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.

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