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
Fisch, A. A. (2020). Rethinking class introductions. Teaching English in the Two-Year College,
48(2), 239-249. https://www.proquest.com/scholarly-journals/rethinking-class-
introductions/docview/2481232522/se-2?accountid=135175 Fisher, D., & Frey, N. (2010). Guided instruction how to develop confident and successful
learners. ASCD. https://ebookcentral.proquest.com/lib/nottingham/reader.action?
docID=624059&ppg=1 Forsyth, D. R., & Archer, C. R. (1997). Technologically assisted instruction and student mastery,
motivation, and matriculation. Teaching of Psychology, 24(3), 270-212.
https://doi.org/10.1207/s15328023top2403_17 Galichon, J. P., & Friedman, H. H. (1985). Cutting college classes: An investigation. College
Student Journal, 19, 357-360. https://tinyurl.com/CuttingCollegeClasses
Grau, V., Lorca, A., Araya, C., Urrutia, S., Ríos, D., Montagna, P., & Ibaceta, M. (2018). Socially
shared regulation of learning and quality of talk: Age differences in collaborative group work in
Classroom Contexts. New Directions for Child and Adolescent Development, 2018(162), 11-
39. https://doi-org.unm-ezproxy.idm.oclc.org/10.1002/cad.20261
Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective.
Assessment in Education: Principles, Policy & Practice, 16(3), 263-268.
https://doi.org/10.1080/09695940903319646 Mansfield, C. F., & Volet, S. E. (2014). Impact of structured group activities on pre-service
teachers’ beliefs about classroom motivation: an exploratory study. Journal of Education for
Teaching, 40(2), 155-172. https://doi-org.unm-
ezproxy.idm.oclc.org/10.1080/02607476.2013.869967 Real Rap With Reynolds. (2019, April 3). Managing cellphones in the classroom | Teacher tip
Tuesday [Video]. YouTube. https://youtu.be/4i0nAZypnV0?si=GaOVQLslBxd26_-u Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with
digital technology. Teaching in Higher Education, 21(8), 1006-1021. https://doi-org.unm-
ezproxy.idm.oclc.org/10.1080/13562517.2016.1213229 van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher—-student interaction:
A decade of research. Educational Psychology Review, 22(3), 271-296.
https://doi.org/10.1007/s10648-010-9127-6
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. 79-91). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
5 comments:
Good points, Ahqing. I agree with you that digital learning is necessary for students, especially in the 21st-century classroom. Technology enhances cooperativeness and interaction between students and teachers; students and students, provides visual scaffoldings and designs a comfortable community for students to absorb knowledge (Raja et al, 2018). Moreover, technology also supports multi-sensory learners to build up their cognition.
Hey Xuan Qing! First of all, WOW! Your reflection on the first week of our classes for Teaching and Learning Strategies is awesome. I love how you connected the classroom experiences to educational theories, and you even supported the theories with research. It shows your credibility while sharing your experiences in class, and I love that! Your opinions on technology in the classroom and how to deal with potential distractions are spot on. Thanks for sharing, and I look forward to reading more of your reflections!
Good work, XuanQing! This blog provides a detailed account of the first week of classes, demonstrating the integration of technology into the learning process. The Mentimeter questionnaire's use to gauge students' energy levels offers a fresh and engaging perspective. The self-presentation exercise serves as an effective icebreaker, fostering a friendly and collaborative atmosphere. What sets this reflection apart is the astute connection to educational theories and research, demonstrating a deep understanding of pedagogical principles. The emphasis on technology's transformative potential in enhancing learning, coupled with proactive measures to mitigate digital distractions, reveals a thoughtful approach as a future educator. Students' personal technology devices use during class might be distracting to themselves and their peers when it is done for non-course-related objectives(Seemiller, 2017).
Reference:
Seemiller, C. (2017). Curbing Digital Distractions in the Classroom. Contemporary Educational Technology, 8(3). https://doi.org/10.30935/cedtech/6197
Wa, what an energetic learning atmosphere!" Thanks for all our commenters for XuanQing ! Sorry for my late, my turn now
Dear Xuan Qing
Dear XuanQing
I enjoyed reading your blog.
I found that you are the first and only one who delved into the question of "how is sleep," specifying how many of them are sleepy and how many are not. This shows detailed reporting skills and provides more information to bring the audience back to that moment.
-----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. ------
In the reasoning part, I would like to highlight the paragraph of ------- 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, emphasizing collaborative group work, resonates with research by Grau et al. (2018), underscoring its role in nurturing metacognition and self-regulation. “--------
Your arguments are supported well by the references your inserted, you must have read a lot. Well done. XuanQing.
I also like your unique takeaway message. It aligns with my concern as well. In my strategies for our tertiary education, I focus on helping students avoid the distractions of the internet by constantly reminding them to stay focused on the lecture or blackboard instead of their phones. I appreciate your idea, which can be applied effectively when teaching in schools. Your observation and thoughts are very critical.
I look forward to reading your second blog.
Best
Lina
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