I am so happy that I have completed my assignment on time, enabling me to go for a break at this freezing place, temperature today is minus 17C!!!
What have I learnt from Med858?
I have learnt that the various aspects of student's outcome is a function of the enviroment that they are placed in. And in that environment the teacher as well as the other learners play a crucial role. The teacher is in a position to vary and control the outcome through the environment that she/he creates. The environment in this case could be the personality of the teacher, the mode of instruction, the resources used, the venue and a whole host of other factors. I have always knew that teachers have the power to control the pupil's outcome as seen by certain teachers producing commendable results year after year with batches of pupils, some of whom were deemed beyond hope. However, I did not know that there is a term for it, called Learning Environment, and that for decades others have researched on its effects on pupils' outcomes. Through this course I will now make a conscious effort to create the preferred environment for my classes and in the process, hopefully acquire the expected outcome. I have also been exposed to the variuos possible learning environment through the review of literature done. I am now more confident of creating an ideal environment for my class.
Yeah, tomorrow I am going skiing....
Friday, December 18, 2009
Sunday, November 29, 2009
On : The Online Learning Environment
Reading 3 : The Online Learning Environment
How can we as teachers make the best use of the Internet to enhance classroom learning and teaching? To maximize learning in an online environment , appropriate scaffolding mechanisms need to be developed. The Behaviourism and Cognitive Theory(CT) approach of learning seems to be the preferred adopted approaches in our local classroom setting. The Constructivist (C) approach, however seems to lend itself better to the online learning environment. The internet is able to provide for a highly complex interconnected information environment and the Cognitive Constructivism approach which combine CT and C approach is best suited to facilitate online learning. Online learning needs to be balanced with some form of socialization and that’s where new platforms like Facebook, Blogging, Twitter, IM ect come into play. Such an approach, called Social Constructivism sees learning being internalized through social interactions using such platforms. This is the approach taken by Dr Quek in Med858.
Question
1. MOE is providing all the necessary ICT infrastructures especially with IT MasterPlan 3 which rolled out last year. The current generation of students are IT-savvy and are quick to pick up new ICT tools. Are teachers in a position to exploit this and use ICT as a tool to reach out to the students.
How can we as teachers make the best use of the Internet to enhance classroom learning and teaching? To maximize learning in an online environment , appropriate scaffolding mechanisms need to be developed. The Behaviourism and Cognitive Theory(CT) approach of learning seems to be the preferred adopted approaches in our local classroom setting. The Constructivist (C) approach, however seems to lend itself better to the online learning environment. The internet is able to provide for a highly complex interconnected information environment and the Cognitive Constructivism approach which combine CT and C approach is best suited to facilitate online learning. Online learning needs to be balanced with some form of socialization and that’s where new platforms like Facebook, Blogging, Twitter, IM ect come into play. Such an approach, called Social Constructivism sees learning being internalized through social interactions using such platforms. This is the approach taken by Dr Quek in Med858.
Question
1. MOE is providing all the necessary ICT infrastructures especially with IT MasterPlan 3 which rolled out last year. The current generation of students are IT-savvy and are quick to pick up new ICT tools. Are teachers in a position to exploit this and use ICT as a tool to reach out to the students.
On : New Learning Environments & Constructivism
New Learning Environments & Constructivism
The findings in this article shows that pupils’ perception of a new learning environment (NLE) greatly affect the way they cope with it and ultimately the results of their learning. Hence before we introduce any NLE, we need to ensure that it is perceived positively by the pupils.
NLE as contrast to the conventional LE, has been perceived as being more constructivist in nature.
While it is difficult to characterize a constructivist LE, Tenenbaum et al. has managed to come up with 7 key factors of the constructivist LE namely;
1. Arguments, discussions, debates ~ Enabling pupils to construct their own ideas to make sense out of the situation.
2. Conceptual conflicts and dilemmas ~ Allows learner to sort out and reflect concepts taught as well as to control learning.
3. Sharing ideas with others ~ Promoting collaboration and sharing of information to collaboratively construct socially shared knowledge.
4. Material and measures targeted towards solutions ~ Ensure that problem is appealing, interesting, and engaging for the learner to even want to start solving the problem.
5. Reflections and concept investigation ~ Enable pupils to manipulate, investigate, and make connections to better understand the topic being studied
6. Meeting Student needs ~ Knowing what resources and information the learner will require in their endeavor to solve the problem they are studying.
7. Making meaning ~ Present the learners with interesting, relevant, and meaningful problems to solve. These real world problems should not be overly defined, but rather ill-structured, in order to allow students to seek out a solution to the problem. This would prepare the pupils for the ever changing real world.
Problem-based learning (PBL) ~ an example of NLE consistent with features of constructivism.
PBL is extensively adopted in the local polytechnics. It allows for the learners to interpret and construct meaning based on their own experiences and interactions. PBL also promote exploration, experimentation, construction, collaboration, and reflection of what they are studying.
Question
1. Are we, mentally and physically, ready for a change of learning environment?
2. Can MOE align the National Examination to cater to the NLE?
The findings in this article shows that pupils’ perception of a new learning environment (NLE) greatly affect the way they cope with it and ultimately the results of their learning. Hence before we introduce any NLE, we need to ensure that it is perceived positively by the pupils.
NLE as contrast to the conventional LE, has been perceived as being more constructivist in nature.
While it is difficult to characterize a constructivist LE, Tenenbaum et al. has managed to come up with 7 key factors of the constructivist LE namely;
1. Arguments, discussions, debates ~ Enabling pupils to construct their own ideas to make sense out of the situation.
2. Conceptual conflicts and dilemmas ~ Allows learner to sort out and reflect concepts taught as well as to control learning.
3. Sharing ideas with others ~ Promoting collaboration and sharing of information to collaboratively construct socially shared knowledge.
4. Material and measures targeted towards solutions ~ Ensure that problem is appealing, interesting, and engaging for the learner to even want to start solving the problem.
5. Reflections and concept investigation ~ Enable pupils to manipulate, investigate, and make connections to better understand the topic being studied
6. Meeting Student needs ~ Knowing what resources and information the learner will require in their endeavor to solve the problem they are studying.
7. Making meaning ~ Present the learners with interesting, relevant, and meaningful problems to solve. These real world problems should not be overly defined, but rather ill-structured, in order to allow students to seek out a solution to the problem. This would prepare the pupils for the ever changing real world.
Problem-based learning (PBL) ~ an example of NLE consistent with features of constructivism.
PBL is extensively adopted in the local polytechnics. It allows for the learners to interpret and construct meaning based on their own experiences and interactions. PBL also promote exploration, experimentation, construction, collaboration, and reflection of what they are studying.
Question
1. Are we, mentally and physically, ready for a change of learning environment?
2. Can MOE align the National Examination to cater to the NLE?
On : The Design of Learning Environment
The Design of Learning Environment
Redesigming of LE based on new developments on the science of learning. In our fast-changing environment, our pupils need to be able to build on the current state of knowledge and made decisions on the face of uncertainty.
It is therefore imperative that we think through what to teach, the method of delivery and eventually the means through which we assess what was taught.
LE is important as learning goals does not remain constant and we need to have different instructional approaches to cater to the diverse learning goals, which have undergone dramatic changes through the century. One notable change is where functional literacy has evolved from having the ability to sign one’s name to reading for new information.
The article explore the design of LE from 4 different perspectives, looking at the degree to which the LE are ;
1. Learner Centered
Taking into careful consideration the learners’ existing knowledge, skills, attitudes and beliefs and proceeding to ride on the conceptual and cultural knowledge that these learners bring into the instructional setting.
Starting from the learners’ existing knowledge ~ This is especially important in the local Mathematics curriculum which is spiral in nature. Teachers could use diagnostic test to ascertain pupils’ existing knowledge and use it to tailor the next level of skills to be imparted so as to build on what has been taught/learnt in the previous level.
Sensitive to the learners’ cultural practices ~ In multi-racial and multi-lingual Singapore, teachers could made learning more effective if they are able to incorporate some of the cultural practices of the various groups into their classroom instructions. Teachers could ask pupils to do a write-up on the various festivities or pupils from a certain racial composition could make use of their language skills to share their beliefs and practices with their peers.
Respect the learners’ languages practices ~ Pupil’s exposure to languages does affect their ability to process knowledge and make sense of the information in a classroom setting. Pupils from a disadvantage background very often lag behind as a result of this handicap and teachers, especially those teaching in the lower primary, should be made more aware of the issue. In the local setting Chinese Language teachers could use English to explain, if called for, the meaning of certain phrases to pupils from a English-speaking background to ensure that learning can be maximize. Teachers, most of whom come from a more privileged background, can exercise greater understanding and try to use language that the learners could identify with in their daily classroom instructions.
2. Knowledge Centered
Our curriculum specialist are periodically making changes to the curriculum to ensure that concepts taught at each level are age appropriate. Concepts / ideas are also most easily introduced if pupils see a need for their use. Hence its best to try to get pupils to apply what they have learnt to real life situations.
Help students become knowledgeable ~ In the local context teachers are very efficient, with all the testing in place, in ensuring that pupils acquire the required knowledge before proceeding to the next level. What we are not so good at is the transferring and making sense of the acquired knowledge.
Emphasis on sense-making ~ Our pupils are not so cognizant of new knowledge and they tend not to clarify with their teachers when the knowledge doesn’t make sense to them. In Mathematics teachers should move away from the mere algorithms and place more emphasis on problem solving. Teachers can also build on the existing informal ideas that pupil bring with them into the classroom. Such an example can be seen in algebra where pupils start with the concrete, moving to the pictorial and eventually using alphabets to represent an object in the abstract form.
3. Assessment Centered
The main purpose of assessment should be that it allows for feedback as well as revision and assessment should be aligned with the learning goals.
Formative Assessments ~ As a source of feedback to improve teaching and learning. It should focus on understanding and not testing of memory or facts. This can be in the form of topical tests, problem posing, effective and skilled questioning or journal writing. Assessments that places great emphasis on memorizing facts and procedures produces pupils who score well for that particular assessment but are unable to apply themselves to a new situation. This is quite commonly the case in our local pupils. This calls for teachers to set more innovative assessments. In Mathematics, teachers could set more of the “Spot the mistake” kind of questions or set questions that have not been discussed in class but requires concepts already taught.
4. Community Centered
Classroom and school community ~ Social norms that value understanding and accept the making of mistakes in the learning process, such as in Japan, seems to enhance learning. In the local setting pupils are afraid to ask/answer question for the fear of making a mistake and getting laughed at. This perceived norm can severely hinder the learning process. Some teachers expect the classroom to be totally quiet when the teacher is teaching, unlike the American classroom, and this expectation can hinder the pupils’ willingness to ask questions even if he/she does not understand what was taught. Some teachers have different expectation for different pupils and this could inadvertently hamper the learning ability of the pupils. Teachers need to understand the cultural norms of their pupils in order to maximize classroom instruction. What works in one setting may not work in another.
Questions
1. How can we make alternative assessments more beneficial to our pupils?
2. How can we make our classroom more pupil-centered?
3. Is there a need to redesign our classroom environment?
Redesigming of LE based on new developments on the science of learning. In our fast-changing environment, our pupils need to be able to build on the current state of knowledge and made decisions on the face of uncertainty.
It is therefore imperative that we think through what to teach, the method of delivery and eventually the means through which we assess what was taught.
LE is important as learning goals does not remain constant and we need to have different instructional approaches to cater to the diverse learning goals, which have undergone dramatic changes through the century. One notable change is where functional literacy has evolved from having the ability to sign one’s name to reading for new information.
The article explore the design of LE from 4 different perspectives, looking at the degree to which the LE are ;
1. Learner Centered
Taking into careful consideration the learners’ existing knowledge, skills, attitudes and beliefs and proceeding to ride on the conceptual and cultural knowledge that these learners bring into the instructional setting.
Starting from the learners’ existing knowledge ~ This is especially important in the local Mathematics curriculum which is spiral in nature. Teachers could use diagnostic test to ascertain pupils’ existing knowledge and use it to tailor the next level of skills to be imparted so as to build on what has been taught/learnt in the previous level.
Sensitive to the learners’ cultural practices ~ In multi-racial and multi-lingual Singapore, teachers could made learning more effective if they are able to incorporate some of the cultural practices of the various groups into their classroom instructions. Teachers could ask pupils to do a write-up on the various festivities or pupils from a certain racial composition could make use of their language skills to share their beliefs and practices with their peers.
Respect the learners’ languages practices ~ Pupil’s exposure to languages does affect their ability to process knowledge and make sense of the information in a classroom setting. Pupils from a disadvantage background very often lag behind as a result of this handicap and teachers, especially those teaching in the lower primary, should be made more aware of the issue. In the local setting Chinese Language teachers could use English to explain, if called for, the meaning of certain phrases to pupils from a English-speaking background to ensure that learning can be maximize. Teachers, most of whom come from a more privileged background, can exercise greater understanding and try to use language that the learners could identify with in their daily classroom instructions.
2. Knowledge Centered
Our curriculum specialist are periodically making changes to the curriculum to ensure that concepts taught at each level are age appropriate. Concepts / ideas are also most easily introduced if pupils see a need for their use. Hence its best to try to get pupils to apply what they have learnt to real life situations.
Help students become knowledgeable ~ In the local context teachers are very efficient, with all the testing in place, in ensuring that pupils acquire the required knowledge before proceeding to the next level. What we are not so good at is the transferring and making sense of the acquired knowledge.
Emphasis on sense-making ~ Our pupils are not so cognizant of new knowledge and they tend not to clarify with their teachers when the knowledge doesn’t make sense to them. In Mathematics teachers should move away from the mere algorithms and place more emphasis on problem solving. Teachers can also build on the existing informal ideas that pupil bring with them into the classroom. Such an example can be seen in algebra where pupils start with the concrete, moving to the pictorial and eventually using alphabets to represent an object in the abstract form.
3. Assessment Centered
The main purpose of assessment should be that it allows for feedback as well as revision and assessment should be aligned with the learning goals.
Formative Assessments ~ As a source of feedback to improve teaching and learning. It should focus on understanding and not testing of memory or facts. This can be in the form of topical tests, problem posing, effective and skilled questioning or journal writing. Assessments that places great emphasis on memorizing facts and procedures produces pupils who score well for that particular assessment but are unable to apply themselves to a new situation. This is quite commonly the case in our local pupils. This calls for teachers to set more innovative assessments. In Mathematics, teachers could set more of the “Spot the mistake” kind of questions or set questions that have not been discussed in class but requires concepts already taught.
4. Community Centered
Classroom and school community ~ Social norms that value understanding and accept the making of mistakes in the learning process, such as in Japan, seems to enhance learning. In the local setting pupils are afraid to ask/answer question for the fear of making a mistake and getting laughed at. This perceived norm can severely hinder the learning process. Some teachers expect the classroom to be totally quiet when the teacher is teaching, unlike the American classroom, and this expectation can hinder the pupils’ willingness to ask questions even if he/she does not understand what was taught. Some teachers have different expectation for different pupils and this could inadvertently hamper the learning ability of the pupils. Teachers need to understand the cultural norms of their pupils in order to maximize classroom instruction. What works in one setting may not work in another.
Questions
1. How can we make alternative assessments more beneficial to our pupils?
2. How can we make our classroom more pupil-centered?
3. Is there a need to redesign our classroom environment?
Assignment Stress!!!!
I am dead worried about the final assignment. Am really confused over the requirements and expectations. Was actually planning to complete it over the long weekend before I leave for Sdyney on Monday but could not proceed as I am quite clueless on what to do. Sobsob...Somebody please help me!
On SPSS
Session 4 is really stressful...at the same time it is also informative and I finally see for myself the powers os SPSS. I have always wondered how researchers came up with all those impressive numbers and analysis. Ha ha now I know its simply done, after the tedious collection and entry of data, with the click of a few buttons and viola, the results!! However, I have to first of all get through the hurdle of learning how to use the program. Am thinking of getting the student version to use for my next module, CI.
I also learnt from Dr Quek the difference between Preferred and Actual Perception. The terms kept appearing in all the literature on LE and knowing the meaning makes alot od difference in the understanding of the literature.
I also learnt from Dr Quek the difference between Preferred and Actual Perception. The terms kept appearing in all the literature on LE and knowing the meaning makes alot od difference in the understanding of the literature.
Wednesday, November 25, 2009
Happiness..
I am just so happy that the Seminar presentation is moved to next Monday...YEAH, at least can take a short break tonight.
After 3 sessions of the module, I think I am getting the hang of the various technological platforms and am ready to bring it in to my classroom instruction. The various platforms provide wonderful means of connecting with the pupils, some of whom may not be ready open up in the classroom.
After 3 sessions of the module, I think I am getting the hang of the various technological platforms and am ready to bring it in to my classroom instruction. The various platforms provide wonderful means of connecting with the pupils, some of whom may not be ready open up in the classroom.
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