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). 😙

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

In designing our lessons, we focused on using the teaching strategies we had previously learnt. In particular, on the topic of learning objectives in lecture 8, in that lesson we learnt that the definition of Smart Goal contains used to define goals that are specific, measurable, achievable, relevant and time-bound (Doran, 1981). We also incorporate these five key elements into our goal setting, for example, in objective 1 we ensure that students get 3/4 of their exams correct, that quiz reflects measurability. Objective 2, where we asked students to compare two countries affected by pollution in 10 minutes, reflects the specificity and time-bound nature of the objective: objective 3, where we asked students to come up with a poster of the corresponding measures they designed, reflects relevance.

I was assigned the summarising section, elaborating on the impacts of and solutions to water and air pollution, as well as a call to action. This was also the first time I did a summary in micro-teaching; my group members gave me a lot of encouragement and help. Each of my group members took the initiative to distil the key points from their respective sections and shared them with me, which greatly facilitated my task of summarizing the overall content. By condensing complex information into concise summaries, they made it easier for me to grasp and present the essential aspects related to water and air pollution.

 

Rehearsal

The lecturer, who was a highly responsible teacher, arranged a rehearsal for us the day before the formal presentation, which gesture demonstrated their dedication to ensuring our success and alleviating any potential anxiety we may have had. 😃

The rehearsal of the presentation greatly relieved the anxiety caused by the uncertainty of the formal presentation. It provided us with an opportunity to practice and familiarise ourselves with the content, flow, and timing of our micro teaching.

During this dress rehearsal, the lecturer suggested some modifications for us like enhancing our interactive sessions by combining higher-order questioning strategies. She also expected me to be able to teach more fluently and confidently in formal presentations, without relying on my script. Her guidance literally helped us refine our delivery techniques and engage more effectively with our audience.

Formal Presentation

On the day of the formal presentation, as I watched the first two groups confidently deliver their presentations, a wave of nerves washed over me. The pressure to perform well and meet the lecturer's expectations seemed almost suffocating. My mind raced with thoughts about whether or not I had prepared enough and if my delivery would be engaging enough for my peers. 

The memories from Year 1 came flooding back to me - those moments before stepping into a classroom full of eager Grade 6 students, hoping that they would respond positively to what I had planned for them. But this time around, it felt even more daunting. Teaching sixth graders may have been challenging in its own right but standing in front of my fellow classmates added an extra layer of pressure. These were individuals who shared similar knowledge and experiences with me; they knew what good teaching looked like and wouldn't hesitate to critique any shortcomings. I couldn't help but question myself: would they find value in what I had taught? Would they engage with the materials? These doubts gnawed at me as each minute passed by.

At the podium, my mind went blank, but I mustered up all my courage and relied on the countless hours of practice sessions to guide me through. The weight of the moment seemed to hang in the air as I took a deep breath and began speaking

Although I finished my part ultimately, I was also aware of my problem in the teaching process, I didn't motivate the classroom atmosphere of teacher-student interaction, I just flatly expounded the knowledge points. According to Suwandi (2012), when the teacher and students, and students and students’ interactions happen, the instruction will reach the target. This is something I need to learn from my group member Aimi, she can always activate the classroom atmosphere and attract students' attention very well. 

Career inspiration

I am grateful for this experience as it allowed me not only to enhance my summarization skills but also taught me valuable lessons about effective collaboration within a team setting. Through this project, I learned how important it is for individuals within a group to support one another by sharing knowledge, offering guidance, and encouraging each other's growth.

The subsequent undergraduate studies have also made me aware of the need to shift the focus of my studies more towards teaching practice and to try to incorporate teacher-student interactions in micro-teaching. Micro-teaching provided a platform for me to apply theoretical concepts to real-life scenarios by designing lesson plans, delivering them to small groups of peers or even actual students, and receiving constructive feedback from both fellow classmates and instructors.

Lastly, I would like to thank the lecturer and my girls.Girls can help girls~

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

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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.

This also reminds me that in primary school, the Chinese teacher started a reading competition in the class to cultivate our reading habits. She created a table for the whole class, on which a star could be drawn once a book had been read, and then each student's reading was assessed according to the number of stars. This is a vivid example of converting teaching objectives into measurable ones.

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. 

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WEEK7 REFLECTION- Storytelling

Course Outline

Hi, long time no see👀. After the reading week, we have our sixth week of class, this class lasts for three hours, including two hours of lecture and one hour of tutorial, the focus of this week's lecture is storytelling, although the class is three hours, I don't have any boredom at all, probably because of the lecturer's good storytelling skill. The lecturer emphasised the significance of storytelling, told the students what storytelling is, the challenges of storytelling.

Digital Storytelling

Digital storytelling is a new terminology to me. As technology continues to advance at an unprecedented pace, the art of storytelling has also evolved into a digital form. This innovative approach combines traditional storytelling techniques with multimedia elements such as images, videos, animations, and sound effects (Signes, 2008).What impressed me most is that digital storytelling offers several benefits in the education field. Educational Digital storytelling (EDS) is often presented as a powerful, technology-enhanced learning approach (Wu & Chen, 2020). The cultivation of students' digital storytelling skills, according to Ohler (2006), it allows students to become active creators of multimedia rather than passive consumers. By creating their own digital stories, students develop skills and talents in art, media production, storytelling, and project development. 

It reminded me of the week 4, we studied the video cutting where we utilise digital tools like video editing software or presentation applications to bring their stories alive visually. They can add transitions between scenes, incorporate animations or special effects if appropriate, and select suitable background music or sound effects that enhance the mood or atmosphere they wish to create. Previous study of video editing also paves the way for us to better understand digital storytelling.

To better demonstrate the infectious power of digital storytelling, the lecturer also provided us with a captivating analysis of the renowned film Sleepless in Seattle. The lecturer began by discussing the film's compelling plot, which revolves around two individuals who are brought together through fate and destiny. She emphasized how this universal theme resonates with viewers on an emotional level, allowing them to connect with the characters' experiences and aspirations. Her insightful analysis left us inspired by how digital narratives can transcend culture. By the way, I was recommended this film, planning to watch it in my leisure time.

Showing but not telling

In the class, I was inspired by the "showing but not telling" mindset mentioned by the lecturer. As a non-native English speaker, when describing things, I usually focus on simply narrating and making sure the other person understands. However, talking in this way is not sufficient and accurate. In fact, "showing but not telling" is a more vivid, concrete and powerful way of expressing oneself. It requires us to convey information by showing details, describing scenes and presenting characters' behaviour, rather than relying on abstract generalisations or direct statements(Klauk& Köppe, 2014). This allows the reader or listener to better understand and empathise with the message.

 For example, when describing a beautiful landscape, if we simply tell someone "it's beautiful there", it may seem bland ( that's usually what I do). However, if we use the method of "showing but not telling", we can describe in detail the sunshine on the green lawn, the flowers emitting charming fragrance, the clear water of the brook, and so on, and the readers or listeners will be able to truly feel the beauty and tranquility of the scene. Therefore, introducing the "showing but not telling" mindset made me realise that I need to change my original habit of simply narrating things. From now on, when describing in English, I will try my best to focus on showing details and avoid too many direct statements. Believing that by doing so, I will be able to express myself more vividly and convey my message effectively to others.

Career inspiration

To emphasise the importance of storytelling skills, the lecturer used one of her job-seeking experiences as an example. She once received an offer from Apple, which provided me with a new direction for my career planning. Since my undergraduate major is in education, I thought that I could only become a teacher in the future. However, I also experienced occasional anxiety about my future and worried that I wouldn't be able to secure a teaching position due to intense competition in my country's job market. Nevertheless, the lecturer's personal experience has expanded employment possibilities for me by demonstrating that the future of education is not limited to being a teacher alone. This realization has motivated me to continuously improve my qualifications and adapt to changing needs so that I can pursue satisfying and challenging job opportunities in both traditional and emerging fields. Therefore, from now on, I will strive to broaden my horizons and enhance my professional knowledge in order to develop diversified skills and lay a solid foundation for the future.

My future has limitless possibilities, too～✊✊✊

This video below is an addition to showing but not telling😊.

 References

Klauk, T., & Köppe, 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

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