Today, the main learning points (take away) from the session includes the following:-
1. Discussion of podcast on the topic of 'Learning Environment' by Dr Quek and presentation
2. Sharing by various groups on the 'Design of the Learning Environments' by Bransford
3. The sharing platform of WIKI (www.wetpaint.com) for doing group research on famous researchers in the field of learning environment
1. Discussion of podcast (Learning Environment)
The key concepts of perception, school climate, school culture, classroom learning environment and school learning environment were discussed. Human behaviour reflects attitude, sense of acceptance and the ability to build positive relationships. In schools, the link between perceptions and learning outcome cannot be denied. In the Map of 'Inter-relationships between Lewinan's formula and Murray's needs-press model, the links between the person, personal needs human behaviour, learning environment and participants are shown.The learning environment is congruent with the person and vice versa. One cannot lack the other. Moreover, the person has personal needs which affect the human behaviour. The learning environment determines the human behaviour and the person determines the human behaviour as well. As for the needs-press portion, there are two types of participants. One is the detached observer which assesses and exerts the Alpha press on the learning environment. The other is the Beta press (a group of people in the school) who assess and exert on the learning environment.
2. Sharing by various groups on the 'Design of the Learning Environments' by Bransford
Design of learning environment can be seen from four perspectives namely, the degree in which the environments are leaner-centred, knowledge-centred, assessement centred and community-centred.
What does it mean for a learning environment to be learner centred? There has to be close attention paid to the knowledge, skills, attitudes and beliefs that learners bring to the environment. · There has to be teaching practices that have been called “culturally appropriate, compatible and relevant.
· The term diagnostic teaching comes into play, which is to discover what students think in relation to the problems on hand, discussing their misconceptions and providing the students the situations to think about their ideas.
What are the examples in the local context?
In local context, the use of cooperative learning strategies are common in learner-centred classrooms, whereby students are given the time and the space to construct their own knowledge. There have been streaming exercises held every 6 years and 4 years of main stream schools for schools to assess the students’ ability in the cognitive aspects.
What are the constraints?
The need for time to complete the syllabus and the summative assessment modes affects the way the teachers deliver the lesson.
What does it mean for a learning environment to be knowledge-centred?
— Provides context/subject matter for learning skills
— Leads to understanding and subsequent transfer and development
— Focuses on kinds of information and activities to bring about sense-making
— Approach: ‘Progressive Formalization’ – Informal ideas can be transformed and formalized
What are the examples in the local context?
— Surface and address of prior knowledge before new learning takes place
— Learning resources (e.g. Textbooks and lesson notes) provided
— Subject-related posters in classrooms
— Display of students’ work
What are the constraints?
— Striking a balance between learner-centred and knowledge-centred environments
— Knowledge-centred environment tends to disconnect the different disciplines. (specialised areas)
— Impedes the holistic development of the learner. (too focus on content acquisition and lacking on soft skills)
What does it mean for a learning environment to be assessment-centred?
· Should provide opportunities for feedback and revision and what is assessed must be congruent with one’s learning goals
· Formative assessment (students’ thinking made visible and feedback provided
. Focus on learning with understanding and not mere memory work for procedures or facts)
· Feedback to occur continuously.
What are the examples in the local context?
· The use of white-boarding in schools to allow pupils to vocalize their thinking process, teachers provide feedback accordingly.
· The use of rubrics for pupils to self-assess their own progress
What are the constraints?
· Time constraints in providing quality feedback to every pupil.
What does it mean for a learning environment to be community-centred?
· The norms of the society for people to learn from each other.
· Social norms that value the search for understanding and allow students.
· Connecting the school with outside activities
· Connecting the school with the families
What are the examples in the local context?
· Association with Parent Support Groups (PSG) and Alumni Associations and outreaches from the Beyond Social Services (BSS) and National Enviroment Agency (NEA) on joint-projects and Community Centres
What are the constraints?
Not that I can think of.
3. The sharing platform of WIKI (www.wetpaint.com) for doing group research on famous researchers in the field of learning environment
Each group is assigned a researcher to research on. Dr Quek showed the website wetpaint which is a platform for group discussions to occur and each member can contribute his/her ideas in the website.
Our group is tasked to research on Walberg and our weblink is http://walberggroup4.wetpaint.com/
Found this video in YouTube on how classroom learning has changed.
No comments:
Post a Comment