Week 4 - Reflective Essay

    During this week's lecture, Dr. Lina introduced us to the "European Framework for Digital Competence of Educators (DigCompEdu)." As educators proficient in digital skills, our focus should be on enhancing our professional competence, pedagogic skills, and our ability to empower learners. We delved into the six key components of DigCompEdu: professional engagement, digital resource utilisation, teaching and learning methods, assessment techniques, empowering learners, and facilitating learners' digital competence. 

    We had the opportunity to share our perspectives on what it means to be a digitally competent and empowering learner. Later, we conducted a collective vote to determine how we, as future educators, can empower our students in the realm of digital learning, and surprisingly, all options were deemed correct. Dr. Lina emphasised the importance of treating all our students with equality, equity, and inclusion. In our tutorial session, we had the chance to experiment with DaVinci Resolve and try our hands at video composition.

    In the lecture, I was amazed when I discovered that DigCompEdu outlines 22 competencies organised within six domains. It is important to note that these competencies do not solely revolve around technical skills. Instead, the framework focuses on elucidating how digital technologies can be harnessed to improve and innovate education and training.

    Furthermore, I was intrigued by some of my classmates' responses, as their definitions of being a "digitally competent empowered learner" bore similarities in certain aspects. I was amazed to realise that addressing personal needs is also a means of empowering our learners in the context of digital learning.

    Another surprising aspect was when Dr. Lina granted us an hour to create our own video with the assistance of our technology leader.

    The DigCompEdu brings back memories of my high school days when we had the privilege of having our phones and iPads during class. We could use them to conduct online research and then present our findings to the class. 

    The responses from my classmates also remind me of Dr. Too's teaching methods, where he encourages us to use resources like Google, Chrome, and ChatGPT to find information. However, he emphasises the importance of connecting this online information to the literature. 

    During the tutorial session, I tried downloading the recommended application, but it consumed too much space on my laptop. As a result, I searched for an alternative application that better suited my video editing style! 

    During our tutorial session, we had the privilege of employing the project-based approach in teaching literacy and social studies, which research has demonstrated to be highly effective. Extensive studies on project-based learning have consistently shown encouraging outcomes in terms of students' learning and engagement, spanning a wide array of subjects and student demographics (MacArthur et al., 2002; Rivet & Krajcik, 2004; Hertzog, 2007; Parker et al., 2013).

    This collaborative tutorial setting allowed us to work together, aligning with Vygotsky's (1978) notion that students tend to reach higher academic levels when they engage in collaborative endeavours, compared to working in isolation. Collaboration provided us with opportunities to engage in discussions, take control of our learning, and consequently nurture our critical thinking abilities.

    Bruner (1985) stated that cooperative learning strategies could boost our problem-solving capabilities, as they necessitate the internalisation of external knowledge and critical thinking skills, alongside the interpretation of this internalised knowledge for our peers.

    In this context, we had the chance to practise self-regulated learning by creating our own videos, which entails students actively participating in the learning process through metacognition, motivation, and behavioural management (Zimmerman & Martinez-Pons, 1986). Within social cognitive models, self-regulated learning underscores the importance of students proactively engaging in the learning process and managing their own motivations (Zimmerman, 2013).

    When we encountered uncertainty, our technology leader was readily available for guidance, exemplifying how scaffolding is intricately linked with Vygotsky's socio-cultural theory, particularly the zone of proximal development (ZPD). The ZPD is shaped through collaborative interactions facilitated by verbal communication. It's in these interactions that a student's existing comprehension is advanced toward their potential understanding. Scaffolding can be visualised as the support a teacher provides to guide students towards their potential understanding (Wood et al., 1976).

    We also explored the concept of reciprocal teaching, where our technology leader stepped in to assist when needed. This acted as a scaffolding strategy, injecting elements of challenge to elevate our learning experiences (Mafarja et al., 2022).

    This session equipped us with the skills to effectively use and create with digital technology and a deeper comprehension of how digitalization impacts both individuals and society (Spante et al., 2018).

    I am eager to incorporate the DigCompEdu framework into my future educational pursuits, as I see it as a valuable reference point for nurturing digital competencies specific to educators. This framework offers essential guidance in honing the digital skills required in the modern educational landscape.

    Moreover, I aspire to conduct practical, hands-on sessions that empower my students to become proficient in utilising technology. This approach is fundamental in preparing them to navigate the digital realm with confidence and competence as they progress in their learning journey. By providing such opportunities, I aim to foster a generation of tech-savvy learners who can harness digital tools effectively in their education and beyond.

References 

Bruner, J. (1985). Child's talk: Learning to use language. Child Language Teaching and

    Therapy, 1(1), 111-114. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1177/026565908500100113 

Hertzog, N. B. (2007). Transporting pedagogy: Implementing the project approach in two first-

    grade classrooms. Journal of Advanced Academics, 18(4), 530-564.

    https://doi.org/10.4219/jaa-2007-559  

MacArthur, C. A., Ferretti, R. P., & Okolo, C. M. (2002). On defending controversial viewpoints:

    Debates of sixth graders about the desirability of early 20th-century American immigration.

    Learning Disabilities Research & Practice, 17(3), 160-172. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1111/1540-5826.00042

Mafarja, N., Zulnaidi, H., & Mohd. Fadzil, H. (2022). Using reciprocal teaching strategy to

    improve Physics students’ critical thinking ability. Eurasia Journal of Mathematics, Science

    and Technology Education, 18(1), 2069. https://doi.org/10.29333/ejmste/11506 

Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., Nolen, S. B.,

    Bransford, J. D., & Vye, N. J. (2013). Beyond breadth-speed-test: Toward deeper knowing

    and engagement in an advanced placement course. American Educational Research

    Journal, 50(6), 1424-1459. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.3102/0002831213504237 

Rivet, A. E., & Krajcik, J. S. (2004). Achieving standards in urban systemic reform: An example

    of a sixth grade project-based science curriculum. Journal of Research in Science

    Teaching, 41(7), 669-692. https://doi-org.unm-ezproxy.idm.oclc.org/10.1002/tea.20021 

Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital

    literacy in higher education research: Systematic review of concept use. Cogent Education,

    5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143 

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. The

    Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi-org.unm-

    ezproxy.idm.oclc.org/10.1111/j.1469-7610.1976.tb00381.x 

Vygotsky, L.S. (1978). Interaction between learning and development. In M. Cole, V. John-

    Steiner, S. Scribner, & e. Souberman (Eds.), Mind in society: The development of higher

    mental processes (pp. 34-41). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4  

Zimmerman, B. J. (2013). From cognitive modelling to self-regulation: A social cognitive career

    path. Educational Psychologist, 48(3), 135-147.

    https://doi.org/10.1080/00461520.2013.794676 

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for

    assessing student use of self-regulated learning strategies. American Educational Research

    Journal, 23(4), 614-628. https://doi.org/10.2307/1163093 

Week 3 - Reflective Essay

    During the third week of our lecture, Dr. Lina delved into evidence-based teaching strategies. She reviewed the concepts she had introduced in the previous week, which included dialogic assessment, cognitive knowledge, modelling the metacognitive process, and tools for promoting independent learning.

    In an engaging twist, she treated us to a trailer of the critically acclaimed film “The Boy, the Mole, the Fox, and the Horse,” which had earned accolades at both the Academy Awards and the British Academy Film Awards. This introduction added a touch of cinematic inspiration to our class.

    Dr. Lina then encouraged us to write down the names of classmates whose blogs had left an impression on us. This led to an interactive sharing session where we discussed our thoughts and insights.

    The main topic of the day was evidence-based teaching, and Dr. Lina initiated a vote to determine our top teaching strategies. Surprisingly, cooperative learning and interactive teaching took the lead by a very narrow margin. The strategies like graphic organisers, reciprocal teaching, assessment for learning, and manipulative followed closely.

    We were then prompted to discuss our chosen strategy’s effectiveness with our peers. Afterward, each group had the opportunity to share their insights and elaborate on why they found their strategy to be the most effective.

    Dr. Lina backed her teachings with evidence by presenting studies and figures that demonstrated the significant impact of graphic organisers. These visuals are excellent tools for displaying knowledge structures and aiding students in organising their thoughts effectively.

    To promote deeper understanding and collaborative learning, we engaged in a jigsaw activity. In this exercise, each of us focused on a specific strategy and then shared our knowledge within our assigned groups. During our tutorial session, each group was tasked with presenting their insights and understandings on the six strategies we had learned during the lecture two days prior.

    Lastly, Dr. Lina introduced the Sheltered Instruction Observation Protocol (SIOP) model, assigning different groups to explore and present on specific units. This model promises to be an exciting addition to our ongoing learning journey.

    During the lecture, I initially found it puzzling to understand the connection between the film “The Boy, the Mole, the Fox, and the Horse” and our class. However, this confusion sparked my interest in hearing my classmates’ perspectives on their blogs.

    To my delight, cooperative learning was ranked as the top strategy in our class, and it was equally surprising to discover that Si Tao and I shared the view that graphic organisers were the most effective.

    While the jigsaw activity initially left me a bit bewildered, I paid close attention as others asked questions to seek clarification, gradually grasping how it should work.

    Afterward, I decided to look up the film’s underlying message and discovered that it aimed to impart a lesson about the importance of love, both giving and receiving. It occurred to me that our lecturer might be encouraging us to appreciate and value one another.

    The reason I found it engaging to hear my classmates’ perspectives is that it provides valuable insights into their backgrounds and viewpoints.

    My surprise about cooperative learning ranking first stemmed from my personal preference for graphic organisers, a format I became accustomed to during my high school years. Our school strongly emphasised using mind maps, as it was considered a helpful way to enhance comprehension and learning.

    Engaging in the jigsaw activity brought back memories of my high school experiences, where group projects were commonplace. We would collaborate, pool our knowledge, and collectively tackle our coursework.

    Dr. Lina encouraged us to recollect the knowledge acquired during the previous lecture, as learning involves connecting new information with the existing framework of the learner’s prior understanding. It is essential for students to reflect on what they already know, what the new knowledge entails, and how to integrate it with their existing knowledge (Ji & Lee, 2021).

    Furthermore, she invited a selection of classmates to step forward and share their thoughts on their respective blogs. Research has indicated that such participation provides opportunities for proactive engagement, inclusivity, enjoyment, and peer support without fostering a competitive atmosphere (Hargreaves et al., 2020).

    The reason for conducting a vote and ranking of the strategies is that digital voting systems can provide valuable support for feedback activities and insights into the thought processes of both students and instructors. Maintaining effective communication is crucial for facilitating student learning, promoting interaction among students, and enhancing the interaction between students and the instructor (Mathiasen, 2015).

    Additionally, research has shown that using a visual tool like a graphic organiser can aid in English reading comprehension. Creating and visualising a graphic representation of the text’s structure with graphic organisers can enhance students’ reading comprehension skills (Qi & Jiang, 2021).

    Studies have also indicated that the jigsaw method is effective for applying cross-cutting skills in a challenging and practical context. Students have reported that this method improved their understanding of complex subjects, maximised class time usage, and broadened the range of learning opportunities (Sanchez-Muñoz et al., 2022; Perkins & Saris, 2001). Additionally, research suggests that sharing knowledge with others through the jigsaw exercise may enhance performance in the assigned topic, although it may initially have a negative impact on topics not assigned (Nolan et al., 2018).

    In alignment with Vygotsky’s sociocultural theory, peer discussions during the jigsaw activity facilitate social interactions, serving as a catalyst for human cognitive development and higher mental functions. According to sociocultural theory, mental functioning is seen as a mediated process where certain artefacts play a role in mediating between the social and psychological aspects of human cognition (Vygotsky, 1986).

    In the coming days, my aspiration is to incorporate a variety of teaching strategies in my classroom because I recognise that students have diverse preferences and learning styles. Each student is unique, and tailoring my approach to their individual needs is essential for their academic growth and development.

    To achieve this, I plan to implement a novel approach in my classroom. I will use a video as an educational tool, allowing my students to explore their preferred learning styles. This video will help them identify whether they are visual, auditory, kinesthetics, or a combination of these types of learners. By understanding their learning preferences, I can better address their specific needs, making the learning experience more engaging and effective.

    This approach is supported by the insights of Psych2Go (2022), which emphasise the importance of recognising and accommodating different learning styles. By employing this strategy, I aim to create a more inclusive and adaptive learning environment where each student has the opportunity to thrive based on their unique strengths and preferences.

References

Hargreaves, E., Elhawary, D., & Mahgoub, M. (2020). “One girl had a different idea”: 

    Children’s perspectives on learning and teaching models in the traditional classroom. 

    Education 3-13, 48(1), 87-99. https://doi.org/10.1080/03004279.2019.1586975 Ji, Y. G., & Lee, D.H. (2021). Application of Bloom’s taxonomy to formative assessment in real-

    time online classes i n Korea. Korean Journal of Medical Education, 33(3), 191-201. 

    https://doi.org/10.3946/kjme.2021.199 Mathiasen, H. (2015). Digital voting systems and communication in classroom lectures: An 

    empirical study based around physics teaching at bachelor level at two Danish universities. 

    Journal of Interactive Media in Education: JiME, 2015(1). https://doi.org/10.5334/jime.ah

Nolan, J. M., Hanley, B. G., DiVietri, T. P., & Harvey, N. A. (2018). She who teaches learns: 

    Performance benefits of a jigsaw activity in a college classroom. Scholarship of Teaching 

    and Learning in Psychology, 4(2), 93-104. https://doi.org/10.1037/stl0000110 Perkins, D. V., & Saris, R. N. (2001). A “jigsaw classroom” technique for undergraduate 

    statistics courses. Teaching of Psychology, 28(2), 111-113. 

    https://doi.org/10.1207/S15328023TOP2802_09 Psych2Go. (2022, March 22). What kind of learner are you? Quiz [Video]. YouTube. 

    https://youtu.be/reja_Mk6RLo?si=M6cQc8BAsMqQIJln Qi, W., & Jiang, Y. (2021). Use of a graphic organiser as a pedagogical instrument for the 

    sustainable development of EFL learners’ English reading comprehension. Sustainability 

    (Basel, Switzerland), 13(24), 13748. https://doi.org/10.3390/su132413748

Sanchez-Muñoz, R., Carrió, M., Rodríguez, G., Pérez, N., & Moyano, E. (2022). A hybrid 

    strategy to develop real-life competences combining flipped classroom, jigsaw method and 

    project-based learning. Journal of Biological Education, 56(5), 540-551. 

    https://doi.org/10.1080/00219266.2020.1858928

Vygotsky, L. S. (1986). Thought and language. The MIT Press. https://tinyurl.com/Thought-

    Language

Week 2 - Reflective Essay

    During the second week of classes, Dr. Lina introduced an element of chance by spinning the wheel of fortune, resulting in the formation of groups of seven students. A key requirement for these groups was to provide comments on each other’s blogs throughout the course, a practice to be continued until the final week of classes. Dr. Lina proceeded to present Maslow’s hierarchy of needs, delving into its significance.

    The lecture continued with an exploration of educational theories, including Bloom’s taxonomy and Stephen Krashen’s second language theory. Dr. Lina further delved into Vygotsky’s social cultural theory, mediation theory, and the zone of proximal development theory. These theoretical frameworks were illustrated through discussions on how information is processed, emphasising both the information-processing system and the mediated processes of cognitive and metacognitive development.

    Dr. Lina shared insights from her research on teachers’ mediation in students’ cognitive and metacognitive development. Additionally, she offered practical strategies for teaching English language learners. The lecture culminated in an interactive segment where students were required to prepare and present short presentations, applying the strategies discussed for teaching English language learners. Students had the opportunity to select their presentation topics and strategies, and our group’s presentation took place on Wednesday, marking the culmination of this educational journey.

    After selecting topics and strategies, we presented our prepared content to the class, utilising engaging methods like videos and interactive activities. Our presentation emphasised phonetics, encouraging active participation from students, and concluded with assigning homework to reinforce the lesson’s concepts, connecting them to the visual scaffolding theory.

    Whilst attending the lecture, I was surprised because the content covered was something I had learned during my first year of degree. However, I found it reassuring to have prior knowledge as it enabled me to grasp Dr. Lina’s message more comprehensively. As for our group presentation, I initially experienced some nervousness, given that I had been designated as the spokesperson alongside Si Tao. Yet, once we commenced our presentation, I felt fantastic due to the class’s active and responsive atmosphere. Upon concluding the presentation, I felt a sense of relief, knowing that our task was completed.

    This experience underscores the significance of active listening during lectures, especially since my aspiration is to become a knowledgeable educator. It also brings to mind my very first presentation at this university, which took place during Dr. Albert’s “Education and Society” module. In that instance, we were paired up to conduct research on a specific topic and deliver a presentation to the entire class on an assigned date.

    I vividly recall feeling extremely anxious that day, given that it was my inaugural experience in public speaking, and uncertainty prevailed about whether I would meet Dr. Alberto’s expectations. However, when I stepped onto the stage, I found myself speaking confidently about our prepared topic since I had committed all the key points to memory.

    Upon concluding the presentation, I experienced a sense of achievement knowing that I had effectively conveyed all the prepared points and received positive feedback from Dr. Alberto. It was a rewarding outcome for the effort I had invested!

    Dr. Lina effectively applied Bloom’s taxonomy in both of her lessons, emphasising the importance of integrating learning objectives that engage higher-order cognitive skills. This approach ultimately leads to better comprehension and the application of knowledge and skills across a wider range of tasks and settings (Adams, 2015).

    In these sessions, she encouraged us to draw upon our prior knowledge, recognizing that learning involves connecting new information with the framework of what learners already understand. It is critical for students to reflect on what they already know, identify new knowledge, and learn how to integrate it by organising it alongside existing knowledge (Ji & Lee, 2021).

    She proceeded to explain 50 strategies for teaching English language learners, supported by research indicating that the nature of knowledge acquisition often involves forming connections rather than solely critical exploration. Learners tend to relate information to memory and create a shared understanding (Radebe & Mushayikwa, 2023).

    Dr. Lina then instructed us to work in groups and choose one of these strategies for our presentation, as research suggests that students can incorporate these strategies into their learning practices, evaluating their grasp of the subject matter and adapting their study methods to achieve higher levels of Bloom’s taxonomy (Crowe et al., 2008).

    In the group discussions, we carefully examined which strategy to employ for our teaching, involving the dissection of information or ideas into components, the exploration of connections between these components, and the examination of the overall framework or objective of our work (SivaKumar, 2023).

    We made our selection and justified the choice of strategy, as we believe that evaluation is an essential step preceding creation. This aligns with the preparatory behaviour before generating something, as noted by Anderson and Krathwohl (2001).

    Our group was the final one to present our teaching to the class. The cognitive domain pertains to the acquisition of intellectual abilities and aligns with the criteria of authentic learning requirements (West, 2023).

    In her research paper, Dr. Lina explored mediation theory and the zone of proximal development, demonstrating the interrelated nature of these concepts. Mediated learning involves adult supervision, such as that of an educator, who assists students in understanding the complex world by providing information from the environment, allowing children to focus, structure, and examine relationships (Guo, 2022).

    During our group presentation, we asked participants to write down two letters they had previously learned, creating a collaborative learning environment and assessing their understanding. For example, Beck et al. (2020) discovered that dialogic writing assessment allows teachers to support students’ writing process, offering flexible and responsive methods tailored to students’ specific needs.

    We employed scaffolding as a teaching technique, drawing upon the work of Bruner (1983), Greenfield (1984), and Cazden (1988). This method enhances comprehension, fosters independent learning and application, and encourages knowledge transfer.

    To further engage the participants, we showed them a video as a visual scaffold to reinforce their previous learning. We also provided several instances of how to apply phonetics systematically, believing that metacognitive methods were employed throughout the modelling process (Stillman & Galbraith, 2011).

    As part of the session, we encouraged students to think of two words and practise their pronunciation using phonetics with the assistance of our teaching team. This approach aligns with Chen et al.’s (2005) research, which suggests that once learners have reached a certain level of proficiency, independent learning can be promoted. The system can be designed to emphasise learners’ ability to accomplish independent learning tasks such as capturing images, recording audio or video, and maintaining diaries.

    In my future teaching endeavours, I aim to nurture self-directed learning in every lesson I deliver, as I consider it a vital pedagogical approach. To facilitate this, I plan to introduce a set of strategies to encourage independent learning. However, the success of this endeavour relies on the involvement of parents. Family engagement is characterised by fostering positive home relationships, endorsing educational perspectives, and creating opportunities for learning (Harvey & Chickie-Wolfe, 2007). Therefore, I will schedule parent-teacher conferences to offer parents a chance to receive updates on their child’s academic progress and provide teachers with an opportunity to discuss the student’s academic performance, strengths, areas for improvement, and weaknesses.

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 Anderson, L. W., & Krathwohl, D. R. (2001). The cognitive process dimension: The revised 

    taxonomy structure. In L. W. Anderson, D. R. Krathwohl, P. W. Airasian, K. A. Cruikshank, R. 

    E. Maver, P. R. Pintrich, J. Raths, & M. C. Wittrock (Eds.), A taxonomy for learning, teaching 

    and assessing: A revision of Bloom’s taxonomy of educational objectives (pp. 67-68). 

    Longman. https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl%20-

    %20A%20taxonomy%20for%20learning%20teaching%20and%20assessing.pdf Beck, S. W., Jones, K., Storm, S., & Smith, H. (2020). Scaffolding students’ writing processes 

    through dialogic assessment. Journal of Adolescent & Adult Literacy, 63(6), 651-660. 

    https://doi.org/10.1002/jaal.1039 Bruner, J. (1983). Child’s talk: Learning to use language. Oxford University Press. 

    https://tinyurl.com/ChildsTalk

Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. 

    Heinemann. https://people.wou.edu/~girodm/library/cazden.pdf Chen, Y-S., Kao, T-C., & Sheu, J-P. (2005). Realising outdoor independent learning with a 

    butterfly-watching mobile learning system. Journal of Educational Computing Research,

    33(4), 395-417. https://doi.org/10.2190/0PAB-HRN9-PJ9K-DY0C

Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom’s 

    taxonomy to enhance student learning in Biology. CBE—-Life Sciences Education, 7(4), 347-

    430. https://doi.org/10.1187/cbe.08-05-0024

Greenfield, P. M. (1984). A theory of the teacher in the learning activities of everyday life. In B. 

    Rogoff, & J. Lave (Eds.), Everyday cognition (pp. 117-138). Harvard University Press. 

    https://greenfieldlab.psych.ucla.edu/wp-content/uploads/sites/168/2019/01/77-

    greenfield1984.pdf Guo, L. (2022). Teacher’ mediation in students’ development of cognition and metacognition. 

    Asia-Pacific Journal of Teacher Education, 50(5), 458-473. 

    https://doi.org/10.1080/1359866X.2020.1846158

Harvey, V. S., & Chickie-Wolfe, L. A. (2007). Fostering independent learning practical strategies 

    to promote student success. Guilford Press. 

    https://ebookcentral.proquest.com/lib/nottingham/reader.action?docID=362554&ppg=1 Ji, Y. G., & Lee, D.H. (2021). Application of Bloom’s taxonomy to formative assessment in real-

    time online classes in Korea. Korean Journal of Medical Education, 33(3), 191-201. 

    https://doi.org/10.3946/kjme.2021.199 Radebe, N., & Mushayikwa, E. (2023). Bloom’s taxonomy and classroom talk: Exploring the 

    relationship between the nature of small group discussion tasks and the quality of learners’ 

    talk. African Journal of Research in Mathematics, Science and Technology Education, 27(1), 

    14-24. https://doi.org/10.1080/18117295.2023.2172037 SivaKumar, A. (2023). Augmenting the flipped classroom experience by integrating revised 

    Bloom’s taxonomy: A faculty perspective. Review of Education (Oxford), 11(1). 

    https://doi.org/10.1002/rev3.3388

Stillman, G. A., & Galbraith, P. (2011). Evolution of applications and modelling in a senior 

    secondary curriculum. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. A. Stillman (Eds.), 

    International perspectives on the teaching and learning of mathematical modelling: Trends in 

    teaching and learning of mathematical modelling (pp. 689-699). Springer. 

    https://doi.org/10.1007/978-94-007-0910-2_66 West, J. (2023). Utilising Bloom’s taxonomy and authentic learning principles to promote 

    preservice teachers' pedagogical content knowledge. Social Sciences & Humanities Open, 

    8(1), 100620. https://doi.org/10.1016/j.ssaho.2023.100620

Week 1 - Reflective Essay

    In the first lecture, Dr. Lina prompted us to scan a QR code displayed on the projector, granting access to her Mentimeter questionnaire. The first question was whether we were feeling sleepy. Surprisingly, 12 students answered yes, 7 answered no, and 11 were in the “yes and no” camp, reflecting the varying energy levels of the class that day. Subsequently, we delved into a question about what we would like to know more about the lecturer, although it seemed that there was no single correct answer to this intriguing question. Following this, we watched an introductory video in which the lecturer warmly introduced herself to the class.

    Our primary task for the day was self-presentation. Each of us was required to create a slide encompassing a photo, a brief personal history, an inspiring anecdote, and our aspirations. These slides were subsequently shared with Dr. Lina, and we delivered our presentations in class. During the in-class presentations, we got to know our classmates better through fun and cute images and interesting facts about each person. It was a great icebreaker that helped create a friendly atmosphere.

    Following the introductions, Dr. Lina elucidated the module’s objectives and learning outcomes, offering a concise overview of what we could anticipate. We also received guidance on navigating Moodle and accessing resources. Additionally, she provided a brief overview of the coursework and assessment.

    During the tutorial session, Dr. Lina meticulously instructed us on creating a blog for our coursework. Those who succeeded in this task were encouraged to assist fellow students who were facing challenges. Dr. Lina also introduced the “5R” framework, emphasising the importance of reporting, responding, relating, reasoning, and reconstructing in our reflective essays. Before she ends the tutorial, one representative from each group was designated to answer questions pertaining to the material covered.

    We were tasked with composing a minimum 350-word essay, integrating design and multimedia elements into our coursework.

    During the lecture, I felt an overwhelming sense of enthusiasm, especially during the self-introduction segment, which allowed us to connect with our peers on a deeper level. In preparation for the weekly reflective essays, I was motivated and determined during the tutorial session.

    This experience brought to mind previous club and society inductions where ice-breaking activities were vital for effective communication. Introductions helped us form connections, understand our peers better, and enhance our communication skills.

    The experiences from our first week of classes have seamlessly connected us with a tapestry of educational theories learned in the prior year. One significant observation is the correlation between student absenteeism and their inclination towards social interaction, aversion to monotonous classes, and disenchantment with uninspiring instructors, as posited by Galichon and Friedman (1985). 

    Moreover, the incorporation of computer-based teaching methods has been identified as a catalyst for heightened student motivation, enjoyment, learning, and holistic development, aligning with the findings of Forsyth and Archer (1997). The positive impact of peer introductions on the first day of class, fostering confidence and cultivating a conducive learning ambiance, mirrors the insights presented by Fisch (2020). Our tutorial session, emphasising collaborative group work, resonates with research by Grau et al. (2018), underscoring its role in nurturing metacognition and self-regulation. 

    Additionally, our engagement with Vygotsky’s zone of proximal development (Vygotsky, 1978) has illuminated the significance of scaffolding and interactive conversations in establishing shared understanding, as expounded by van de Pol et al. (2010). 

    Guided instruction, a pedagogical cornerstone during our session, reflects Fisher and Douglas’s (2010) framework, advocating for a comprehensive approach that includes expert modelling, collaborative peer tasks, and independent work. Lastly, the concept of assessment for learning (Klenowski, 2009) underscores the importance of ongoing assessment to gauge learner progress within the educational journey. The interweaving of these theories has crafted a multifaceted framework, enriching our understanding and fostering a deeper appreciation of the teaching and learning dynamics that unfolded during our inaugural week of classes.

    The pivotal lesson drawn from this experience underscores the transformative potential of technology in augmenting both the learning process and collaborative endeavours. As I embark on my journey as a future educator, I intend to accord special importance to these facets. I firmly believe that group activities not only facilitate the exchange of diverse opinions but also foster a culture of constructive feedback and collaborative problem-solving, aligning with the insights of Mansfield and Volet (2014). 

    However, it is imperative to acknowledge that students may occasionally view digital technologies as potential distractions. The ubiquity of internet access and smartphones can inadvertently divert their focus from the classroom environment, as highlighted by Selwyn (2016). To mitigate such distractions, I plan to establish a designated charging station at a considerable distance from the learning space. This strategic placement aims to encourage students to recharge their devices and keep them at bay during class, unless specific requirements dictate otherwise, drawing inspiration from the practices advocated by Real Rap With Reynolds (2019).

References

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    introductions/docview/2481232522/se-2?accountid=135175 Fisher, D., & Frey, N. (2010). Guided instruction how to develop confident and successful 

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    docID=624059&ppg=1 Forsyth, D. R., & Archer, C. R. (1997). Technologically assisted instruction and student mastery, 

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    ezproxy.idm.oclc.org/10.1080/02607476.2013.869967 Real Rap With Reynolds. (2019, April 3). Managing cellphones in the classroom | Teacher tip 

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    ezproxy.idm.oclc.org/10.1080/13562517.2016.1213229 van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher—-student interaction: 

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