Wednesday 10 January 2024
Monday 8 January 2024
WEEK10 REFLECTION-Music and Games in Classroom
Course Outline
Before the start of Lecture 10, the lecturer mentioned in the email that there would be a special guest speaker in the lecture who would teach us strategies for using music in the classroom. With anticipation, I arrived at the classroom where Mr Tamin began by introducing the problem statement and conceptual framework. He then discussed the benefits, role and impact of music in various areas, including its use in classroom settings. Mr Tamin also demonstrated tempo changes, introducing musical tempos and their applications in different learning contexts. For example, slow tempos (60-80 beats per minute) are recommended for studying, while moderately fast tempos (80-100 beats per minute) are suitable for brainstorming and group discussions. Towards the end of his lecture, Mr Tamin demonstrated how playing an instrument like an electric guitar could further enhance understanding of basic rhythms in teaching.
Music in classroom
Incorporating music into teaching strategies has been proven to have numerous benefits for students. Mr Tamin's emphasis on how music enhances engagement, motivation, articulation, and memory is supported by research in the field of education.
Engagement is a crucial aspect of effective learning. According to Blumenfeld et al., (2006) when students are engaged in their lessons, they are more likely to actively participate and retain information. Music can be a powerful teaching tool to capture students' attention and create an immersive learning environment (Propst,2003). By incorporating music into teaching strategies, educators can tap into the emotional power of music to inspire and motivate their students. Whether it's through singing songs related to the topic being taught or using musical instruments to explore concepts, music can make learning more enjoyable and engaging for students.
This reminds me that, in our previous micro-teaching session in Lecture 2, Ammi prepared a rainbow song to deepen the students' memories, the whole class sang it together while attracting the attention of peers. The rhythm, melody, and lyrics of songs can evoke emotions that resonate with learners, making them more eager to learn and participate in classroom activities.
It is well known that songs often have catchy melodies or memorable tunes that make it easier for students to remember information long-term. The combination of music with educational content creates a powerful mnemonic device that aids memory retention.
With this feature, music can be integrated into the teaching of different disciplines. Mr Tamin also encourages educators to explore creating their own educational melodies. By creating original songs that relate to a specific topic or curriculum, teachers can tailor their teaching directly to the needs of their students while still keeping them entertained. For instance, in language classes, teachers can utilize songs with catchy lyrics to help students remember vocabulary and grammar rules more effectively. In science classes, they can use musical experiments or create songs about scientific concepts to make them more memorable for students.This also recalled my language learning process. When I was learning Japanese Hiragana and Katakana, my Japanese teacher played kana songs for us in order to make it easier to remember the pronunciation. It also helped my memory greatly.
Educational Games
Both the lecture and tutorial sessions were incredibly engaging and enjoyable, as the lecturer effortlessly incorporated a delightful sense of humour into his teaching style. In the tutorial, the lecturer also discussed the necessity of a sense of humour in teaching. The lecturer shared anecdotes from his own experiences as an educator where humour played a significant role in enhancing student engagement.
Educational games are the typical embodiment of a sense of humour, designed to be entertaining and educational, making them an effective tool for promoting active learning environments. It promotes active learning environments that provide experiential experiences, enhance learning and stimulate interest and motivation(Strickland & Kaylor, 2016). The element of fun inherent in these games captures students' attention and keeps them engaged throughout the learning process. As a result, they become more motivated to explore new topics or delve deeper into subject matter beyond what is covered in traditional lectures or textbooks (Eagle & Barnes, 2009).
To bring a sense of humour to the classroom, Mr Tamin arranged a puzzle game called 'The Jigsaw Speed Race Experiment' to demonstrate how background music can help us to concentrate, especially when teaching language and literacy. Our task was to reassemble a cut piece of paper with and without a music setting. Each team was given a cut piece of paper that had been meticulously torn apart into various shapes. The whole game was very tense and motivating, every team wanted to be the first to finish the jigsaw puzzle! The atmosphere became intense yet exhilarating as each team raced against time and each other.
In the tutorial, the lecturer invited Sitao, Luanne and Shiwei to have a quick musical game While listening to the song, they were supposed to fill in the blanks in the lyrics. The purpose of this activity was to engage students in an interactive and fun way while enhancing their listening skills and vocabulary. As they gathered around, the lecturer explained how this game could be a valuable tool for language learning.
Career inspiration
Mr Tamin is a good model for me to follow. Reflecting upon this exciting class later, the use of music added an extra layer of excitement and creativity that further stimulated student engagement during the lesson r on, we realized how much fun learning can be when infused with creativity and humour like Mr Tamin did that day. I will incorporate as many musical elements as possible in my future classroom designs.
These experiences also served as valuable reminders that incorporating humour into our future teaching endeavours could have profound effects on student motivation and overall classroom dynamics. Being a humorous teacher is also a goal I strive for.
References
Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments (pp. 475-488). na.
Eagle, M., & Barnes, T. (2009). Experimental evaluation of an educational game for improved learning in introductory computing. ACM SIGCSE Bulletin, 41(1), 321–325. https://doi.org/10.1145/1539024.1508980
Propst, T. G. (2003). The relationship between the undergraduate music methods class curriculum and the use of music in the classrooms of in-service elementary teachers. Journal of Research in Music Education, 51(4), 316-329.
Strickland, H. P., & Kaylor, S. K. (2016). Bringing your a-game: Educational gaming for student success. Nurse Education Today, 40, 101–103. https://doi.org/10.1016/j.nedt.2016.02.014
Saturday 16 December 2023
WEEK9 REFLECTION-Micro Teaching
Course Outline
It's time for the ninth week of classes. There is a Chinese old saying called maintain an army for a thousand days to use it for an hour. After studying many educational theories, we were presented with the opportunity to design our classroom to incorporate these instructional strategies into our lessons (so exciting). ๐
Selection of course topic
At the beginning, we proposed the topic of the water cycle, but when we realized that the target students were of the same age as the second-year university students, we decided to dismiss this topic. According to Piaget's theory of cognitive development (Piaget, 1976), university students are typically in the formal operational stage, being in this stage, possess advanced cognitive abilities. They can handle abstract concepts, engage in logical reasoning, and demonstrate higher-level problem-solving skills. It seemed that simple knowledge of the water cycle no longer suited them. Vygotsky's theory emphasises that learning should take place in authentic social situations, choosing materials that are relevant to real-world applications and practices can help students better apply their theoretical knowledge to real-world problems (Hausfather, 1996). Therefore, our group decided to link the water cycle to the recent factual hotline of Japan's nuclear wastewater into the sea, invoking water pollution. Due to its geographical location, Malaysia is also suffering from haze caused by the burning of forests in neighbouring Indonesia. Air pollution as a complement.
At the same time pollution can be effectively incorporated into university student curricula as an initiative educational topic. By introducing pollution in the lecture, educators can provide students with valuable insights into the environmental challenges we face today and equip them with the knowledge to become responsible global citizens. According to Suarlin & Ali, (2020), environmental education can influence the environmentally friendly behavior of university students by providing them with knowledge, values, attitudes, and practical skills to actively participate in environmental improvement and protection. Especially teaching university students about pollution allows them to understand the various types of pollution that exist in our world like air pollution or water pollution, helping students recognize their causes and effects on both human health and ecosystems.
Instructional design
References
Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives. Management review, 70(11), 35-36.
Hausfather, S. J. (1996). Vygotsky and Schooling: Creating a Social Context for Learning. Action in Teacher Education, 18(2), 1–10. https://doi.org/10.1080/01626620.1996.10462828
Piaget, J. (1976). Piaget’s Theory. Piaget and His School, 11–23. https://doi.org/10.1007/978-3-642-46323-5_2
Suarlin, S., & Ali, M. I. (2020). The Effect of Environmental Education Learning on Students at University. International Journal of Environment, Engineering and Education, 2(3), 49–56. https://doi.org/10.55151/ijeedu.v2i3.39
Suwandi, S. (2012). DESIGNING A CLASSROOM LANGUAGE TEST FOR JUNIOR HIGH SCHOOL STUDENTS. ETERNAL (English Teaching Journal), 1(1). https://doi.org/10.26877/eternal.v1i1.153
Monday 4 December 2023
WEEK8 REFLECTION- Learning Objective and Question
Course Outline
It was time for the eighth week of the course ~ at the beginning of the course the lecturer explained the planning of assignments such as our lesson plans must be based on language teaching. The first topic in this lecture was learning objectives, she introduced the SMART model of setting objectives and how to use Bloom's classification to write learning objectives. The second topic was questioning, she introduced us to the meaning and classification of questioning, the concept of the question circle and categorised cognitive levels into domains using Bloom's Taxonomy of Learning.
Learning Objective
To achieve learning objectives, instructional objectives are carefully crafted to encompass all cognitive levels. These objectives serve as guidelines for teachers, helping them design lessons and activities that target specific cognitive skills at appropriate levels of complexity. For instance, while some objectives may focus on simple knowledge recall or comprehension tasks, others aim to foster critical thinking or analytical reasoning. By incorporating a variety of cognitive skills into their instructional planning, educators can create a well-rounded curriculum that caters to the diverse needs and abilities of students. This approach ensures that students not only acquire basic knowledge recall but also develop higher-order thinking and problem-solving abilities.
While Bloom's Taxonomy provides a framework for classifying and organising cognitive skills at different levels (Adams, 2015). By using it, information professionals can clearly define the skills and competencies they want learners to acquire and demonstrate. When designing lesson plans, learning objectives can be categorised into different levels based on Bloom's Taxonomy: remembering, understanding, applying, analysing, evaluating and creating (Doughty, 2006).
The first time I came across Bloom's taxonomy was in the autumn term of Year 1, when we were asked to complete a lesson plan that required us to pick words from the Bloom's taxonomy glossary. At first, I did not understand the rationale behind this and just followed what the lecturer asked us to do. However, after going through this lesson, I gradually realised the importance of Bloom's taxonomy which can be used to write learning objectives as an information professional which trains or instructs learners. This explains the reason that whenever I write a lesson plan, I am always required to open the word list of Bloom's taxonomy and find the verbs that correspond to the learning objectives of each level.
The concept of the Smart Model for objective setting is completely new to me, and I find it intriguing. It presents a fresh approach to goal setting for me. This model appears to provide a structured framework for defining specific, measurable, achievable, relevant, and time-bound objectives (Doran,1981). By incorporating these five key elements into the objective setting, the Smart Model ensures that goals are well-defined and aligned with overall strategies. The specificity aspect helps in clearly articulating what needs to be achieved.
The Smart model, however, allows for more efficient implemetation of instructional objectives. For example, my instructional objective is to improve students' reading comprehension skills in English, where the traditional objective would be enhance reading skills or better understanding of reading1. But with the Smart model it can be modified as below:
Specific: Improve students' ability to analyze and interpret complex texts by focusing on main ideas, supporting details, and inferences.
Measurable: Increase students' average score on weekly comprehension assessments by 10% over the next two months.
Achievable: Increase the percentage of correct reading questions by 5% within the given timeframe. (It's not a very ambitious goal and could be achievable)
Relevant: Strengthen core reading skills to enable students to comprehend and analyze a variety of literary genres, including fiction, non-fiction, and poetry.
Time-Bound: Achieve a 10% increase in reading comprehension scores on weekly assessments within the next two months.
Questioning
Questioning has always been seen as a key step in learning, and it plays a crucial role in the acquisition of knowledge and understanding. In fact, many educational theorists and researchers have emphasized the importance of questioning in the learning process.
Morgan and Saxton (1991) stated that learning and questioning are usually thought to be related because asking questions allows individuals to actively engage with the material they are trying to learn. By asking questions, learners can clarify their doubts, explore new ideas, and deepen their understanding of a subject matter.
Questioning is often identified as one of the distinctive traits of learning because it demonstrates curiosity and critical thinking skills (Cifone, 2013). When students ask questions, they demonstrate an active involvement in their own education by seeking clarification or challenging existing knowledge. This not only enhances their comprehension but also fosters independent thinking abilities.
In my opinion, questioning also promotes effective communication between teachers and students. This encourages dialogue in the classroom where both parties can exchange ideas, share perspectives, and collaborate on problem-solving tasks. Through this interactive process of questioning and answering, students develop stronger cognitive skills while teachers gain insights into student comprehension levels.
Career inspiration
This class was extremely beneficial to me as it provided me with valuable insights and practical skills that will greatly enhance my abilities both as a student and as a future educator.
As a student, I gained a thorough understanding of how to effectively utilize Bloom's Taxonomy in developing lesson plans for assignments. This knowledge has empowered me to create well-structured and engaging lessons that cater to the diverse learning needs of my students.It also equipped me with the necessary tools to improve my questioning techniques when interacting with teachers in future lessons. I have learned how to ask thoughtful and probing questions that not only deepen my own understanding but also foster meaningful discussions within the classroom setting. By mastering effective questioning strategies, I am confident that I will be able to actively engage with my teachers, seek clarification when needed, and maximize my learning potential.
As an aspiring educator, this course has been invaluable in shaping my approach towards creating comprehensive lesson plans for my future students. Through various instructional methods taught in this class, such as backward design and differentiated instruction, I now possess the ability to develop tailored lesson plans that address individual student needs while promoting inclusivity within the classroom environment. One significant aspect emphasized throughout this course is the importance of encouraging questions. By implementing strategies discussed in this class like open-ended prompts or providing safe spaces for inquiry-based learning, I can cultivate an atmosphere where curiosity is nurtured and students feel comfortable expressing their thoughts and seeking further knowledge.
References
Adams, N. E. (2015). Bloom’s Taxonomy of Cognitive Learning Objectives. Journal of the Medical Library Association : JMLA, 103(3), 152–153. https://doi.org/10.3163/1536-5050.103.3.010
Cifone, M. V. (2013). Questioning and learning. Curriculum and Teaching Dialogue, 15(1), 41-55.
Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives. Management review, 70(11), 35-36.
Doughty, H. A. (2006). Blooming Idiots: Educational Objectives, Learning Taxonomies and the Pedagogy of Benjamin Bloom. College Quarterly, 9(4). https://eric.ed.gov/?id=EJ835427
Morgan, N., & Saxton, J. (1991). Teaching, questioning and learning.
Friday 1 December 2023
WEEK7 REFLECTION- Storytelling
Course Outline
This video below is an addition to showing but not telling๐.
Klauk, T., & Kรถppe, T. (2014). Telling vs. showing. The living handbook of narratology.
Ohler, Jason. "The world of digital storytelling." Educational leadership 63.4 (2006): 44-47.APAOhler, J. (2006). The world of digital storytelling. Educational leadership, 63(4), 44-47.
Signes, C. G. (2008). Practical uses of digital storytelling. Digital Storytelling/Relato Digital.
Wu, J., & Chen, D.-T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786
Sunday 12 November 2023
WEEK5 REFLECTION-Kolb's Learning Cycle and SIOP Model
Course Outline
U-shape |
Recalling my physics class experience as a child when teachers aimed to teach us about gravity; they would initiate by prompting students to reflect on their personal encounters with gravity. Subsequently, we were asked to observe the effects of gravity on objects within the classroom environment. Next, the teacher asked us to consider the causes of gravity. Finally, the teacher required students to have a gravity experiment by dropping an object over the edge of the tables.
Siop Model
I appreciate the existence of the SIOP method. As an EFL (English as a Second Language) learner, I deeply feel the difficulties and challenges of learning English, especially the confusion caused by the fast speaking speed and unfamiliar vocabulary in English as a medium of instruction. However, through the SIOP model, numerous EFL learners like me can better grasp the English language and academic content, becoming more confident and fluent in their communication.๐๐๐
References
Bergsteiner, H., & Avery, G. C. (2014). The twin-cycle experiential learning model: reconceptualising Kolb’s theory. Studies in Continuing Education, 36(3), 257–274. https://doi.org/10.1080/0158037x.2014.904782
Echevarria, J., Richards-Tutor, C., Canges, R., & Francis, D. (2011). Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners. Bilingual Research Journal, 34(3), 334–351. https://doi.org/10.1080/15235882.2011.623600
Guarino, A. J., Echevarria, J., Short, D., Schick, J. E., Forbes, S., & Rueda, R. (2001). The sheltered instruction observation protocol. Journal of Research in Education, 11(1), 138-140.
Loo, R. (2004). Kolb’s learning styles and learning preferences: is there a linkage? Educational Psychology, 24(1), 99–108. https://doi.org/10.1080/0144341032000146476
Saturday 4 November 2023
WEEK4 REFLECTION-Interactive Slides and Video Clips
Course Outline
Interactive Slides
some live Q&A |
screen connection |
Video Clips
students watch carefully |
A Message of Hope to Future
References
Cruse, E. (2006). Using educational video in the classroom: Theory, research and practice. Library Video Company, 12(4), 56-80.
Clark, J. (2008). Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures. College Teaching, 56(1), 39–44. https://doi.org/10.3200/ctch.56.1.39-46
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning.
Kahn, K. (1996). ToonTalkTM—an animated programming environment for children. Journal of Visual Languages & Computing, 7(2), 197-217.
Morgan, D., & Skaggs, P. (2016). Collaboration in the zone of proximal development. In DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016 (pp. 664-669).
Pakpour, N., Souto, I., & Schaffer, P. (2021). Increasing Engagement during Online Learning through the Use of Interactive Slides. Journal of Microbiology & Biology Education, 22(2). https://doi.org/10.1128/jmbe.00117-21
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. Does it enhance the effectiveness of learning?.
Sihotang, R. A., Cendana, W., & Kristidhika, D. C. (2020). The use of video in improving students’ attention in learning process of kindergarten students. International Journal of Elementary Education, 4(4), 496-502.
Wirth, S. A., Liel, A. B., & McCartney, J. S. (2020). The Effectiveness of “Interactive” Slide Presentations for Promoting Student Engagement in University Engineering Courses. Papers on Engineering Education Repository (American Society for Engineering Education). https://doi.org/10.18260/1-2--23141
References
Cruse, E. (2006). Using educational video in the classroom: Theory, research and practice. Library Video Company, 12(4), 56-80.
Clark, J. (2008). Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures. College Teaching, 56(1), 39–44. https://doi.org/10.3200/ctch.56.1.39-46
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning.
Kahn, K. (1996). ToonTalkTM—an animated programming environment for children. Journal of Visual Languages & Computing, 7(2), 197-217.
Morgan, D., & Skaggs, P. (2016). Collaboration in the zone of proximal development. In DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016 (pp. 664-669).
Pakpour, N., Souto, I., & Schaffer, P. (2021). Increasing Engagement during Online Learning through the Use of Interactive Slides. Journal of Microbiology & Biology Education, 22(2). https://doi.org/10.1128/jmbe.00117-21
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. Does it enhance the effectiveness of learning?.
Sihotang, R. A., Cendana, W., & Kristidhika, D. C. (2020). The use of video in improving students’ attention in learning process of kindergarten students. International Journal of Elementary Education, 4(4), 496-502.
Wirth, S. A., Liel, A. B., & McCartney, J. S. (2020). The Effectiveness of “Interactive” Slide Presentations for Promoting Student Engagement in University Engineering Courses. Papers on Engineering Education Repository (American Society for Engineering Education). https://doi.org/10.18260/1-2--23141
Crus