Page 133 - The SpeakTeach method - Esther de Vrind

Amanda considered self-evaluation and adaptive feedback very desirable (procedures 1 and 3). As a positive point of the SpeakTeach lessons, she reported that she could listen to individual students and that there was flexibility in the application of the procedures of the SpeakTeach method: “Students learn to reflect on their own speaking performance and worked actively on improving their speaking skills” (all procedures). Amanda was pleased that she had started to give much more individual and more specific feedback than before (procedure 3). As a disadvantage Amanda reported that freedom of choice did not work well for her students; they appeared to need more clarity and steering (procedure 2). Furthermore, it took Amanda a lot of time, because she listened to all the recordings. She had decided to do so, because students appreciated this so much. Amanda indicated that she probably wanted to use parts of the SpeakTeach method in future. In the new school year, she did indeed report, that she was still applying the SpeakTeach method.
Classification 3: Innovators who refine t (n=4, See Table 5.1, teachers D, E, F and G)
Like the innovators of classification 2, innovators who refine also took big steps in innovation right at the start. However, unlike the classification 2 innovators, they did not take big steps back, but refined the implications of the procedures in subsequent lesson series. In the first lesson series, these teachers also experimented directly with the maximum design (score 3) for at least two procedures of the new teaching approach and therefore did not stay close to their regular teaching practices. Then, in later lesson series, they took steps of 1 in the application of the procedures. These teachers had goals that corresponded with the goals of the innovation among other goals of their own, and were satisfied with their realization (except for teacher G due to particular circumstances). All teachers were satisfied with the new teaching approach overall, strongly intended to apply parts of the teaching approach in future and reported in the next school year that they had indeed continued to use one or more procedures of the teaching approach in their teaching.
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