative and summative assessment approaches to
learning and which better assesses what a student knows?
3) How can web 2.0 tools demonstrate the knowledge that a learner has and how can it be
assessed formatively?

As the groups are working on the activity above, the facilitator will circulate to provide
support for any concerns raised by group members in the session, working to challenge learners
existing knowledge that there is only one right answer (Chen, 2015). This can be accomplished
by interjecting additional questioning in order to sustain the conversation when the exploratory
stage first starts or provide information and resources, direct inquiries, or connect groups with
similar interests and needs as the learning community becomes better established. (Marx et al,
1998).

Reorganizing stage - Refocusing new knowledge to extend learning performance in new

situations.

Learning groups will draw on new information exposed from the previous stages relating to
constructivist formative assessment approach to evaluating knowledge and how it compares to
current teaching practices. To extend their learning performance, groups will demonstrate their
learning through the construction of a socially curated artifact using the web 2.0 tool, Storify.
The curated artifact will re-focus learners attention to assess:

1) Key elements of a constructivist learning environment relating to formative assessment.

2) How this type of learning approach compares to how participants are currently teaching.

Public stage - groups present of constructed artifacts and fielding any further discussion

During the final stage of Barnes learning cycle, the facilitator continues to reduce their role
as the perceived controller over knowledge. For learners in this session to realize the full
potential of teaching technologies to improve learning and instruction, they need to develop
knowledge that is pertinent to their own pedagogy (Kim, Kim, Lee, Spector & DeMeester,
2013). Allowing groups to present their constructed artifacts to all participants acknowledging
their new knowledge construction process and provide an opportunity for further discussion on
items like:

1) What problems might a constructivist approach to using web 2.0 tools in the classroom
address?
2) What concerns do you have about undertaking formative assessment in this fashion?

ASSESSMENT

With the time restrictions imposed on this professional development session, the Barnes
pedagogical framework model can be used effectively for the construction of learning that
promotes the development of a professional learning community where the teachers involved
collaborate as a group to develop their understanding and shared knowledge of formative
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assessment practices using constructivist teaching methods. Using the sequence of four (4)
teaching methods: focusing, exploring, re-organizing, and publicizing, facilitators will promote
discussion and questioning methods to elicit prior knowledge of participants and support an
environment that encourages understanding by getting questions clarified by their peers.
Learning by doing through group exploration of web 2.0 tools will be leveraged in developing
new knowledge pertaining to formative assessment practices through collaborative construction.
This session, supported by a facilitator who is versed constructivist theory and using technology
practices to support its use in pedagogical practices can provide important support for
transformative pedagogical practices when implementing constructivist theory into teachers
pedagogical practices. Success and confidence using constructivist theory takes practice and
relevant feedback as new pedagogical knowledge is created. The benefit of undertaking this
learning session with others is the creation of a learning community that can exist beyond the
limited timeframe of the initial professional development session.
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References

Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist
teaching: Derived from a review of the literature and applied to five constructivist teaching
method articles. International Journal of Science Education, 31(4), 541-550.

Chen, J. (2015). Formative assessment as a vehicle for changing classroom practice in a specific
cultural context. Cultural Studies of Science Education, 10(3), 753-762.
Fosnot, Catherine Twomey (2005-04-06). Constructivism: Theory, Perspectives, and Practice,
Second Edition. Teachers College Press. Kindle Edition.
Julie A. Ray (2002) Constructivism and classroom teachers: What can early childhood teacher educators
do to support the constructivist journey? Journal of Early Childhood Teacher Education, 23(4),
319-325

Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and
technology integration. Teaching and Teacher Education, 29, 76-85.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1998). New technologies for teacher
professional development. Teaching and Teacher Education, 14(1), 33-52.

Pritchard, D. (2014). What is this thing called knowledge? (3rd ed.). London: Routledge
Rami, J., & Lorenzi, F. (2012). A dialogical approach to developing professional competence in
assessment. Sofia Univeristy.
So, W. WM. (2002). Constructivist Teaching in Primary Science. Asia-Pacific Forum on Science
Learning and Teaching, 3(1), Article 1.
Sunal, D. W (n.d.) The Learning Cycle: A Comparison of Models of Strategies for Conceptual
Reconstruction: A Review of the Literature. Retrieved October 9, 2010, from
http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.htm