Special Issue - My Takeaway Message from the Teaching and Learning Strategies Module

Week 9 - Reflective Essay

    During this week's lecture, Dr. Lina introduced a guest speaker, Mr. Tamim, a lecturer from the Faculty of Creative Multimedia at the Multimedia University. Mr. Tamim's talk focused on the versatile use of music as a potent tool in language education. He highlighted how music enhances engagement, motivation, pronunciation, and memory retention, advocating for its use in teaching strategies. He emphasised creating songs for difficult information, encouraging students to compose their own, and analysing popular songs as effective learning tools.

    Mr. Tamim delved into the relationship between music and learning outcomes, particularly how it aids attention and cognitive function. He connected cognitive load theory with the impact of music on working memory, discussing how background music influences cognitive performance, memory, problem-solving, and language processing. Illustrating his points, he conducted a puzzle-solving game, demonstrating how background music significantly decreased the time taken to solve it.

    Further, he introduced musical tempos and their applications in different learning contexts. Slow tempos (60-80 beats per minute) are suggested for studying, while moderately fast tempos (80-100 beats per minute) are conducive to brainstorming and group discussions. To engage the class, he concluded his session with a rendition of a Christmas song.

    During the subsequent tutorial, Dr. Lina reinforced key learning strategies, such as the questioning circle, guiding students from surface-level understanding to deeper discussions encompassing factual, conceptual, and procedural knowledge. She directed students to generate questions encompassing subject matter, personal responses, and the broader external reality, promoting comprehensive understanding. Integrating games and humour, she encouraged participation through lyrics training and joke-telling.

    Wrapping up the class, Dr. Lina encouraged questions about rubrics, ensuring clarity and understanding regarding assessment criteria. The session encompassed a diverse array of engagement strategies, from discussions to games and musical elements, aiming to foster comprehensive learning experiences.

    The topic of utilising music as a teaching strategy immediately captivated my interest. Discovering the profound impact of music on pronunciation, enunciation, and memory retention left me truly astonished. Learning about how background music influences cognitive functions, problem-solving, and language processing kept me thoroughly engaged throughout the session.

    Participating in the puzzle-solving game brought a sense of enjoyment and liveliness to the class. Mr. Tamim's introduction of musical tempos and their varied applications in different learning contexts piqued my curiosity, prompting a desire to explore their potential further in education.

    The session itself was an impressive amalgamation of diverse engagement methods. From thought-provoking discussions to interactive games and the incorporation of musical elements, it was all geared towards creating a comprehensive and enriching learning experience. The seamless blend of various strategies was astonishing, showcasing the versatility of approaches in enhancing learning outcomes.

    The cognitive load theory, coupled with the influence of music on working memory, underscores the limitations of our working memory in both capacity and duration. It serves as a reminder of the constraints within which our minds operate when processing information.

    Engaging in the puzzle-solving game emphasised the importance of focus and completion. The game required us to decipher a logic puzzle or navigate through challenges to advance to more intricate tasks. This experience highlighted the significance of persistence and problem-solving skills in overcoming obstacles.

    Reflecting on musical tempo brought back memories of my high school Biology classes. Our teacher often instructed us to record our heart rates, drawing connections between the beats per minute and physiological responses. This practical application of tempo resonated with the study of biological processes, making the subject more tangible and relatable.

    The integration of singing and music has been a longstanding method in English language instruction, advocated for by scholars like Bartle (1962), Richards (1969), and Jolly (1975). They emphasise the language benefits and motivational aspects it offers to language learners. Sound, a fundamental form of human expression, is foundational for both language and music communication. From birth, babies engage in listening and producing sounds, unable to differentiate between musical elements and language components (Chen-Hafteck, 1997).

    A review of relevant literature (Merriam, 1964; Coe, 1972; Claerr & Gargan, 1984; Wilcox, 1995) examining the nexus of affective filters and the application of song and music in language classrooms reveals that music acts as a tool to lower affective barriers, fostering a more relaxed learning environment. This relaxed state often enhances receptivity to language acquisition. Pop songs, in particular, serve this purpose as corpus analysis indicates their conversational style, repetition, and slower pace compared to spoken language (Murphey, 1992).

    The positioning of music as a learning strategy within the language classroom has shown multifaceted benefits. It encourages effective exploration, strengthens cognitive and metacognitive strategies, and renders students more receptive to language inputs (Bancroft, 1978; Lozanov, 1978; Magahay-Johnson, 1984).

    Cognitive load theory underscores the significance of schemas in music, describing individuals' inclination to seek patterns in a continuous stream of sounds (Deliège, 2001). Schemas, serving as representations of intricate musical knowledge, offer a framework for interpreting musical information, aiding in understanding and anticipating auditory stimuli (Boltz, 2001; Kessler et al., 1984).

    Explaining communication practices, multimodality theory addresses the diverse resources—textual, auditory, linguistic, spatial, and visual—employed in crafting messages. In the realm of music, multimedia theory incorporates various artistic mediums, such as dance, film, and programmed music, alongside songs.

    Multisensory theory in music harnesses different senses to improve comprehension and internalisation of musical concepts. Students engage in activities like counting aloud, foot-tapping, and hand-clapping to reinforce rhythm comprehension and internalise underlying musical concepts. This multisensory approach aids in enhancing understanding and retention.

    Integrating music into my future teaching endeavours holds significant promise. I envision leveraging music as a powerful teaching tool, acknowledging its potential to yield enduring benefits for students. The session I attended provided an enlightening demonstration of the multifaceted nature of teaching strategies. It wasn't confined to conventional methods; instead, it showcased a blend of innovative tactics. These ranged from engaging discussions that encouraged active participation to interactive games that fostered hands-on learning. 

    Moreover, the incorporation of musical elements added an entirely new dimension to the educational experience, making it dynamic and multifaceted. These varied and comprehensive approaches aimed not just to convey information but to immerse students in a holistic learning environment, fostering deeper understanding and long-term retention of the material.

References

Bancroft, W. (1978). The lozanov method and its American adaptations. The Modern Language 

    Journal, 62(4), 167-175. http://dx.doi.org/10.2307/324351

Bartle, G. (1962). Music in the language classroom. Canadian Modern Language Review, 11-14. 

    https://doi.org/10.3138/cmlr.19.1.11

Boltz, M. G. (2001). Musical soundtracks as a schematic influence on the cognitive processing

    of filmed events. Music Perception, 18(4), 427-454. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1525/mp.2001.18.4.427

Chen-Hafteck, L. (1997). Music and language development in early childhood: Integrating past 

    research in the two domains. Early Child Development and Care, 130(1), 85-97. 

    http://dx.doi.org/10.1080/0300443971300109

Claerr, T., & Gargan, R. (1984). The role of songs in the foreign language classroom. OMLTA 

    Journal, 28-32. https://files.eric.ed.gov/fulltext/ED254104.pdf

Coe, N. (1972). What use are songs in FL teaching?. International Review of Applied Linguistics 

    in Language Teaching, 10(4), 357-360.

Deliège, I. (2001). Introduction: Similarity perception ↔ categorization ↔ cue abstraction. Music 

    Perception, 18(3), 233-243. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1525/mp.2001.18.3.233

Jolly, Y. (1975). The use of songs in teaching foreign languages. The Modern Language Journal, 

    59(1), 11-14. http://dx.doi.org/10.2307/325440

Kessler, E. J., Hansen, C., & Shepard, R. N. (1984). Tonal schemata in the perception of music 

    in Bali and in the West. Music Perception, 2(2), 131-165. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.2307/40285289

Lozanov, G. (1978). Suggestology and outlines of suggestopedia. Gordon and Breach 

    Publishing. https://doi.org/10.12691/education-1-1-2

Magahay-Johnson, W. (1984). Music hath charms: Music and student-created stories in the ESL 

    classroom. TESL Canada Journal, 1(1), 81-82. https://doi.org/10.18806/tesl.v1i1.426

Merriam, A. (1964). The anthropology of music. Northwestern University Press. 

    https://posgrado.unam.mx/musica/lecturas/etno/complementarias/Merriam%20Alan-

    The_Anthropology_of_Music-1.pdf

Murphey, T. (1992). The discourse of pop songs. TESOL Quarterly, 26(4), 770-774. 

    http://dx.doi.org/10.2307/3586887

Richards, J. (1969). Songs in language learning. TESOL Quarterly, 3(2), 161-174. 

    https://doi.org/10.2307/3586103

Wilcox, W. B. (1995). Music cues from classroom singing for second language acquisition: 

    Prosodic memory for pronunciation of target vocabulary by adult non-native English speakers 

    (Publication No. 9544866) [Doctoral dissertation, University of Kansas]. ProQuest 

    Dissertations Publishing. https://www.proquest.com/dissertations-theses/music-cues-

    classroom-singing-second-language/docview/304204084/se-2

Week 8 - Reflective Essay

    We opted to cover the topic of "Idioms" during Reading Week after seeking Dr. Lina's approval, following her request. However, she modified the assignment criteria, asking for a teaching demo applicable to Year Two Education students' future endeavours. Swiftly, we chose film analysis, drawing from our filmmaking experience. We promptly emailed her our chosen topic and shared our slides for feedback.

    During the tutorial session, Dr. Lina allocated time for our teaching demo practice within our group. This allowed us to discuss and rehearse our roles among ourselves. Si Tao scheduled a rehearsal with her on Monday to familiarise ourselves with her evaluation criteria and gain feedback on our performance.

    The pivotal lecture session demanded our teaching demos within a tight three-hour window. Our group presented on "German Expressionism," highlighting how this art movement emphasised characters' emotions through distorted and nightmarish imagery. We explored how German Expressionist films, through innovative ideas and unsettling narratives, tackled themes like violence and betrayal.

    In our presentation, we dissected the cinematography techniques, emphasising vulnerability through high-angle shots and authority through low-angle ones. Engaging the class, we conducted a collective film analysis, dissecting the setting, camerawork, lighting, and narrative elements within German Expressionism.

    Among other groups, Group One delved into "The Solar System," outlining planet characteristics, their orders, and Pluto's reclassification by the International Astronomical Union in 2006. Group Two covered "Biology: The Body Parts," discussing respiratory systems, kidneys, and their vital functions.

    Group Three delved into "Water and Air Pollution," examining its impacts on marine life, human health, life, and the potential risks of Japan's nuclear wastewater. They emphasised the importance of international collaboration for sustainable solutions.

    Group Five highlighted the importance of daily art practice for self-improvement, showcasing various artistic styles. Group Six discussed "Theory of Mind," connecting it to Piaget's cognitive developmental stages, outlining false-belief problems and Piaget's developmental stages.

    My emotions followed a rollercoaster during the various segments of the session. Confusion struck me when she altered the assignment criteria for the teaching demo, shifting the focus to Year Two Education students' future prospects. However, a sense of calm washed over me when she granted us an hour to practise our demo, allowing us to refine our presentation.

    As the time for our group's teaching demo on German Expressionism approached, excitement bubbled within me. Witnessing Group One's engaging and enjoyable activity piqued my interest, despite initially feeling puzzled by their change in focus from General Science to Biology.

    Group Three's discussion about the potential hazards posed by Japan's nuclear wastewater grabbed my attention, while Group Five's enjoyable drawing activity left me amazed. Additionally, Group Six's connection of their presentation to Piaget's cognitive developmental stages intrigued me, leaving me feeling captivated by their insights.

    Our presentation displayed meticulous preparation, effective communication, and an engaging delivery throughout the session. The comprehensive groundwork ensured that our message was conveyed clearly and captivated our audience's attention.

    Reflecting on Group One's presentation, it instantly triggered memories of my experience as an international preschool class assistant. During one summer school session, a task similar to their focus on "The Solar System" involved painting and hanging planets, creating a vibrant and interactive learning environment for the children.

    Group Two's presentation took me back to my high school days, where I distinctly recall an assignment centred around drawing the human body and its various parts, notably the torso. Their discussion on "Biology: The Body Parts" rekindled these educational endeavours from the past.

    The impactful presentation by Group Three brought to mind a poignant moment when I first encountered distressing news coverage about Japan's controversial disposal of wastewater into the sea. This event not only highlighted environmental concerns but also stirred reflection on humanity's accountability for its actions.

    Thinking about Group Five's presentation, it resonated with a memorable club event I attended. During that gathering, a speaker delved into the therapeutic aspects of art, mirroring the concepts discussed in their presentation on Art Therapy.

    Group Six's presentation prompted recollections of my Year One Education studies, a period when I immersed myself in various theories and their practical application in lesson planning. Their approach in linking "Theory of Mind" to Piaget's cognitive developmental stages mirrored the educational journey from that time, emphasising the importance of theoretical understanding in practical contexts.

    During our teaching demonstration, we opted for direct instructional methods as they are believed to aid students in self-regulation, especially through the explicit teaching of metacognitive strategies (Pressley et al. 1992). By employing embedded instruction techniques, students can effectively apply metacognitive methods in response to task demands (Veenman 2013). Research on strategy instruction delineates various methods to deliver direct strategy training, differing significantly in explicitness levels (Dignath and Büttner 2008; Veenman 2011).

    Incorporating project-based learning in our assignment aims to nurture student curiosity, fortify their grasp of fundamental scientific concepts, and equip them with problem-solving skills to become responsible, scientifically literate citizens (Zhao & Wang, 2022). This approach has gained endorsement from governments, scholars, and educators, aligning with the Chinese Science Curriculum Standards for Compulsory Education (2022 Edition) that advocate for teaching methodologies encouraging contextual exploration, problem-solving, critical thinking, and active participation among teachers (Markula & Aksela, 2022; Novak & Krajcik, 2019). Collaborative efforts among Chinese educators, local researchers, and university experts have been instrumental in exploring project-based learning methodologies in classrooms (Luo et al., 2021).

    Project-based learning serves as an ideal platform to integrate core skills across four dimensions, fostering inquiry, data analysis, interpretation, evaluation, and collaborative scientific thinking (Guo et al., 2020). Empirical evidence highlights its superiority over traditional science education methods, enhancing student performance, cognitive skills, emotional engagement, and social competencies (Barak & Raz, 2000; Hasni et al., 2016; Holmes & Hwang, 2016; Lee & Reigeluth, 2015).

    Our teaching demonstration also integrated assessment components, drawing from research on learning progressions and assessment development (Smith et al., 2006). Learning progressions, depicting student thinking evolution in a domain, potentially aid teachers in identifying and responding to student thoughts during instruction (Furtak, 2012). Aligning assessment items with learning progressions enables educators to gauge student knowledge levels relative to the progression, offering insights into their learning paths (Wilson & Sloane, 2000).

    Additionally, we employed gamification in our pre-session quiz to enhance motivation and learning, acknowledging its effectiveness contingent on specific game design elements (Deterding et al., 2011). However, the theoretical grounding and measurement rigour in gamification studies, particularly in higher education, often require augmentation (Dichev & Dicheva, 2017). The theory of gamified learning (Landers, 2014) provides a comprehensive framework delineating the interaction between gamification and learning, emphasising the need for conducive behaviours to foster effective learning outcomes (Landers et al., 2015).

    Moreover, visual aids were integrated extensively as they create audio-visual effects in classrooms, sustaining student attention and fostering dynamic interactions (Willyarto et al., 2020). The use of technology in visual presentations was anticipated to enhance understanding, academic performance, and overall engagement in the learning process.

    The teaching demonstrations encompassed a rich variety of subjects, fostering an engaging and enlightening session. Each group's presentation resonated with personal experiences, illuminating the profound connections between academic learning and real-life encounters. These associations not only deepened my comprehension of the topics but also emphasised their relevance and adaptability across various scenarios.

    Furthermore, project-based learning emerges as an effective strategy, aligning with the new curricular standards' key competencies. This approach equips students with essential skills, blending theoretical knowledge with practical applications.

    Incorporating an array of teaching methodologies, I aim to leverage each approach in my future educational endeavours. The diverse strategies showcased during our teaching demos, from direct instruction to project-based learning, assessment integration, gamification, and the use of visual aids, have sparked inspiration for my teaching toolkit. Recognising the effectiveness of these methods, I am committed to utilising them in crafting engaging, impactful, and innovative learning experiences.

References

Barak, M., & Raz, E. (2000). Hot-air balloons: Project-centred study as a bridge between 

    science and technology education. Science Education, 84(1), 27-42.   

    https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<27::AID-SCE3>3.0.CO;2-8

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to 

    gamefulness: Defining "gamification". Proceedings of the 15th International Academic 

    MindTrek Conference: Envisioning Future Media Environments, 9-15. 

    https://doi.org/10.1145/2181037.2181040

Dichev, C., Dicheva, D. (2017). Gamifying education: What is known, what is believed and 

    what remains uncertain: A critical review. International Journal of Educational Technology in 

    Higher Education, 14(9). https://doi.org/10.1186/s41239-017-0042-5

Dignath, C., Büttner, G. (2008). Components of fostering self-regulated learning among 

    students. A meta-analysis on intervention studies at primary and secondary school level. 

    Metacognition and Learning, 3, 231-264. https://doi.org/10.1007/s11409-008-9029-x

Furtak, E. M. (2012). Linking a learning progression for natural selection to teachers' 

    enactment of formative assessment. Journal of Research in Science Teaching, 49(9), 1181-

    1210. https://doi.org/10.1002/tea.21054

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in 

    higher education: Student outcomes and measures. International Journal of Educational 

    Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Hasni, A., Bousadra, F., Belletête, V., Benabdallah, A., Nicole, M.-C., & Dumais, N. (2016). 

    Trends in research on project-based science and technology teaching and learning at K–12 

    levels: A systematic review. Studies in Science Education, 52(2), 199-231. 

    https://doi.org/10.1080/03057267.2016.1226573

Holmes, V.-L., & Hwang, Y. (2016). Exploring the effects of project-based learning in 

    secondary mathematics education. The Journal of Educational Research, 109(5), 449-463. 

    https://doi.org/10.1080/00220671.2014.979911

Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and 

    gamification of learning. Simulation & Gaming, 45(6), 752-768. 

    https://doi.org/10.1177/1046878114563660

Landers, R. N., Bauer, K. N., Callan, R. C., & Armstrong, M. B. (2015). Psychological theory 

    and the gamification of learning. In T. Reiners, & L. C. Wood (Eds.), Gamification in 

    education and business (pp. 165-186). Springer.

Lee, D., Huh, Y., & Reigeluth, C. M. (2015). Collaboration, intragroup conflict, and social skills 

    in project-based learning. Instructional Science, 43, 561-590. 

    https://doi.org/10.1007/s11251-015-9348-7

Luo, Y., Xie, X., Han, S., & Guo, Y. (2021). New physics teaching model in middle school: 

    Project-based instruction. Curriculum, Teaching Material and Method, 41(6), 103-109. 

    https://doi.org/10.19877/j.cnki.kcjcjf.2021.06.021

Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How 

    teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary 

    Science Education Research, 4(2). https://doi.org/10.1186/s43031-021-00042-x

Novak, A. M., & Krajcik, J. S. (2019). A case study of project-based learning of middle school 

    students exploring water quality. The Wiley Handbook of Problem‐Based Learning, 551-

    572. https://doi.org/10.1002/9781119173243.ch24

Pressley, M., Harris, K. R., & Marks, M. B. (1992). But good strategy instructors are 

    constructivists!. Educational Psychology Review, 4, 3-31. 

    https://doi.org/10.1007/BF01322393

Smith, C. L., Wiser, M., Anderson, C. W., & Krajcik, J. (2006). Implications of research on 

    children's learning for standards and assessment: A proposed learning progression for 

    matter and the atomic-molecular theory. Interdisciplinary Research and Perspectives, 4(1-

    2), 1-98. https://doi.org/10.1080/15366367.2006.9678570

Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report instruments: 

    A discussion. Metacognition and Learning, 6, 205-211. https://doi.org/10.1007/s11409-011-

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Veenman, M. V. J. (2013). Training metacognitive skills in students with availability and 

    production deficiencies. In H. Bembenutty, T. Cleary, & A. Kitsantas (Eds.), Applications of 

    self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 299-

    324). Information Age Publishing. 

Willyarto, M. N., Werhoru, D., Januarta, S., & Rivaldo. (2020). Visual aid presentation as a 

    learning method: A case study in learning English of management students in Binus 

    University. Journal of Physics: Conference Series, 1566(1), 12023. 

    https://doi.org/10.1088/1742-6596/1566/1/012023

Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment 

    system. Applied Measurement in Education, 13(2), 181-208. 

    https://doi.org/10.1207/S15324818AME1302_4

Zhao, Y., & Wang, L. (2022). A case study of student development across project-based 

    learning units in middle school chemistry. Disciplinary and Interdisciplinary Science 

    Education Research, 4(1). https://doi.org/10.1186/s43031-021-00045-8

Week 7 - Reflective Essay

    During this week's lecture, Dr. Lina covered the "Effective Use of Questions as a Teaching Strategy." Before kicking off the class, she noted minor changes to the group teaching assignment, extending the presentation deadline from November 27th to November 29th. By the end of the session, our goal is to grasp the concept of learning objectives and present it to our peers. We'll also learn to evaluate objectives using the SMART model and craft objectives incorporating various Bloom's Taxonomy cognitive skills.

    Dr. Lina initiated the discussion by asking us to define learning objectives. These objectives aim to offer measurable outcomes for learners to anticipate achieving during the course, emphasising the need for a clear action-driven verb, defined conditions, and acceptable performance levels in a good learning objective.

    Highlighting the importance of learning objectives, she emphasised how these objectives inform learners about what to expect from the course, guide instructors on focus areas, and provide measurable benchmarks for learners. The SMART model, she explained, ensures clear, achievable objectives within a specified timeframe.

    Moving on, Dr. Lina stressed that good learning objectives should encompass Bloom's Taxonomy, delineating desired skills and abilities for learners to master and exhibit. This taxonomy, she elaborated, categorises different intellectual skills and encourages instructors to aim for higher cognitive skills that lead to comprehensive learning and skill transfer across tasks and contexts.

    Students were given time to present their group's learning objectives, after which Dr. Lina delved into the significance of questioning. She regarded questioning as a pivotal tool for educators to aid students in comprehending and engaging with course material effectively. Exploring different question types - convergent, divergent, focal, brainstorm, shotgun, and funnel - she also introduced the question circles method, merging subject matter, personal response, and external environment to foster higher-order thinking skills.

    Discussing the principles of effective questioning encompassing clarity, psychological safety, sequencing, balanced questioning, wait time, and avoiding overuse of recall-type questions, Dr. Lina concluded by emphasising the challenge of promoting higher-order critical thinking when lower-order questions dominate classroom interactions.

    The lecture on using questioning as a teaching strategy intrigued me because it highlighted the power of questioning in education. Knowing that the group teaching session was extended provided a sense of relief; this extension would grant us ample time to practise and refine our presentation skills, ensuring we could deliver our best performance.

    Understanding the significance of learning objectives caught my attention. Learning objectives serve a crucial role in guiding learners, informing them about what they can expect to achieve throughout a course or class. This clarity is fundamental to effective learning experiences.

    Discovering the importance of Bloom’s taxonomy was inspiring. It revealed how this framework prompts educators to approach learning objectives from a behavioural perspective. This method challenges instructors to consider not just what students should learn but also how they should demonstrate their knowledge and skills.

    Moreover, uncovering the existence of six distinct questioning methods—convergent, divergent, focal, brainstorm, shotgun, and funnel—sparked my interest. Each method likely offers unique ways to engage students and stimulate critical thinking in the classroom.

    The lecture on using questioning in teaching evokes memories from my early schooling days when teachers frequently engaged us by prompting responses on the whiteboard. This approach of active questioning seems reminiscent of that classroom experience.

    The activity involving the creation of learning objectives linked to various Bloom's Taxonomy cognitive skills brings to mind specific modules from my first year, such as "Behaviour and Classroom Management" and "Understanding Learners and Learning." In those modules, we were tasked with crafting lesson plans as part of our assignments, somewhat similar to this activity.

    Reflecting on the importance of learning objectives, I recall our past experience during the Education Showcase where we engaged in micro-teaching. We had to communicate to learners what they could expect to learn or achieve throughout our course or class—a crucial aspect emphasised during that showcase.

    The significance of Bloom's Taxonomy takes me back to Dr. Sharimila's CLIL (Content and Language Integrated Learning) lesson plan, where the application of Bloom's Taxonomy was encouraged in our lesson objectives. It's intriguing to see this principle resurface in the current context.

    Regarding the six types of questioning methods, it resonates with how we previously utilised similar techniques during presentations, prompting engagement and interaction by asking the audience various types of questions. This connection highlights the versatility and applicability of these questioning methods across different learning and communication settings.

    Faculty often perceive learning objectives as mere administrative obligations, detached from teaching and student performance. However, instructional designers emphasise their crucial role: guiding students' focused engagement with content (Mitchell & Manzo, 2018).

    Locke and Latham's theory asserts that effective objective statements should specify desired positive changes, measurable indicators, and achievable levels to drive goal attainment. The SMART model aligns with these criteria, ensuring goal clarity (Ogbeiwi, 2017).

    Bloom's taxonomy distinguishes cognitive skill levels, advocating for objectives that demand higher cognitive abilities to facilitate deeper learning and broader skill application (Adams, 2015).

    These principles culminate in Student Learning Objectives, aiding DPS teachers in emphasising impactful standards, setting challenging objectives, and monitoring student progress. By backward planning from the goal of student success, this strategy aligns every instructional minute with the district's vision of Every Child Succeeds (Briggs et al., 2019).

    Bloom's taxonomy underscores cognitive complexity, emphasising higher levels involving applying, analysing, evaluating, and creating, versus lower levels focusing on memorization and comprehension (Anderson et al., 2001).

    The questioning-centred classroom approach is deemed one of the most effective ways to foster learning in children. Yet, its success hinges on teachers' mastery of questioning techniques, transforming questioning into an art. Effective questioning involves thought-provoking inquiries, urging students to think critically (Yang, 2020).

    Well-crafted questions spark discussion, offer diverse perspectives, and promote thorough exploration. Conversely, poorly structured questions can intimidate, restrict original thought, and hinder learning. Often, teachers resort to lower-order, convergent questions based on factual recall, neglecting higher-order, divergent questions that encourage deep analysis and evaluation (Tofade et al., 2013).

    Employing question circles or probing inquiries aids in transitioning from superficial answers to in-depth discussions, fostering critical thinking. Encouraging students to delve into topics, present opposing views, and defend their perspectives sharpens their cognitive abilities (Christenbury & Kelly, 1983).

    Implementing questioning as a cornerstone of my teaching methodology is fundamental in fostering a more interactive and engaging classroom environment. It offers students the opportunity to actively participate in discussions, enabling them to think critically, express their thoughts, and deepen their understanding of the subject matter. By encouraging questions, I aim to create an inclusive learning space where students feel empowered to explore concepts, contribute to discussions, and enhance their overall learning experience.

References

Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical

    Library Association, 103(3), 152-153. https://doi.org/10.3163/1536-5050.103.3.010

Briggs, D. C., Chattergoon, R., & Burkhardt, A. (2019). Examining the dual purpose use of

    student learning objectives for classroom assessment and teacher evaluation. Journal of

    Educational Measurement, 56(4), 686-714. https://doi.org/10.1111/jedm.12233

Christenbury, L., & Kelly P. P. (1983). Questioning: A path to critical thinking. National Council of 

    Teachers of English. https://files.eric.ed.gov/fulltext/ED226372.pdf

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall. 

Mitchell, K. M. W., &  Manzo, W. R. (2018). The purpose and perception of learning objectives.

    Journal of Political Science Education, 14(4), 456-472.

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