In eStep learners (pre-service teachers) read and view a case study that presents a classroom dilemma. They individually reflect on the dilemma and propose an initial solution. Then they collaborate with other learners to collectively arrive at a revised solution. The lesson ends with individual critiques of the group solution, and reflection on the learning, collaboration, lesson design, and usefulness of the solution to their own professional practice.
The Rationale Behind the Feature (Specific Design Principle):
Enable teachers to collaboratively reflect on classroom dilemmas
Context of Use:
eStep is used in pre-service teacher professional development programs.
Derry, et al. (2005) report that eStep produced significant increases in teacher-learners’ abilities to think deeply about student understanding and that the course was more effective at producing transfer than a traditional lecture-based approach covering the same material.
Derry, S.J., Hmelo-Silver, C.E., & Feltovich, J., (2005). Making a Mesh of It: A STELLAR Approach to Teacher Professional Development. Proceeding of the 10th Computer Support for Collaborative Learning (CSCL), The next 10 years, Taipei, 2005.