What I would do differently next time
I incorporated some of the learning from the course into the design and delivery of my workshops, attained feedback and reflected on how my teaching went. Although I did this, the approach I used was somewhat haphazard in the way that it was done and was also mostly done in the second half of the course rather than over the entire semester. It would have been worthwhile to have done my reflections and write-ups earlier in the course in a more coordinated way, to learn from my mistakes, attain feedback and learn from others. This I feel was in part due to my motivation levels on the course, but also to do with the way that students on the course were assessed and the timing of assessment.
Recommendations for the course
I have provided suggestions and recommendations for this course for an assignment I have completed that considers the use of e-tools in teaching. I would be happy to provide the facilitators of the certificate in teaching course access to my blog that contains this material if they desire.
Monday, October 18, 2010
Reflections on Role Play
Roleplay
For the role play, we were given a scenario where one person has learnt some new technology and tricks that they would like to share with the team. One of the colleagues in the scenario was very negative and resistant towards taking on new ideas and the others in the team had to deal with his objections by asking questions to find out what the issues were and offer advice on how to deal with the situation constructively.
In response to this task, we used “blogs” as the suggested technology. We constructed a range of concerns which were put forward by a reluctant lecturer and provided responses that would hopefully address his concerns. Rather than asking questions to flesh out the resistant person’s concerns we tried to address the concerns he raised directly.
Script:
· Blogs are a waste of time, uncomplicated and unnecessary. Have been teaching on the board and doing work perfectly fine and the feedback from students has been good.
Response discussed benefits of using modern practices, keeping up to date with the way students are learning and relating to where students are today and the way they are learning information. (This is consistent with findings I have learnt from my course in e-learning (cw))
This is the usual “resistance to change” attitude displayed when a new concept is introduced. A colourful presentation on the use of blogs in the learning environment will be carried out.
· I don’t have time to waste learning new technology.
Discussed how more time needed up front, but that the you then have the opportunity to sit back and act more as a guide, where the students can take charge of their own learning, which can be empowering for the students. (This is consistent with findings I have learnt from my course in e-learning (cw))
The modern student uses technology everyday (ipods, iphones, mp3 players, Playstation, Wii, You-tube, internet etc etc ) and have access to the new technology. As learning providers we have no option but to learn and use the new technology.
· I don’t think people will participate.
Discussed how to use the software and the value of demonstrating how to participate. Mentioned how asynchronous communication allows time to reflect and that it may draw out quieter members in the group to participate, which may not be the case in a traditional class environment. (This is consistent with findings I have learnt from my course in e-learning (cw))
We also pointed out that research has shown that people often view the discussions without leaving a post or contribution. This shows that they are participating – they don’t need to contribute to the discussion to gain learning from it.
· Won’t be able to control what is written on the blog.
Discussed how ground rules can be put in place and how who is invited to the group can be controlled. Others put forward these responses (consistent with e- what I have learnt about controls put in place for online groups from e-learning course)
Control systems will be put in place- For example all comments will be moderated before they are published.
Moderating all comments may be time consuming. Agreed upon ground rules can help to set the scene for a supportive learning environment. Also not allowing anonymous contributions can help maintain this environment as contributors are accountable for their comments.
· Some may not be able to use it, particularly the older ones.
Not sure what was said…I do recall all our responses being appropriate however! If anyone recalls, then please feel free to add your comments.
The response may have been to do with working with all levels in the classroom and making it suitable for their level and learning.
Appropriate Training on e-technology will be provided to all learners. With the right support and encouragement older learners are willing to participate and be part of the team.
If we think about the skills we want our graduates to have, this would include being able to use learning technology. There is also extra support available to improve computer literacy if needed through learning support.
· What are the advantages of doing things this way?
Sold advantages of utilising blog. Deeper level of reflection, contemporary way of learning.
Ease of access- blogs are web-based and are available to everybody with internet access. Leaning is not restricted to the standard “school times”- discussions/learning can be done anytime (24/7!)
From what I recall, everything that was said was consistent with what I have read about through doing my course on e-learning and this certificate course over the last two semesters. From what I understand, we are supposed to reflect upon both theory and our own practice of teaching. I believe we all did that to come up with appropriate responses to address the lecturers concerns.
Kylie’s response:
This was an interesting dilemma to produce a role play on as I have often felt like the negative person myself when a new technological advance is offered for us to use – I often feel that if its (teaching) not broken then why fix it? But through the duration of this course and discussion with peers it has melted my resolve a little! I think we all need to try new techniques to improve our teaching so long as we are not forgetting the learner along the way – as with some of the new initiatives are far more advanced than some of our students are ready for. My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.
Anita’s response:
If the use of new technology was audited, and shown to be better for students’ learning, it would be more persuasive for those who don’t see the need for it.
I can understand Lecturers being resistant because of time pressures, seeing the big workloads many carry. Ideally, time should be given for training to use new technology, with some tasks being delegated to others so that a Lecturer doesn’t have to do this training on top of his/her workload.
I guess that technology has a way of carrying people along with it. We can try to ignore it, but this can be detrimental to us. For example, catalogues in libraries used to consist of cards in wooden drawers. If you can’t use a computer catalogue these days, you won’t be able to find information in the library by yourself. My point is, that resistance may be futile, and disadvantage us.
On the other hand, we don’t want to be using technology for the sake of it.
Kylie wrote “My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.”
This is the resolution to the various points raised by the role play, in my opinion.
One last point – as a nurse, I do my best to use evidence based practice. This concept should relate to teaching methods, also. Otherwise, we can only assume that our use of new technology will benefit students in the long term.
Kate’s reflection (using Gibbs model)
What happened – as discussed above
Thinking and Feeling - I was quite nervous about doing this role play, as a group we discussed the positive and negative aspects and opinions of blended learning but we didn’t really have a script or even decide who was going to play which role until very close to the time we presented. When we presented our role play the whole thing flowed really well and we managed to make all the points we had discussed.
Good and Bad points – There were not any real bad points (except the data was wiped so no copy). Good points were definitely the outcome, feeling that we had presented all the points we wanted to, and to realise how much I have learnt through doing this paper.
Analysis and conclusion– In a short space of time our group was able to come up with a role play and present it to others, the role play highlighted the positive and negative views of blended learning techniques. It worked well and was a good way of presenting a lot of information that we have learnt through doing this design and delivery paper.
Action plan – In future I will feel more confident in debating this issue. I may also use this technique in my Teaching as a way of students summarising in their own way the information that they have learnt – this is an example of concepts we have discussed throughout this course such as ‘I do and I understand’ as well as ‘students remember 95% of what they teach others’
For the role play, we were given a scenario where one person has learnt some new technology and tricks that they would like to share with the team. One of the colleagues in the scenario was very negative and resistant towards taking on new ideas and the others in the team had to deal with his objections by asking questions to find out what the issues were and offer advice on how to deal with the situation constructively.
In response to this task, we used “blogs” as the suggested technology. We constructed a range of concerns which were put forward by a reluctant lecturer and provided responses that would hopefully address his concerns. Rather than asking questions to flesh out the resistant person’s concerns we tried to address the concerns he raised directly.
Script:
· Blogs are a waste of time, uncomplicated and unnecessary. Have been teaching on the board and doing work perfectly fine and the feedback from students has been good.
Response discussed benefits of using modern practices, keeping up to date with the way students are learning and relating to where students are today and the way they are learning information. (This is consistent with findings I have learnt from my course in e-learning (cw))
This is the usual “resistance to change” attitude displayed when a new concept is introduced. A colourful presentation on the use of blogs in the learning environment will be carried out.
· I don’t have time to waste learning new technology.
Discussed how more time needed up front, but that the you then have the opportunity to sit back and act more as a guide, where the students can take charge of their own learning, which can be empowering for the students. (This is consistent with findings I have learnt from my course in e-learning (cw))
The modern student uses technology everyday (ipods, iphones, mp3 players, Playstation, Wii, You-tube, internet etc etc ) and have access to the new technology. As learning providers we have no option but to learn and use the new technology.
· I don’t think people will participate.
Discussed how to use the software and the value of demonstrating how to participate. Mentioned how asynchronous communication allows time to reflect and that it may draw out quieter members in the group to participate, which may not be the case in a traditional class environment. (This is consistent with findings I have learnt from my course in e-learning (cw))
We also pointed out that research has shown that people often view the discussions without leaving a post or contribution. This shows that they are participating – they don’t need to contribute to the discussion to gain learning from it.
· Won’t be able to control what is written on the blog.
Discussed how ground rules can be put in place and how who is invited to the group can be controlled. Others put forward these responses (consistent with e- what I have learnt about controls put in place for online groups from e-learning course)
Control systems will be put in place- For example all comments will be moderated before they are published.
Moderating all comments may be time consuming. Agreed upon ground rules can help to set the scene for a supportive learning environment. Also not allowing anonymous contributions can help maintain this environment as contributors are accountable for their comments.
· Some may not be able to use it, particularly the older ones.
Not sure what was said…I do recall all our responses being appropriate however! If anyone recalls, then please feel free to add your comments.
The response may have been to do with working with all levels in the classroom and making it suitable for their level and learning.
Appropriate Training on e-technology will be provided to all learners. With the right support and encouragement older learners are willing to participate and be part of the team.
If we think about the skills we want our graduates to have, this would include being able to use learning technology. There is also extra support available to improve computer literacy if needed through learning support.
· What are the advantages of doing things this way?
Sold advantages of utilising blog. Deeper level of reflection, contemporary way of learning.
Ease of access- blogs are web-based and are available to everybody with internet access. Leaning is not restricted to the standard “school times”- discussions/learning can be done anytime (24/7!)
From what I recall, everything that was said was consistent with what I have read about through doing my course on e-learning and this certificate course over the last two semesters. From what I understand, we are supposed to reflect upon both theory and our own practice of teaching. I believe we all did that to come up with appropriate responses to address the lecturers concerns.
Kylie’s response:
This was an interesting dilemma to produce a role play on as I have often felt like the negative person myself when a new technological advance is offered for us to use – I often feel that if its (teaching) not broken then why fix it? But through the duration of this course and discussion with peers it has melted my resolve a little! I think we all need to try new techniques to improve our teaching so long as we are not forgetting the learner along the way – as with some of the new initiatives are far more advanced than some of our students are ready for. My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.
Anita’s response:
If the use of new technology was audited, and shown to be better for students’ learning, it would be more persuasive for those who don’t see the need for it.
I can understand Lecturers being resistant because of time pressures, seeing the big workloads many carry. Ideally, time should be given for training to use new technology, with some tasks being delegated to others so that a Lecturer doesn’t have to do this training on top of his/her workload.
I guess that technology has a way of carrying people along with it. We can try to ignore it, but this can be detrimental to us. For example, catalogues in libraries used to consist of cards in wooden drawers. If you can’t use a computer catalogue these days, you won’t be able to find information in the library by yourself. My point is, that resistance may be futile, and disadvantage us.
On the other hand, we don’t want to be using technology for the sake of it.
Kylie wrote “My view is that as long as we are working with the best interests of our learners in mind and can facilitate a learning environment that is inclusive of all levels then we are on the right track.”
This is the resolution to the various points raised by the role play, in my opinion.
One last point – as a nurse, I do my best to use evidence based practice. This concept should relate to teaching methods, also. Otherwise, we can only assume that our use of new technology will benefit students in the long term.
Kate’s reflection (using Gibbs model)
What happened – as discussed above
Thinking and Feeling - I was quite nervous about doing this role play, as a group we discussed the positive and negative aspects and opinions of blended learning but we didn’t really have a script or even decide who was going to play which role until very close to the time we presented. When we presented our role play the whole thing flowed really well and we managed to make all the points we had discussed.
Good and Bad points – There were not any real bad points (except the data was wiped so no copy). Good points were definitely the outcome, feeling that we had presented all the points we wanted to, and to realise how much I have learnt through doing this paper.
Analysis and conclusion– In a short space of time our group was able to come up with a role play and present it to others, the role play highlighted the positive and negative views of blended learning techniques. It worked well and was a good way of presenting a lot of information that we have learnt through doing this design and delivery paper.
Action plan – In future I will feel more confident in debating this issue. I may also use this technique in my Teaching as a way of students summarising in their own way the information that they have learnt – this is an example of concepts we have discussed throughout this course such as ‘I do and I understand’ as well as ‘students remember 95% of what they teach others’
Tuesday, October 12, 2010
Session twelve - final session
In Session 12 we were shown a video by a Maori presenter at a Google conference. He focused on the importance of Maori language and leadership skills - the ability to influence. In particular he emphasised the following:
Do you think like a leader?
Do you look like a leader?
Who are your eagles?
Who have you turned your back on?
What will you do different tomorrow?
Being a prisoner with self imposed bars. He emphasised it doesn't matter what others think of you, it matters what you think of you.
Nuddy informed us that we need to get our portfolio to him over the next two weeks.
Do you think like a leader?
Do you look like a leader?
Who are your eagles?
Who have you turned your back on?
What will you do different tomorrow?
Being a prisoner with self imposed bars. He emphasised it doesn't matter what others think of you, it matters what you think of you.
Nuddy informed us that we need to get our portfolio to him over the next two weeks.
A more successful session
After discussing how facilitated study groups worked with Dana and the nature of students in the program I decided not to proceed with faciliatated study sessions with my engineering group. Instead, I chose to create a Wiki for my Engineering Group, where they would have the opportunity to create material and work with the technology. I introduced the Wiki to them. The students were given three questions to discuss and were asked to create a page on the Wiki where they are to provide resources on a technology of their choice to the group. The page they create will then be rated by others in the group. The person or team that is rated highest by others in the class will win a small prize.
The students were happy to discuss the questions introduced on the discussion board and were engaged in the activity I gave them. They spent the rest of the session looking for resources for their topics and learning how to add them to their pages on the Wiki. They appeared to enjoy this session.
The students were happy to discuss the questions introduced on the discussion board and were engaged in the activity I gave them. They spent the rest of the session looking for resources for their topics and learning how to add them to their pages on the Wiki. They appeared to enjoy this session.
Thursday, October 7, 2010
Sessions 10 and 11
Session 10
Best teaching experience
We were asked to reflect on who our best teacher was and why. We were then asked to write this down on paper, switch the paper with the person beside us and introduce their best learning experience.
For me, I was inspired and motivated by a teacher in form 1. She held high standards and expected a lot from us.
I thought this was a useful activity to apply in this context.
+’s of the activity
- Sharing of experience, inclusive, non threatening
-s of the activity
- Can’t elaborate others learning experience
Nuddy set up a wiki called Mitwikeners on PBWorks. We had an online discussion regarding classroom space and layout and its impact on learning.
Session 11
For me session 11 was the best workshop in the whole series (well done Nuddy for putting together a great session). The session fully engaged me through doing a roleplay. Each group had a different teaching problems to address and had to come up with different approaches to effectively deal with the issues concerned. Our group dealt with how to get a resistant teacher on board with using online technology. I felt our team did a really good job on this within a short time frame. Nuddy filmed our sessions and asked us to write up our role plays. Unfortunately, according to Nuddy, our film was overwritten. As a result we have needed to rely on our memory in constructing our write up. I have constructed a write-up for our role play and it is currently being edited and updated by other team members.
Next we were asked to provide feedback on a question.
“If you give control to students, will they pick up the ball and run?”
Feedback in my group was mixed. Personally, I feel some will and some will not, depending on the task and the motivation of the student.
I tried giving control to a group of students I deliver workshops for and ran into some difficulties which I have discussed in my earlier write-up on a session that did not work too well.
Best teaching experience
We were asked to reflect on who our best teacher was and why. We were then asked to write this down on paper, switch the paper with the person beside us and introduce their best learning experience.
For me, I was inspired and motivated by a teacher in form 1. She held high standards and expected a lot from us.
I thought this was a useful activity to apply in this context.
+’s of the activity
- Sharing of experience, inclusive, non threatening
-s of the activity
- Can’t elaborate others learning experience
Nuddy set up a wiki called Mitwikeners on PBWorks. We had an online discussion regarding classroom space and layout and its impact on learning.
Session 11
For me session 11 was the best workshop in the whole series (well done Nuddy for putting together a great session). The session fully engaged me through doing a roleplay. Each group had a different teaching problems to address and had to come up with different approaches to effectively deal with the issues concerned. Our group dealt with how to get a resistant teacher on board with using online technology. I felt our team did a really good job on this within a short time frame. Nuddy filmed our sessions and asked us to write up our role plays. Unfortunately, according to Nuddy, our film was overwritten. As a result we have needed to rely on our memory in constructing our write up. I have constructed a write-up for our role play and it is currently being edited and updated by other team members.
Next we were asked to provide feedback on a question.
“If you give control to students, will they pick up the ball and run?”
Feedback in my group was mixed. Personally, I feel some will and some will not, depending on the task and the motivation of the student.
I tried giving control to a group of students I deliver workshops for and ran into some difficulties which I have discussed in my earlier write-up on a session that did not work too well.
Thursday, September 30, 2010
Reflections on workshops
I feel that the majority of workshops that I do are of value to students. Most workshops I deliver relate directly to coursework or exams students will be doing, so students see their relevancy.
An exception
However, there is one series of workshops which I am experiencing some difficulty with this semester. These workshops are designed to help students develop numeracy and employability skills. The workshops have no formal assessment component to them. This I perceive to be an area of concern, as students today appear primarily concerned with doing work that directly impacts on their grades. With the series of workshops not counting towards student’s grades, I perceive that some students see the workshops as irrelevant. All students in the program are supposed to come to the sessions. I have discovered that some students are engaged in the workshops and are learning from the workshops, whereas others have chosen to not turn up or switch off from the sessions and are choosing to only engage to a limited degree. To be honest, when I was a stage one student I only went to classes that I could see were directly tied in with my course. If the sessions did not count towards my final grade and I felt they were not directly related to the course materials I was learning then I would not go to the sessions, regardless of their educational merit.
I gathered some feedback from the students which confirms that some are engaged whereas others are disengaged. I asked the students to provide some suggestions to improve the sessions. I mentioned that the feedback was for my personal use only, and that they could be honest and frank with their feedback. I advised the students that the feedback did not count towards me being evaluated. I felt that students would be more likely to provide genuine responses under these conditions, rather than provide a sugar coated response. I believe this turned out to be the case. Due to the conditions of gathering response, I feel that ethically I cannot divulge too much of their responses except in a very general sense.
Some students were happy with the workshops and provided feedback to say they had learnt from the sessions. However, two students rated the workshops poorly. Of these students, one stated that perhaps I should ask the students what they want from the sessions rather than talking to the lecturers to see what they perceive to be of value. One other student wrote in the recommendations for improvement that I should focus more on students who want to learn. This brings up the age old question, how much responsibility lies on my shoulders in terms of creating a motivational environment conducive to learning versus how much responsibility lies on the student’s shoulders in terms of being open to learn?
A session that did not work in this workshop series
I tried to deliver a workshop that contained an activity for students to do that utilised some of the concepts of constructive learning. I tried utilising the idea of self discovery, where students need to go on to the internet to find information they need to answer the questions for the activity. I gave them links to investigate to find the information they needed. They were put into two teams. The activity required students to build a structure, measure the angle of their ramp and roll a marble down the structure. They needed to work out the maximum velocity of the marble based on the angle of the ramp using the relationship between potential energy and kinetic energy. They also needed to work out that the velocity the marble reached was not based on the marble’s weight. I utilised the concept of competition to try to get them competing against each other to see who could get closest to the 5 metre mark.
I wanted to step back from the activity, to allow the students to discover the information for themselves, to act as a guide. Instead of getting involved in the activity however, some students chose to work on a PowerPoint presentation they needed to deliver for their class tomorrow, as this was of more importance to them as it counted towards their grades. Others wanted to just get on with making the structure rather than answering the questions on the sheet. I tried to get people working together and focused on the task but experienced difficulties in doing so.
The two teams did make the structure, but did not get full value from the session. I needed to tell them the two formulae for potential energy and kinetic energy and explain how weight was independent of speed. The teams also did not calculate the theoretical speed of the marble. I believe that some did not come out of the session with a better understanding of potential energy and kinetic energy.
Instead of getting the students to find out the answers for themselves, I could have put the two equations on the board and explained the relationship beforehand. This is a more old fashioned way of introducing the materials, but may have helped the students to understand the concepts better prior to doing the activity. To be honest, I feel that the students would have got more out of the session this way, as they did not seem interested in finding out the information for themselves. Those that did participate, wanted to get on with doing the activity. Perhaps in hindsight, I could have introduced the concept first, got the students working with an example that looks at the relationship between potential energy and kinetic energy first and then introduced the activity. I think this would have worked better.
Where to from here?
There are four more sessions left to be completed in the workshop series. I have thought of two possible courses of action. The first would be to run a tutorial class where students can work on the projects they desire, but would have me available as a resource that they can use. This approach has worked well in the past with physics students I support for another course. I could also provide exercises for those who would like to work on mechanics problems, that have enjoyed doing exercises in the past and having me available to ask questions and get assistance.
The second course of action could be to create facilitated study groups where the students decide themselves on the topics they would like covered in the remaining sessions. One of my work colleagues (Dana Karem) delivers facilitated group sessions. For these sessions, the group themselves come up with the topic to work on. The learning advisor acts as a facilitator for the session. I have set up a time to go and talk to Dana to get some tips on how to run these sessions.
In the next session I will put forward the two options and see which option they prefer. If they choose facilitated study groups I will then split the class up into groups of their choosing. I will get the groups to choose a topic that is relevant to their course. I will then get the groups to let me know what the topics are, some objectives they have for the sessions and will ask that they bring resources for the topic for the next time they meet. I will also gather some resources for the topics they have chosen. My goal will be to give them ownership of their own learning. For the remainder of the first session, I will then give them a choice to work on some mechanics problems that I have constructed for them or do work of their own choosing (as long as it is related to electrical engineering).
An exception
However, there is one series of workshops which I am experiencing some difficulty with this semester. These workshops are designed to help students develop numeracy and employability skills. The workshops have no formal assessment component to them. This I perceive to be an area of concern, as students today appear primarily concerned with doing work that directly impacts on their grades. With the series of workshops not counting towards student’s grades, I perceive that some students see the workshops as irrelevant. All students in the program are supposed to come to the sessions. I have discovered that some students are engaged in the workshops and are learning from the workshops, whereas others have chosen to not turn up or switch off from the sessions and are choosing to only engage to a limited degree. To be honest, when I was a stage one student I only went to classes that I could see were directly tied in with my course. If the sessions did not count towards my final grade and I felt they were not directly related to the course materials I was learning then I would not go to the sessions, regardless of their educational merit.
I gathered some feedback from the students which confirms that some are engaged whereas others are disengaged. I asked the students to provide some suggestions to improve the sessions. I mentioned that the feedback was for my personal use only, and that they could be honest and frank with their feedback. I advised the students that the feedback did not count towards me being evaluated. I felt that students would be more likely to provide genuine responses under these conditions, rather than provide a sugar coated response. I believe this turned out to be the case. Due to the conditions of gathering response, I feel that ethically I cannot divulge too much of their responses except in a very general sense.
Some students were happy with the workshops and provided feedback to say they had learnt from the sessions. However, two students rated the workshops poorly. Of these students, one stated that perhaps I should ask the students what they want from the sessions rather than talking to the lecturers to see what they perceive to be of value. One other student wrote in the recommendations for improvement that I should focus more on students who want to learn. This brings up the age old question, how much responsibility lies on my shoulders in terms of creating a motivational environment conducive to learning versus how much responsibility lies on the student’s shoulders in terms of being open to learn?
A session that did not work in this workshop series
I tried to deliver a workshop that contained an activity for students to do that utilised some of the concepts of constructive learning. I tried utilising the idea of self discovery, where students need to go on to the internet to find information they need to answer the questions for the activity. I gave them links to investigate to find the information they needed. They were put into two teams. The activity required students to build a structure, measure the angle of their ramp and roll a marble down the structure. They needed to work out the maximum velocity of the marble based on the angle of the ramp using the relationship between potential energy and kinetic energy. They also needed to work out that the velocity the marble reached was not based on the marble’s weight. I utilised the concept of competition to try to get them competing against each other to see who could get closest to the 5 metre mark.
I wanted to step back from the activity, to allow the students to discover the information for themselves, to act as a guide. Instead of getting involved in the activity however, some students chose to work on a PowerPoint presentation they needed to deliver for their class tomorrow, as this was of more importance to them as it counted towards their grades. Others wanted to just get on with making the structure rather than answering the questions on the sheet. I tried to get people working together and focused on the task but experienced difficulties in doing so.
The two teams did make the structure, but did not get full value from the session. I needed to tell them the two formulae for potential energy and kinetic energy and explain how weight was independent of speed. The teams also did not calculate the theoretical speed of the marble. I believe that some did not come out of the session with a better understanding of potential energy and kinetic energy.
Instead of getting the students to find out the answers for themselves, I could have put the two equations on the board and explained the relationship beforehand. This is a more old fashioned way of introducing the materials, but may have helped the students to understand the concepts better prior to doing the activity. To be honest, I feel that the students would have got more out of the session this way, as they did not seem interested in finding out the information for themselves. Those that did participate, wanted to get on with doing the activity. Perhaps in hindsight, I could have introduced the concept first, got the students working with an example that looks at the relationship between potential energy and kinetic energy first and then introduced the activity. I think this would have worked better.
Where to from here?
There are four more sessions left to be completed in the workshop series. I have thought of two possible courses of action. The first would be to run a tutorial class where students can work on the projects they desire, but would have me available as a resource that they can use. This approach has worked well in the past with physics students I support for another course. I could also provide exercises for those who would like to work on mechanics problems, that have enjoyed doing exercises in the past and having me available to ask questions and get assistance.
The second course of action could be to create facilitated study groups where the students decide themselves on the topics they would like covered in the remaining sessions. One of my work colleagues (Dana Karem) delivers facilitated group sessions. For these sessions, the group themselves come up with the topic to work on. The learning advisor acts as a facilitator for the session. I have set up a time to go and talk to Dana to get some tips on how to run these sessions.
In the next session I will put forward the two options and see which option they prefer. If they choose facilitated study groups I will then split the class up into groups of their choosing. I will get the groups to choose a topic that is relevant to their course. I will then get the groups to let me know what the topics are, some objectives they have for the sessions and will ask that they bring resources for the topic for the next time they meet. I will also gather some resources for the topics they have chosen. My goal will be to give them ownership of their own learning. For the remainder of the first session, I will then give them a choice to work on some mechanics problems that I have constructed for them or do work of their own choosing (as long as it is related to electrical engineering).
Wednesday, September 29, 2010
Sessions seven through nine
Session seven
- Learners need to be lead to this new way of constructive learning. You need to surrender control to the learners.
I feel this can be hard to do at times, with a sense of loss in control over how the activity is performed by the students. Some students are not used to this approach and struggle with what to do.
- Should provide appropriate level of stretch for students.
Sometimes I find it a challenge to get right level of stretch due to diverse abilities of groups work with. Sometimes I try to address this issue by mixing bright and less bright students together, so that brighter students can help teach less bright students.
- Spend less time up front
Could still spend less time up front
- Applying e-learning technologies
Do this to some degree. Need to be conscious of how to use online tools in ways that are effective for student’s learning. Would like to create more online activities that enable student to student interaction.
Positive characteristics of practitioners
- Reflective
I personally reflect – however it is adhoc in nature as there is no formal process within my department. I believe it would be worthwhile to develop a reflective practice process within department.
- Respectful of learners
Definitely
- Engaged with local enterprises
No, but do interact with lecturers to find out student needs
Engage more with lecturers and students to understand needs of departments and students iiiiii(esp. for workshops)
Some potential modes to focus on to become a more “expert” teacher (areas that I perceive I should develop further to become an expert teacher are shown below:
- Creating and maintaining a suitable class climate
- Gathering and acting on student feedback
- Automicity
- Setting challenging tasks
- Encouraging surface and deep learning
Lesson 9: Classroom management
Concerns:
Trouble students classroom management techniques class monitors
fixed seating arrangements roll marking four hour lesson
engagement late students noisy students
keep your cool stop talking asking a student to leave
rewards interactive
students laughing and talking while you teach
Sometimes I allow “disengaged” students to detrimentally affect my delivery.
Need to work on engaging students and my own self belief and maintaining a positive motivational atmosphere when put under pressure
What impact does the way I manage my class have on what the students learn?
A lot
How effective are my current methods of managing my classes?
Could be better
Use of PMI
Plus
What have you done well throughout the year that has had a positive impact on the learning environment of your class(es)?
Controlled classroom discussion to focus on task
Minus
Describe an incident or a time that was difficult for you to manage the classroom behaviour of your students.
Negative student – impacted on class atmosphere
What could you have done differently?
Addressed sooner. Informed student that if they do not want to be here, then they should leave
Improvement
What can you set as a target for yourself in terms of improving your response to poor classroom behaviour? Be more assertive.
*What makes a good teacher?*
A good sense of humour
Strict with boundaries
Can work on both these aspects!!!
Be prepared, stop it! Take control…
Expect high results from students – can do more of this!
Non-Verbal Language
* High Status Body Langauge *
* Teacher Positioning *
* Calm*
Walk towards the problem (can do more of this to get attention of people at back of the class)
Agentic Teacher - nice summary of quailities to consider for teaching
· Rejects deficit theorising
· Cares for students and their performance
· Allows students to bring their own contexts into learning
· Sets high standards
· Manages classroom to enhance interactive pedagogy
· Provides Academic Feedback / Feed forward
· Uses a range of teaching and learning strategies
· Uses Co-construction and collaboration effectively
· Uses evidence of performance to guide teaching
about the learning
· Creates an engaging learning context
Upon reflection, how do I see my current level of engagement in my teaching programmes/ department/faculty/wider MIT?
Mixed – sometimes I can engage the students really well, other times I struggle somewhat.
What changes will I make to the management of my classes?
Concentrate on having more fun, plus greater control of class!
Cath Dickey’s Powerpoint
Get a clicker – relevant for me, reminder to walk more into space
An Effective Teacher…..
• Has some experience (Yes)
• Has good content background and is beginning to understand the learning process. (Yes)
• Has a belief that all students can learn (Yes)
• Has belief in their own ability (Need to work on this)
• Has the ability to connect with students (Sometimes – need to work on this)
• Allows students ‘worldview’ into the class (Sometimes – need to work on this)
• ‘Withitness’ (Generally yes)
• Eye contact (or above heads) - Yes
• Know your student (name, interests etc) – need to work on this
• Expectations (Yes)
• Students need to know you care. (Yes)
· Emotional Objectivity (Yes)
· Believe they can be successful (yes)
Maintain momentum
• Groups (Short Exercises)
• Assigning Roles (could do more of this to get full engagement)
• Using a timer (yes – do this most of the time)
• Encourage accountability (yes do this)
In session seven, we learnt about three teaching styles. Aspects of the three teaching styles are shown in black. My use of the styles and potential areas for my development as a teacher are shown in blue
Teaching style: The Styles View
(focuses on how teachers teach)
- Teacher uses enthusiasm
Teaching style: The Styles View
(focuses on how teachers teach)
- Teacher uses enthusiasm
Generally I do. However, I could diplay more enthusiasm on occasions
- Provide overview at the start of something new
I do. Sometimes I could provide fuller and more clear explanations when explaining tasks.
- Provide overview at the start of something new
I do. Sometimes I could provide fuller and more clear explanations when explaining tasks.
- Minimise time teach up front
Generally yes. However I could still spend less time up front.
- Facilitate joint construction of knowledge
I have only used this to a limited degree due to nature of workshops and students I work with. Sometimes I have found that this approach does not work, as some students are not used to this model of learning.
Teaching style: The Outcomes Approach
(focuses on student results)
- Determined by what students achieve
I observe what students achieve during a workshop session. Sometimes what I achieve is intangible, but can be observed over time, such as the development of attitudes and positive modes of behaviour, such as employability skills. The workshops are not formally assessed which I believe is sometimes an issue. Sometimes I could check in more on all individuals within the group to see what they are achieving.
Generally yes. However I could still spend less time up front.
- Facilitate joint construction of knowledge
I have only used this to a limited degree due to nature of workshops and students I work with. Sometimes I have found that this approach does not work, as some students are not used to this model of learning.
Teaching style: The Outcomes Approach
(focuses on student results)
- Determined by what students achieve
I observe what students achieve during a workshop session. Sometimes what I achieve is intangible, but can be observed over time, such as the development of attitudes and positive modes of behaviour, such as employability skills. The workshops are not formally assessed which I believe is sometimes an issue. Sometimes I could check in more on all individuals within the group to see what they are achieving.
- Compare the results of my students versus others
Potentially this could be done, but is not done
- Compare the added value for my students versus others
Not done
- Effective teachers cause students to learn
- Flaws – prior knowledge differs, variation in student motivation
I definitely find this to be the case and at times find this issue difficult to address.
Teaching Style: The Inquiry Approach
(incorporates styles and outcomes with an inquiry based framework)
- This approach focuses on how the teacher’s actions impact on student outcomes, inquires into this to enhance student engagement and success.
I do this to some degree informally. I could put more conscious energy into this.
- Knowledge and skills – what questions to ask to help determine the relationship between iiiiii
teaching and learning. How to analyse effectiveness of teaching. Teacher needs to be open iiii minded to learning about their own teaching effectiveness –
At times I must admit that I am somewhat scared and anxious about evaluating own practice and facing up to my own inadequacies. As a result I may possess a little bit of ideological conservatism and wanting to stick to the tried and true rather than trying new and different ways of teaching. Need to feel the fear and embrace it and be OK with trying things and making mistakes. Need to face up to own weaknesses, be open to learning from mistakes and see them as an opportunity to improve.
At times I must admit that I am somewhat scared and anxious about evaluating own practice and facing up to my own inadequacies. As a result I may possess a little bit of ideological conservatism and wanting to stick to the tried and true rather than trying new and different ways of teaching. Need to feel the fear and embrace it and be OK with trying things and making mistakes. Need to face up to own weaknesses, be open to learning from mistakes and see them as an opportunity to improve.
VET practice
We also learnt about VET practice in session six. Aspects of VET practice are shown in black. My use of concepts from VET and potential areas for my development as a teacher are shown in blue
VET practice focuses on Authentic Learning
- Authentic learning – should be real world, complex and completed over sustained period of time. VET practice recommends that the student examine tasks from different perspectives using a variety of resources. VET practice provides students opportunity to reflect and collaborate to produce polished products.
- Authentic learning – should be real world, complex and completed over sustained period of time. VET practice recommends that the student examine tasks from different perspectives using a variety of resources. VET practice provides students opportunity to reflect and collaborate to produce polished products.
In my workshops I can contextualize problems, but it is difficult to make real life examplesiwith the time frames I deal with. As a result I do not feel this is feasible with the types of workshop I deliver.
- Vet practice advocates for a constructivist view of learning, where the learner actively experiences, reflects and constructs their own meaning and the learner is motivated by task.
I feel I do not use constructivist approaches enough. As a result I tried doing this on a couple of occasions. The first time I tried to do this I had some success. The second time I tried this it was a complete flop. (I will discuss what happened for this second attempt in a later post). Some students lacked the motivation or desire to learn in this way.
I feel I do not use constructivist approaches enough. As a result I tried doing this on a couple of occasions. The first time I tried to do this I had some success. The second time I tried this it was a complete flop. (I will discuss what happened for this second attempt in a later post). Some students lacked the motivation or desire to learn in this way.
- Learners need to be lead to this new way of constructive learning. You need to surrender control to the learners.
I feel this can be hard to do at times, with a sense of loss in control over how the activity is performed by the students. Some students are not used to this approach and struggle with what to do.
- Should provide appropriate level of stretch for students.
Sometimes I find it a challenge to get right level of stretch due to diverse abilities of groups work with. Sometimes I try to address this issue by mixing bright and less bright students together, so that brighter students can help teach less bright students.
- Spend less time up front
Could still spend less time up front
- Promote peer learning
Use this sometimes, but definitely could still do more of this
Use this sometimes, but definitely could still do more of this
- Applying e-learning technologies
Do this to some degree. Need to be conscious of how to use online tools in ways that are effective for student’s learning. Would like to create more online activities that enable student to student interaction.
- Workplace learning
Not applicable to me
Not applicable to me
- Personalise learning - consider prior learning and competence, build rapport with learner
I do this one on one and in small groups, but not so much for workshops. I could definitely do more to personalize learning to individuals in workshops, learn their names, etc.
I do this one on one and in small groups, but not so much for workshops. I could definitely do more to personalize learning to individuals in workshops, learn their names, etc.
- Goal – active and engaged learners.
Engagement with materials and classroom control main areas of concern to me.
The next section looks at positive characteristics of practitioners. How well I match this characteristics and actions I can take are written once again in blue.
Positive characteristics of practitioners
- Reflective
I personally reflect – however it is adhoc in nature as there is no formal process within my department. I believe it would be worthwhile to develop a reflective practice process within department.
- Responsive to learners
I am only partially responsive and could do more in this area.
I am only partially responsive and could do more in this area.
- Respectful of learners
Definitely
- Engaged with local enterprises
No, but do interact with lecturers to find out student needs
Engage more with lecturers and students to understand needs of departments and students iiiiii(esp. for workshops)
- Reach out to learn from and share their own knowledge with other practitioners
I do not do enough of this and should do more.
I do not do enough of this and should do more.
- Observe day to day – check to see whether the learners are engaged
Sometimes I observe, sometimes not. Sometimes everyone is engaged, sometimes not. Sometimes find it a challenge to get everyone engaged. I feel that the students need to see the materials as relevant, offering the right level of challenge and be of interest to them. If they do not see the materials as relevant, will switch off, regardless of educational merit. I feel that I should make more effort to observe and engage everyone, that I should attain imore feedback from the students and act more on this feedback.
Sometimes I observe, sometimes not. Sometimes everyone is engaged, sometimes not. Sometimes find it a challenge to get everyone engaged. I feel that the students need to see the materials as relevant, offering the right level of challenge and be of interest to them. If they do not see the materials as relevant, will switch off, regardless of educational merit. I feel that I should make more effort to observe and engage everyone, that I should attain imore feedback from the students and act more on this feedback.
- Enjoyment, emotional connection are as important as actual learning for students! Having fun!
Agreed. Sometimes I achieve this, sometimes I do not. I know it makes a big difference.
Some educational goals
It is important to instill skills, knowledge and attitudes, to upskill and update workers at a time of skills shortages.
Agreed. Sometimes I achieve this, sometimes I do not. I know it makes a big difference.
Some educational goals
It is important to instill skills, knowledge and attitudes, to upskill and update workers at a time of skills shortages.
Assessment Issues
Assessment can occur through authentic tasks, peer learning and e-learning
I believe that assessment is the main component missing in what I deliver. This makes it difficult to maintain interest of students in some of the workshops I deliver due to the students seeing the workshops as not being relevant to their goals. I do check to see whether students have understood concepts of workshop and can answer related questions, but this is not done through formal assessment. At this stage I do not have an answer to this issue.
Assessment can occur through authentic tasks, peer learning and e-learning
I believe that assessment is the main component missing in what I deliver. This makes it difficult to maintain interest of students in some of the workshops I deliver due to the students seeing the workshops as not being relevant to their goals. I do check to see whether students have understood concepts of workshop and can answer related questions, but this is not done through formal assessment. At this stage I do not have an answer to this issue.
Dean Nugent’s Powerpoint
Knowledge is produced in response to questions.
Knowledge is produced in response to questions.
Reflective practice PowerPoint - Dealing with difficult situations in class
Handling problematic students, methods and techniques, staring down, not repeating information if student is late, asking students to share when talkative, body posture
I would have liked to have attained a copy of our class discussion on this topic, as this is an area of weakness for me on certain occasions. I feel that classroom control and how to make some materials “relevant” are my main issues in teaching .
Matt video– Matt was interactive, culturally sensitive and engaged his audience
Inquiry approach – teacher effectiveness is determined by the quality of the inquiry into the relationship between teacher actions and student learning. Adopt an inquiry stance that is deliberate and systematic. My process is not deliberate and systematic!
Teacher practices are aimed at increasing student engagement and success.
Handling problematic students, methods and techniques, staring down, not repeating information if student is late, asking students to share when talkative, body posture
I would have liked to have attained a copy of our class discussion on this topic, as this is an area of weakness for me on certain occasions. I feel that classroom control and how to make some materials “relevant” are my main issues in teaching .
Matt video– Matt was interactive, culturally sensitive and engaged his audience
Inquiry approach – teacher effectiveness is determined by the quality of the inquiry into the relationship between teacher actions and student learning. Adopt an inquiry stance that is deliberate and systematic. My process is not deliberate and systematic!
Teacher practices are aimed at increasing student engagement and success.
Session 8
Session eight focused around qualities of a good teacher. My reflections of the topic are once again shown in blue
Who had an impact on your learning? What did they do that engaged me?
The teacher challenged me. Earned my respect. Was motivational
Putting teaching in context
Students account for 50% of variance in achievement. Students that bring more to the table achieve more. This is certainly the case in my experience of students from one semester to the next.
Home accounts for 5-10%
Schools account for 5-10%
Peer effects 5-10%
Teachers 30%
When I consider these things, it becomes apparent that the main factors to consider are feedback, quality of instruction, prior knowledge, motivation of student to learn, classroom environment and challenge of goals. This makes sense when I consider how well I have been able to deliver my level two numeracy and employability skills development workshops.
Session eight focused around qualities of a good teacher. My reflections of the topic are once again shown in blue
Who had an impact on your learning? What did they do that engaged me?
The teacher challenged me. Earned my respect. Was motivational
Putting teaching in context
Students account for 50% of variance in achievement. Students that bring more to the table achieve more. This is certainly the case in my experience of students from one semester to the next.
Home accounts for 5-10%
Schools account for 5-10%
Peer effects 5-10%
Teachers 30%
When I consider these things, it becomes apparent that the main factors to consider are feedback, quality of instruction, prior knowledge, motivation of student to learn, classroom environment and challenge of goals. This makes sense when I consider how well I have been able to deliver my level two numeracy and employability skills development workshops.
What do expert teachers do?
- Identify representations of their subject
- Integrate understanding
- Link in with student needs, responsive, unique, can anticipate student challenges with material
- Take problem solving stance
- Work uniquely with students
- Take advantage of new information
- Can anticipate, plan and improvise classroom activities in terms of length and content based on student handling of materials
- Guide learning through classroom interactions
- Create a climate for learning (area I need to work on) errors are welcomed, student questions are welcomed, engagement is the norm
- Can scan the classroom to monitor classroom situation and student behavior (still a bit of a novice in this area)
- Monitor learning and provide feedback
- Expert teachers are more adept at monitoring student problems and assessing their level of understanding and progress, and they provide much more relevant, useful feedback. Can attain and determine easier where students are at in terms of their learning. Can evaluate and test how effective their teaching is
- Attend to affective attributes
- Respect students (yes)
- Passionate about teaching and learning
- Influence student outcomes
- Engage students in learning, enhance self efficacy and self concept (sometimes I can achieve this). Set challenging goals, set and achieve surface and deep level learning outcomes
- Positively influence student achievement
Chart comparing Experienced and Expert teachers
Some potential modes to focus on to become a more “expert” teacher (areas that I perceive I should develop further to become an expert teacher are shown below:
- Creating and maintaining a suitable class climate
- Gathering and acting on student feedback
- Automicity
- Setting challenging tasks
- Encouraging surface and deep learning
Lesson 9: Classroom management
Concerns:
Trouble students classroom management techniques class monitors
fixed seating arrangements roll marking four hour lesson
engagement late students noisy students
keep your cool stop talking asking a student to leave
rewards interactive
students laughing and talking while you teach
Sometimes I allow “disengaged” students to detrimentally affect my delivery.
Need to work on engaging students and my own self belief and maintaining a positive motivational atmosphere when put under pressure
What impact does the way I manage my class have on what the students learn?
A lot
How effective are my current methods of managing my classes?
Could be better
Use of PMI
Plus
What have you done well throughout the year that has had a positive impact on the learning environment of your class(es)?
Controlled classroom discussion to focus on task
Minus
Describe an incident or a time that was difficult for you to manage the classroom behaviour of your students.
Negative student – impacted on class atmosphere
What could you have done differently?
Addressed sooner. Informed student that if they do not want to be here, then they should leave
Improvement
What can you set as a target for yourself in terms of improving your response to poor classroom behaviour? Be more assertive.
*What makes a good teacher?*
A good sense of humour
Strict with boundaries
Can work on both these aspects!!!
Be prepared, stop it! Take control…
Expect high results from students – can do more of this!
Non-Verbal Language
* High Status Body Langauge *
* Teacher Positioning *
* Calm*
Walk towards the problem (can do more of this to get attention of people at back of the class)
Agentic Teacher - nice summary of quailities to consider for teaching
· Rejects deficit theorising
· Cares for students and their performance
· Allows students to bring their own contexts into learning
· Sets high standards
· Manages classroom to enhance interactive pedagogy
· Provides Academic Feedback / Feed forward
· Uses a range of teaching and learning strategies
· Uses Co-construction and collaboration effectively
· Uses evidence of performance to guide teaching
about the learning
· Creates an engaging learning context
Upon reflection, how do I see my current level of engagement in my teaching programmes/ department/faculty/wider MIT?
Mixed – sometimes I can engage the students really well, other times I struggle somewhat.
What changes will I make to the management of my classes?
Concentrate on having more fun, plus greater control of class!
Cath Dickey’s Powerpoint
Get a clicker – relevant for me, reminder to walk more into space
An Effective Teacher…..
• Has some experience (Yes)
• Has good content background and is beginning to understand the learning process. (Yes)
• Has a belief that all students can learn (Yes)
• Has belief in their own ability (Need to work on this)
• Has the ability to connect with students (Sometimes – need to work on this)
• Allows students ‘worldview’ into the class (Sometimes – need to work on this)
• ‘Withitness’ (Generally yes)
• Eye contact (or above heads) - Yes
• Know your student (name, interests etc) – need to work on this
• Expectations (Yes)
• Students need to know you care. (Yes)
· Emotional Objectivity (Yes)
· Believe they can be successful (yes)
Maintain momentum
• Groups (Short Exercises)
• Assigning Roles (could do more of this to get full engagement)
• Using a timer (yes – do this most of the time)
• Encourage accountability (yes do this)
Thursday, July 22, 2010
Reflections on delivering first session of blended workshop series
On Tuesday 20th of July 2010, I delivered the first portion of my blended course materials.
Aspects I successfully applied from the teaching course to the workshop held include
- Student / teacher, student / content and student / students interaction
- Challenging students (gave the students a more challenging online activity to do)
- Power sharing (told them that I didn’t know all the answers and let them see what they could come up with – helped the students to feel they were on the same level as me)
- Peer learning (students worked together on tasks)
- Engaging students (provided online activities that allowed the students to gain their own knowledge and interact with one another through completing a matching activity online where they constructed knowledge for themselves rather than relying on the teacher to give the answers)
- Relationship building (students were introduced to the online tools, shown an example of how to introduce themselves online and had the opportunity to introduce themselves to each other online and interact with one another and the lecturer)
The students appeared engaged and interested in what they were doing.
Aspects I successfully applied from the teaching course to the workshop held include
- Student / teacher, student / content and student / students interaction
- Challenging students (gave the students a more challenging online activity to do)
- Power sharing (told them that I didn’t know all the answers and let them see what they could come up with – helped the students to feel they were on the same level as me)
- Peer learning (students worked together on tasks)
- Engaging students (provided online activities that allowed the students to gain their own knowledge and interact with one another through completing a matching activity online where they constructed knowledge for themselves rather than relying on the teacher to give the answers)
- Relationship building (students were introduced to the online tools, shown an example of how to introduce themselves online and had the opportunity to introduce themselves to each other online and interact with one another and the lecturer)
The students appeared engaged and interested in what they were doing.
Wednesday, July 14, 2010
Reflections - Session 6
I missed the first part of session six, as I needed to cover reception for the Learning Support Centre. Apparently a guest lecturer named Pamela came to the session and introduced a variety of games and activities that can be done with students. I have had a look on Emit for these resources but unfortunately none are there.
In the second half of session six, a “post box” activity was carried out, where issues were identified. Teams were then asked to brainstorm ways to address the issues identified and report back to the whole group. This was a cool exercise which I have incorporated previously, but in a slightly different manner, where students were split into small groups to answer different questions and report back to the group solutions to the problems they were given.
A range of suitable strategies were provided by the groups to deal with different issues related to teaching students. I felt that this was an engaging activity which I will continue to use from time to time as part of my teaching.
In the second half of session six, a “post box” activity was carried out, where issues were identified. Teams were then asked to brainstorm ways to address the issues identified and report back to the whole group. This was a cool exercise which I have incorporated previously, but in a slightly different manner, where students were split into small groups to answer different questions and report back to the group solutions to the problems they were given.
A range of suitable strategies were provided by the groups to deal with different issues related to teaching students. I felt that this was an engaging activity which I will continue to use from time to time as part of my teaching.
Tuesday, July 13, 2010
Monday, July 12, 2010
Reflections - Sessions 1 to 5
Session 1: 23rd of March
What is learning?
I liked the activity where each person writes down something they learnt recently and how they learnt it. This activity could be used to identify what methods would be effective to use with the students you are teaching. I could try asking this question as an opener at the beginning of a workshop series or when delivering a learning styles workshop that I deliver from time to time.
Some useful reminders were put forward of how people learn such as feedback, encouragement, investigating, researching, discussion, construction of ideas by students, demonstration, repetition, observation, dismantling and repairing.
A good reminder was also put forward indicating that delivery methods that result in students’ sitting and listening are often not the best approach to use to enhance student learning. The concept of the student being actively engaged was put forward as a preferable approach over passive learning. This is something I very much believe in. Even though this is the case, sometimes I can be guilty of “lecturing” students, where other methods for learning the materials may be more effective for them.
The idea of rewards was put forward. Interesting discussion was had regarding the use of extrinsic rewards or prizes, versus the intrinsic reward students may attain through acquiring knowledge. The concept of how much you should reward and the types of rewards to offer, such as a verbal “well done” versus a prize like a candy bar or pen was debated. Concepts of competition against each other and prizes for coming first and rewards of fun activities like games for completing work were discussed. The conclusions I reached were that rewards can be motivating if used in appropriate ways, that different types of rewards should be used to motivate students, but should not become the primary purpose for student’s learning material.
The concept of SOLO was put forward as an approach for transitioning students towards higher level thinking. Much debate was had around the table regarding its appropriateness for lower level students and whether higher level thinking is required for the courses being delivered. Discussion was had regarding whether student learning should be limited to lower level learning such as stating facts in line with the requirements of NZQA standards for level two and three papers or whether students should be encouraged to work with the ideas at a higher level to consider cause and effect. The lecturers also discussed the limited capabilities that some of their students have to understand the basics let alone grapple with concepts at a higher level. For me, I see the educational system at tertiary level plays an integral role in transitioning students from lower level thinking at level 2 to higher level thinking at level 7 and beyond, where students shift from stating the basics to learning how to problem solve and think at a deeper level. Initially I saw SOLO as being highly relevant for teaching level 5 up, but had some reservations regarding level 2 and level 3 students and how appropriate it is for the curriculum being taught and their cognitive capabilities. Now I feel that SOLO can be used at lower level to a certain degree to encourage and foster higher level thinking, but that students need to learn how to walk first to some degree before they can run. Using SOLO will help students shift from learning facts to understanding how the facts fit in to the whole picture and expand beyond the current situation to see how information can be applied to different situations.
I felt that the illustration of the construction of a building in a city is a nice demonstration of the SOLO principle. This is shown below:
1 Pre-structural: here students are simply acquiring bits of unconnected information, which have no organisation and make no sense.
2 Unistructural: simple and obvious connections are made, but their significance is not grasped.
3 Multistructural: a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.
4 Relational level: the student is now able to appreciate the significance of the parts in relation to the whole
5 At the extended abstract level, the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance
Reference: Atherton (2010)
The NZ Solo link provided showed an interesting example of a relational question involving maths, where the student needed to work out the time for a runner, given they were slightly slower than another runner’s time. This concept I could use when working with some of my math students. They also illustrated using a statistics example how to go beyond what is given. I used this principle in constructing a SOLO math question in a workshop on graphs, where I gave the students the information and asked them to consider what might explain the differences in trends.
This is illustrated below:
I liked the process that was provided for turning lower level questions into higher level questions. I could see how this could be applied in some cases. The process is shown below and illustrated in an algebra problem.
The next slide in the series suggests trying it out. I recently developed some curriculum for a level two electrical engineering course for my e-learning paper. Although I used some of the ideas from session four and five from this paper for designing the course I did not think that much about applying SOLO. This is something for me to think about, should I wish to refine the course.
The next slide reinforced my thoughts that it is good to know that different levels of questions are required to help students learn concepts. I usually begin with simple and build up to more complex questions involving higher order thinking. This was a key consideration in the way that I designed the blended course for the level two engineering program. The aspect I found interesting in the examples below is that even uni structural questions can be challenging to answer, that complexity or difficulty is not simply a function of moving from lower level questions to higher level questions. This is illustrated in the slide below:
In session one, we spent some time to determine what people wanted to learn on the course. I feel that gathering feedback on what students what to learn on the course is a good strategy when using more constructive teaching methods, which is something for me to remember.
Session 2:
Kate Slattery discussed the “Learning Relationship” and how you “engage” students in their learning, rather than just defining expectations and providing an overview of the course and creating a warm fuzzy environment. For Kohitanga, they discussed peer review, having someone observe you and check in on when students are engaged and not engaged in their learning. This is something that I may set up with a colleague. We could look at when students are on task or off task and which ones are engaged / not engaged. Kate introduced the concept of best evidence synthesis and 10 characteristics of a good teacher. This included asking students whether they felt comfortable asking questions and what the teacher does to engage your learning. She stated “How does the teacher encourage you to ask questions?” The concept of 80 / 20 was put forward emphasising a shift in focus to the students. She suggested to not answer questions straight away, but to get students to think first. This is a concept that I have not applied much to date, but will consider.
Kate discussed how she constructed what she thought were good SOLO. However, she discovered that they were low level, pre structural, uni structural questions, such as “in what time period? What does romantic mean? What begins in section one? Who did the monster find in the lake?” Kate discussed how she needed to do some work to change the nature of her questions. She introduced the houses idea (from session one) and the SOLO taxonomy and stressed a preference for higher order thinking.
Kate then put forward a higher level question: “How do modifications of plant structure and function help a plant resist drought stress in a desert environment? “ Although this is a high level question students could respond in a pre-structural manner through to a higher level manner, dependent upon their current level of thinking and conceptual understanding of the subject.
This is illustrated by the responses below:
“Not many plants can survive in desert - Cactus lives in a desert” This is pre-structural thinking.
“Plants in the desert have a thick cuticle. Plants absorb water any time they can get at it” This is a uni structural response.
“Desert plants have reduced leaves in the form of spines and their root spread out to absorb as much water as they can. Desert plants have CAM photosynthesis and very thick cuticles”. This is a multi structural response.
“Carrying out CAM photosynthesis involves opening the stomata at night when the desert air is cool. The result is when stomata open to admit CO2 there is a lower rate of water loss than there would be if the stomata were open during the hot day.” This is a relational response
“By having roots that go deep into the desert a plant may be able to find hidden reserves of water. By also having a thick cuticle to restrict water loss from the shoot the plant is able to conserve enough water to survive. “This is a relational response.
“Because the plant has to balance the opposing fluxes of water and CO2 when stomata are open, it is advantageous to open stomata at a time when it is less likely that the water will be lost because CO2 will always be available. That will occur at night when the desert air is cooler or in the day when excess water is temporarily available. Because carbon filtration by Rubisco can only occur in the light, an additional means of CO2 fixation is needed. That is provided by PEP carbonoxylase in the CAM photosynthesis dual fixation process. With excess water, stomata may open during the day and rely exclusively on Rubisco fixation. As the greenhouse effect causes a warmer and drier global climate it could be expected that plants showing these adaptations will increase their geographical range in the future. “This is an extended abstract.
Kate then emphasised that if you pitch your question at the lower level, you will never be able to see what the student can do. Why not give them the option to show you what they are capable of? This made sense to me and made me think about the types of questions I ask students. Perhaps I could give more higher level questions to engage higher level thinking and provide feedback, encouragement and even guidance to foster higher level thinking.
Kate emphasised that there is a correlation between answers and the questions we ask them. This concept can be applied to assessment – We can’t get high end stuff unless we ask higher level questions. However NZQA standards may only expect you to teach to lower end questions. The student may also only be operating at lower end. To me this brings up the key question “How do you shift them from lower level thinking to higher level thinking?” I believe part of the solution to this issue can be through the progressive introduction of slightly higher level questions. This can be followed by feedback, encouragement and even guidance to foster higher level thinking, where we assess students’ answers to see whether the ideas are linked or not and provide feedback or suggestions on how to link ideas to create higher level responses.
Another example was provided of shifting a question about mosquitos from lower level to higher level:
Lower level – list four types of mosquitos. What do mosquitos do?
Multi structural – list 4 species of mosquito in tropical areas and compare / contrast the risks for each species
Relational - list 4 species of mosquito in tropical areas and discuss their relative importance in public health programmes
Extended – discuss how you might judge the relative importance of similar threats to public health, in the discussion use various species of tropical mosquito as examples.
A key point Kate made was to consider whether a question worth asking before asking it.
Kate then discussed how she adjusted some of her question to illicit higher level response
One strategy she used was to give students the answer to the question and get the students to think why. This is shown in the examples below.
“A circle is generally used to describe cycles. Why is this an appropriate shape to use?”
Instead of “Who did the monster find in the lake”, Kate suggested replacing this question with: “Should parents be responsible for their children’s actions? In your discussion focus on the relationship between Dr Frankenstein and the monster”
Apparently students had lots to say -including naughty children in class! This was interesting to me as I thought some students might find it difficult to think at a higher level.
Another question put forward was “Shakespeare wants to be on Hamlets side. Why?” Again apparently students engaged in response.
Another question put forward was “Explain the significance of the Napoleonic flag in the three bees company in the film the constant gardener.” (this was done in groups, illustrating that may be worthwhile to combine brain power and build discussion to answer more tricky higher level questions)
Kate mentioned that students were asked to think at a higher level and that this had some positive outcomes for the students. This is shown below:
“We were being asked to think for ourselves as opposed to being told about it”.
“We had to think at a higher level and I began to understand things better rather than just giving out facts that required little brain power”.
The second comment made as feedback by a student emphasising increased understanding struck a chord with me. I could see that the higher level questions had been beneficial to the student’s learning which is particularly positive.
We were then asked to come up with a higher level question to ask students that would expand on the theme: “Why doesn’t Sam Morgan pay tax?”
The extended abstract question that our group came up with was: “Explain the loop holes in the NZ tax system that allow Sam Morgan not to pay tax”
Others people came up with are shown below:
“How can you use trade me to avoid tax?”
We were also asked to come up with a higher order question for our own areas of expertise The higher level question I put forward to the class was, “How does price relate to supply and demand of a product?”
Kate also put forward the concept, “What good question will you ask tomorrow?” Although I could see some potential merit to this, I was not entirely convinced that this is significantly better than asking a child “What did you learn today at school?”
SOLO Question
We were asked to come up with a higher level SOLO question. I used the principle of telling them the obvious but getting them to go beyond the data to consider why there may be a higher percentage increase on Auckland property versus Dunedin property over the long term
The question:
As can be seen from the table above, Auckland’s median house price has achieved a higher percentage capital growth return over the 1991 to 2010 period than Dunedin. Why do you think this may be?
This did get the students thinking about some of the possible reasons for the trends in the data and got them thinking beyond reporting the obvious facts.
Through doing this course so far, I am still not sure what the 80: 20 rule is in relation to teaching. We discussed there is no such thing as a dumb question, so this is something that I will ask.
Library Session by Fred Ling
Fred Ling introduced us to the e-library. I spent a little time looking at some online resources and identified a good book for doing introductory algebra. The book I found is shown below:
As it turns out, about a week later I met a student who needed help with algebra. I was able to show her how to located this e-resource online and give her a brief run down of what it covers.
Session 3
During session three we looked at Room A302 and the type of environment that you could set up teams to work together within an e-learning set up. Under this environment students can be given tasks and projects to do where they need to find information, generate their own learning and work together on projects. The lecturer becomes more of a facilitator of learning, providing support and assistance to the students. Philosophies of constructive teaching become more prevalent in this type of environment where students construct their own learning and knowledge through meaningful activities. The nature of assessment can also change, such as becoming more practically oriented towards completing tasks similar to what students may encounter in real life or in the workplace, rather than standard assessments like tests. Students may also have the opportunity to work in teams on tasks and provide feedback to each other through delivering presentations of work and learning from one another.
Under this type of environment, students become more IT savvy, develop research skills and team work skills in addition to learning course content. E-learning can offer a different type of learning experience where students can learn to become more self autonomous, independent learners that have the ability to take charge of their own learning.
During the session, we had the opportunity to look at blogs and wikis and how they are done. I set up a blog page and will transfer my reflections onto it.
Unfortunately, I missed part of the session due to dancing commitments.
Session 4
Session 3
During session three we looked at Room A302 and the type of environment that you could set up teams to work together within an e-learning set up. Under this environment students can be given tasks and projects to do where they need to find information, generate their own learning and work together on projects. The lecturer becomes more of a facilitator of learning, providing support and assistance to the students. Philosophies of constructive teaching become more prevalent in this type of environment where students construct their own learning and knowledge through meaningful activities. The nature of assessment can also change, such as becoming more practically oriented towards completing tasks similar to what students may encounter in real life or in the workplace, rather than standard assessments like tests. Students may also have the opportunity to work in teams on tasks and provide feedback to each other through delivering presentations of work and learning from one another.
Under this type of environment, students become more IT savvy, develop research skills and team work skills in addition to learning course content. E-learning can offer a different type of learning experience where students can learn to become more self autonomous, independent learners that have the ability to take charge of their own learning.
During the session, we had the opportunity to look at blogs and wikis and how they are done. I set up a blog page and will transfer my reflections onto it.
Unfortunately, I missed part of the session due to dancing commitments.
Session 4
I liked the group brainstorm session where we looked at our best and worst experiences as a teacher and a learner. It helped me to reflect over what makes a good learning experience.
The concept of blaming the student was interesting. How much responsibility do we take on for creating an environment conducive to learning? How much should fall on the student’s shoulders to be responsible for their own learning? Sometimes I can be quick to blame the student.
A model of teaching was put forward that contains three levels across a spectrum. The student centred approach was advocated over the traditional view. These levels are shown below.
Traditional view level 1: our responsibility to know content and transmit. Up to student to attend, listen, take notes, read and regurgitate to satisfactory standard.
Level 2: transmit concept and understanding
Level 3: student centred model where the teaching supports learning – focus on learning and meeting intended outcomes. What type of learning activities will help students understand material to desired level? Set and expect high standards from students.
In the course I designed I tried to develop learning activities that matched up with intended outcomes that were designed at the desired level. I found the concept of expecting a lot from students interesting. I guess it goes in line with giving people responsibility. When this is done some may take it seriously and want to do a good job, to show what they can do, to push themselves to achieve. This is something I kept in mind for the course through setting some slightly harder activities for the students to do. In looking back at the course I designed, perhaps I could still do more of this.
Two theories of practice were put forward: theory x and theory y.
Theory x states that students cannot be trusted, that they don’t want to learn, they cheat if they can and therefore cannot make responsible decisions about their learning. They need to be told what to do, deadlines and regulations need to be spelt out and student attendance needs to be checked.
Theory y states that students will work best when given freedom to make own judgements. Aim is to support student learning, not overcome deviousness
A question was posed. “What sort of climate are you creating for your students? “ It was postulated that a climate where students are passive and use lower level thinking results in disengaged students whereas an environment that fosters higher level thinking results in engagement.
I could see some merit in this, but was not totally convinced that theory y is always the best way to go with students. I believe students, like lecturers need to earn respect. I believe that if left free some students will not turn up and will choose to muck around as they have not developed the maturity yet to make favourable educational choices. So I stand somewhere in between theory x and theory y.
The concept of passive learning and the standard lecture versus active problem based learning ties in with the principles of SOLO and a surface approach versus a deep approach to learning. SOLO ties in with the concept of information versus knowledge, not merely knowing facts, but knowing how and when to apply them to complete relevant tasks. A goal of teaching is to engage students in active learning to build their knowledge and conceptually change their perceptions of the world around them. The concept of depth of learning, difference in student capability and its relationship to teaching method is shown in the diagrams below.
William Glasser put forward a model that illustrate that what you do and teach to others is more likely to be learnt and retained. I was already familiar with William Glasser’s model. However, I applied this concept to the design of my e-learning course to focus on getting students to do practical tasks and learn from one another.
I like Derek Rountree’s quote: You can’t pick up knowledge ready made as if from a supermarket, you have to make your own knowledge. This suggests that students need to grapple with concepts and relate it to their own life experiences and see how the information fits on with what is relevant for them so that they can apply the information. This suggests that learning could be done experientially through getting students to do tasks that are meaningful to them and through the process acquire information and knowledge of interest to them.
The slide suggesting beginnings, endings, repetition and meaningful activities all make sense to me. The philosophies of chunking information into digestible packets, and repeating information and tasks to build confidence were used in the curriculum I designed for a level two engineering program focused on mathematics.
The philosophy of review was also used at the end of a lecture and at the beginning of the lecture to link activities.
A model of teaching has been put forward (Diagram – session 4), that incorporates the themes of constructivism in terms of delivery with a goal of moving the student from surface level to deeper level understanding and acquisition of knowledge. In the model reflection and feedback is used to adjust delivery. My model of teaching is included in the blog "Design and Teaching Model Diagrams".
Although I believe constructivism has merit, I am not convinced that constructivism is the only effective method of teaching. With some student groups I believe more directive methods will be appropriate using concepts of behaviourism, that some students do not have the educational maturity or motivation for constructivism to work.
I had a discussion on this topic with an ESOL advisor and she mentioned that she uses behaviourism more so than constructivism with her student group. I also use behaviourism quite a bit when working with simple numeracy issues. I also spoke to someone who teaches bio sciences for nursing. Although he mentioned that he uses constructivist principles for his own learning, he also emphasised the value of using behaviourist principles with his students to help them learn the massive amounts of information they need to acquire.
Session 5
A lesson was designed by my group to help students understand the concept of square metres. This had a practical orientation to it, catering to the kinaesthetic and visual learning styles through measuring out a square metre and then working out the square meterage of a wall. The approach got the students actively involved. The purpose and the audience were kept in mind. Builders need to be able to measure square metres for working out quantities of materials. The hands on nature of their work and their preference for kinaesthetic activities would suggest a practical task that relates to what they would do in real life would work well with this group to build relevancy and understanding of the concept.
The concepts of relevancy, prior knowledge and “must knows” mentioned in the hard copy materials for session five were used in my designing a blended level 2 course for electrical engineers. The sling principle and the ideas of Ramp2fame were also used in the design of the curriculum.
I like the slide “learning is not a spectator sport” – very true!
Summary of aspects taken from session four and session five in designing curriculum for my e-learning course
· Beginnings and endings. Chunking into digestible blocks
· Learner centred – I do I understand. Building in interactive games and problem solving
· Repetition and reviewing information
· Identifying the must knows – weeding out unnecessary information
· Ramp2fame – appropriateness and motivation - relevancy – linking math concepts to electrical examples, active learning – use practical exercises that get people involved in doing a task, exercise – repeat information, allow time to practice
· SLING – link back – build sessions, tell, demonstrate, students practice, feedback, summarise, emphasising key points
· formative feedback then summative feedback
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My model for design is included in the blog "Design and Teaching Model Diagrams". The Moon chart guides the sessions and is based on the learning outcomes and must knows, which guide the method of delivery, but are adjusted according to barriers and prior learning that may be identified at the outset as well as during the delivery of the course. In other words the design needs to have aspects of flexibility within it.
References
References
Atherton, J. S. (2010) Learning and Teaching; SOLO taxonomy. Retrieved 7 July 2010 from http://www.learningandteaching.info/learning/solo.htm
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