Wednesday, December 27, 2023
Saturday, December 9, 2023
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
Saturday, December 2, 2023
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-
9080-x
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
Subscribe to:
Posts (Atom)
