Page 131 - The SpeakTeach method - Esther de Vrind

they think are unnecessary. In the subsequent year Jeanine reported that she still applied the SpeakTeach method.
Classification 2: Innovators with big steps back (n=3, see Table 5.1: teachers A, B and C) Innovators with big steps back were teachers who took big steps in innovation right at the start, but then took big steps back. These teachers experimented directly with the maximum design (score 3) for at least two procedures of the new teaching approach in the first lesson series and therefore did not stay close to their regular teaching practice. However, after experimenting in this first lesson series, they took big steps back (two steps or more) in the following lesson series. These teachers had goals that corresponded with the goals of the innovation. They were very satisfied with the new teaching approach overall, but not always very satisfied with the realization of all their goals. They all had strong intentions to apply parts of the new teaching approach in future and in the next school year they did indeed report that they were still using one or more procedures of the teaching approach in their teaching.
Figure 11: Example of classification 2, innovators with big steps back: learning route of teacher Amanda (A)
Case description: teacher Amanda
Typical of the regular lessons of teacher Amanda was that there were several free speaking activities to achieve the same speaking goal and that, in order to carry out the speaking activities, the students needed to use grammar, vocabulary and expressions that had already been presented to them and which they had learned in the lesson series (procedure 1, score 2:
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