Behaviourism attributes were seen in the outlined
attitudes and perceptions through answers, and individual ideals of wiki entries. Though I endeavoured to not read others points of view until after I'd entered my own comments and answers.
Finding the persistence to achieve this
wiki activity was impacted on by my ability to find the links for the actual task. Once achieved the wiki activity identified that it was a challenge
for someone (me) who is not very tech savvy, but persistence paid of in being able to identify thoughts, on mobile phones in the classroom helped by the scaffolding of De Bono and the 6 Thinking Hats.
The Six Thinking Hats (or modes)
- The White Hat The White Hat calls for information known or needed.
- The Red Hat The Red Hat signifies feelings, hunches and intuition.
- The Black Hat The Black Hat is judgment -- the devil's advocate or why something may not work.
- The Yellow Hat The Yellow Hat symbolizes brightness and optimism.
- The Green Hat The Green Hat focuses on creativity: the possibilities, alternatives and new ideas.
- The Blue Hat The Blue Hat is used to manage the thinking process.
Cognitivist associations identified in this learning activity included gaining knowledge of using a wiki by participation,
problems solving skills to get started and a few extras.
I fiddled a bit (experimented with the change of fonts (recommended by lecturer, for tracking of a
specific students ideas), searched websites (procedural knowledge) and added links to related documents and fix formatting of the group layout.
Some of the scaffolding questions provoked the need to look for
more information, which found were on the Education Queensland website relating to Smart Classrooms.
When reviewing answers, and reading other entries, I was motivated to think about, my own
thoughts, the points others had made on mobile phones in the classroom and how we need to take into account not just our own educational backyard but the world.
This wiki was an activity in a peer-assisted
learning approach, supported with scripted questions, not unlike that sited by O’Donnell 1992 (2012), in the example of a cognitive-elaboration approach as a collaborative activity was done with an individual and divided among students for them to elaborate on
then linked to the information already know by the learners (declarative knowledge) who then created new
memory links to increase learning practice, higher order thinking processes and
increased learning.
Constructivism ideals were also identified in the way
the wiki as part of its construction to create methods of participation, provoking short answers. The questions lead to a gain in knowledge of individuals and others enabling a better understanding of the
topic. Using prior knowledge to
understand what the questions on the wiki were asking about by getting the participant to identify their feelings
and thoughts on the subject.
A blog or wiki space is known as a social cognitive environment in its collaborative coming together of ideas in a peer assisted learning environment, through reading of others ideas and identifying cooperative learning alternatives.
A blog or wiki space is known as a social cognitive environment in its collaborative coming together of ideas in a peer assisted learning environment, through reading of others ideas and identifying cooperative learning alternatives.
Benefits of the Wiki activity
Was that it gave an example of learning design that I'd previously not thought about and challenged me to participate in an activity that I would not have in other circumstances. It bought out idea that I did not know, I had about the subject matter and helped see ways in which ICT can be linked to the classroom and keep ones attention and the learner engaged. I like the idea of not being identified on the wiki so that I was not judged for my entries if people did not like my point of view.
Issues that I identified in using the wiki were;
Extension areas - to improve my referencing and hopefully look into Blended Learning research was identified for further learning for me as a student teacher knowledge and ideas on designing learning experience- the possibility of deleting other peoples work by accident was a little daunting
- the possibility of no completing the task on time
- limited space in groups to add information
Drawbacks to the wiki
That there was no collaborative discussion to engage in ideas on how to further link in learning and scaffolding to other activities.
That there was no collaborative discussion to engage in ideas on how to further link in learning and scaffolding to other activities.
This type of activity would be helpful in student learning, to create way for self learning and in preparation for classroom collaborative work or as part of an assessment to identify engagement through participation, interest, identification of ideas. This activity will also support the AITSL capabilities and ICT elaborations including identifying what the learner already knows, how they learn. This type of activity will also help with building knowledge and skill confidence in using wiki's for educational purposes to build on social and ethical practices.
In the wiki activity the Scaffold of de Bono 6 Thinking Hats was supported by Blooms taxonomy by the following;
Comprehension of E–Learning and some of its
impacts in the classroom
Application – of an E-Learning tool, within social and ethical contexts
Evaluation – of a subject on an E-Learning tool that
was previously not defined as an educational tool
Synthesis – creating and combining ideas
and beliefs using the scaffolding of de Bono’s hat to identify mobile phone use
in the classroom as a teaching approach
Knowledge – Remembering instructions of how
to add input to the wiki, gain access, identify links that related to the
topic and expand knowledge through application.
I found this an interesting way of identifying learning design, participating in developing knowlege of wikispace as and e-learning tool and what they involve because I've previously never participated in one and finally the use of de Bono's 6 Thinking Hats.
I found this an interesting way of identifying learning design, participating in developing knowlege of wikispace as and e-learning tool and what they involve because I've previously never participated in one and finally the use of de Bono's 6 Thinking Hats.
Other areas covered below from class readings
Project Based Learning (covered below)
Creativity - Ken Robinson
Strategies for Arts and Executive Function - Dr Judy Willis
Course Readings:
Creativity
KEN ROBINSON: Well it illustrates two things for me. One is that we're all born with tremendous creative confidence and abilities. Young children are full of great ideas and possibilities. But that tends to be suppressed as we get older. And it happens in part through this culture of standardised testing that I think is now a blight on the whole of education. But the second thing is that we all think and learn differently. I mean, some people are highly visual; you know, some think best when they're moving; some think best when they're listening; some people respond well to words, some people don't. And getting the best from kids in schools is about understanding the way they think, as well as what it is they're supposed to be thinking about. And I think that's also why some people get through the whole of their education and don't discover themselves at all.
Australian Broadcasting
Corporation
Broadcast: 16/06/2009
http://www.abc.net.au/7.30/content/2009/s2600125.htm
Ken Robinson promotes the idea that all children are born with creativity and that we transition into adulthood and work life to eventually lose the ability to prepare ourselves for failure, which in turn stops us from having a go. I know this feeling as I've faced this in my own work life and seen it in my transition from dancer to admin officer. This in turn has sent me back to the education world in the hope of emphasising creativity, especially through dance which is the one link that has created engagement in the learning process.
I remember an English teacher once told me that dance will never get me anywhere.........this became my challenge and still is today. The stereotypes that you have to be academic to be gifted or achieve in the workplace are thoughts of the past. I welcome evolution of the creative links in education related by Sir Ken Robinson and those outlined in Edutopia by Dr Judy Willis's supporting brain connections, strategies for arts and executive function with engagement strategies.
I remember an English teacher once told me that dance will never get me anywhere.........this became my challenge and still is today. The stereotypes that you have to be academic to be gifted or achieve in the workplace are thoughts of the past. I welcome evolution of the creative links in education related by Sir Ken Robinson and those outlined in Edutopia by Dr Judy Willis's supporting brain connections, strategies for arts and executive function with engagement strategies.
Creative Teaching Strategies
CTS - Australian Curriculum
CTS - Australian Curriculum
Identifying ideas outlined in both youtube clips, that I've even noticed in the currently primary classroom of my children's teacher and school environment.
The individual whiteboard identified by Dr Judy Willis in decreasing the stress levels and increasing class participation by taking away the 'I don't want to make a mistake' cloud that even as an adult hangs over our heads and can relate to various times in our lives.
Implications could be both negative and positive
Benefits of utilising this process in a classroom could also work with the use of a class room collaborative where only the teach could see who posted what answers and thus decreasing the same stress levels in older students.
Learning Theories
Stiggins's Taxonomy Targets, O'Donell et al 1992 (2012) would link here with Attitudes and personal values, which describe Interest in areas that show desire to learn more about a topic and this blog is a great example as it has opened up my attitude to making regular contributions to a classroom blogs :) Thus improving my skills and knowledge base :0
Theory behind Project Based Learning PBL
In the PBL Classroom - students work through a series of problems designed to:
- be authentic (i.e. address real-world concerns
- target defined areas of the curriculum
- be "ill-structured" - they must be defined and analyzed through inquiry from a minimum of presenting information
- approximate the real world, so that students find
- themselves actually engaged in the problem and not just observers of it;
- the role of the instructor changes from a "sage on the stage" to a "guide on the side";
- students work collaboratively in small groups toward the problem's resolution
http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/inclassview.htm
- Cognitive Constructivism Paiget - Piaget believes that a constructivist classroom must provide a variety of activities to challenge students to accept individual differences, increase their readiness to learn, discover new ideas, and construct their own knowledge. http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piaget-and-Vygotsky
- Social Constructivism Vygotsky - A Vygotskian classroom emphasizes creating one’s own concepts and making knowledge one’s property; this requires that school learning takes place in a meaningful context, alongside the learning that occurs in the real world. http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piaget-and-VygotskyConstructivism in Paiget and Vygotsky
Quick Reflection:
Short comings of a tradition classroom limit the concept of an education for all, by removing a learners ability to be naturally creative or take a chance aligned with Sir Ken Robinson thinking.
This I feel over years in a traditional classroom environment as a student gives room for some students to slip through the cracks into education oblivion where they spending most of there time bored and wishing to be anywhere else, then rolling into the same cycle as an adult not wishing to face challenges due to stressor like those identified by Dr Judy Willis to active the flight, fight or freeze in perpetual boredom reactions.
Where as by bringing colour and creativity (including dance :) ) to the learning environment we can engage and involve learners by creating a safe environment in which to learn.
As a bored student myself I learnt very quickly how to not get attention and then went to dance class and excelled and gained anatomy, musicality, choreographic, memory and other skills to enhance my future and help identify my own epiphany
References:
De Bono E, De Bono
Thinking Systems, 6 Thinking Hats, Friday 24th February 2014
http://www.debonothinkingsystems.com/tools/6hats.htm
Education Queensland, Smart Classrooms, http://education.qld.gov.au/smartclassrooms/
Queensland Department of Education, Blended Learning Instructional
Design
http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
O'Donnell et al 1992 sited in Educational Physchology 2012, First Australian Edition, page 397, John Wiley & Sons Milton Qld 4064
O'Donnell et al 1992 sited in Educational Physchology 2012, First Australian Edition, page 51, John Wiley & Sons Milton Qld 4064Hewes B link retrieved form http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/inclassview.htm
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