Reflection on Module one activity 10 (Promoting discussion)

In activity ten I have learnt that a discussion is more than an ordinary conversation. It is where people talk about a serious topic with the intention of improving their knowledge, understanding or judgment. In order to improve on discussion the participants must talk to others truthfully, listen to others with an open mind, and respond to what others say with respect.

The activity has helped me to see that my role in a discussion should not be the one taking over the discussion but to listen more than I speak and allowing the learners to talk and expand on their ideas. Also to encourage speakers to look at the person they are talking to and allowing them to feel confident about the points they are addressing and to keep them focus on the learning task. If they need any clarification my role is to explain things they do not know and if possible demonstrate things for them.  My role also is to guide their learning by asking questions to help enhance interactive discussion at all times.

Knowing these things that contribute to discussions help me to assess whether a genuine discussion has taken place by asking the following questions:

• Did the learners talk to one another?
• Did they listen to each other?
• Have they responded to what others said?
• Have they considered different viewpoints?
• Have they shown development of knowledge, understanding or judgment

This activity has helped me improved on my discussion strategies and it has enhanced my teaching learning process. As the quote say, "A philosopher who is not taking part in discussions is like a boxer who never goes into the ring."

Ludwig Wittgenstein

Module one activity 9: (What questions do I asked and why?)

I enjoyed the readings and the exercise in activity nine. It was a reinforcement exercise for me because I have been using the Bloom’s Taxonomy and applying it in writing and asking of questions for some time now. The table of specification is very beneficial to all of us because this is where we apply it to evaluate our students’ base on performances or weaknesses. In today’s classroom the types of questions we asked should cater for open and close ended and should promote students’ learning.  Hence, I use the table of specification when constructing my questions to help me:

•   know if my students understand
•    test memory
•  challenge students
• encourage sharing of ideas
•  stimulate students’ interest
•    promote critical thinking
• encourage sharing of ideas

These different levels of Bloom’s Taxonomy are applicable to learning and encourage critical thinking in my teaching, learning process; thus, I refer to them quite a lot.

• Recall  - asking learners to remember information they have previously learnt e.g. Who? What? When? Where? etc.
•  Comprehension - asking pupils to make sense of something - especially in their own words e.g. what does the writer mean? Say it in your own words.
•  Application - asking learners to understand something and then apply it to a new situation e.g. what is important about this? What can we learn from this? How is this related to...?
•   Analysis - asking learners to break something down into parts, understand the nature of those parts and how they relate to each other e.g. What are the features of? Compare and contrast. What evidence can you find for...?
• Synthesis - asking learners to build or create new ideas by incorporating many bits of information. E.g. What would you predict from...? What ideas can you add to...? What might happen if you...? What solutions can you suggest for...?

Module One: Reflection on Assignment two

In assignment two we were asked to explain how two principles of cognitive development is applied in the classroom to make learning more meaningful for learners. I have chosen Vygotsky’s and Piaget’s principles because both principles have impacted on me effectively. I used the principles to extract from students what they know and build on that knowledge to encourage learning. I also applied the principles through class and group’s discussion and presentation to heighten students self esteem. The principles also helped me to learn from my students because they were actively involved in hands on activities and interacting with each other to arrive at a conclusion to the problem. These principles have taught me to allow students to discovery learning for themselves with me being a guide rather than telling them.

Module One: Reflection on Activity 8 (Piaget theory of Cognitive Development)

The work of Piaget has influenced my teaching in a number of ways, his principles and theories have worked tremendously with students of all levels. In the classroom the students are all different in the way they think and perform so knowing the development stages of my students and how they think and rationalize information helped me as a teacher to plan effectively to meet those needs. At times, we teachers fail to note the different stages in our students and therefore become frustrated when we cannot reach them but taking the students level of development into consideration is very important. When we take their stages of development into consideration we will be better able to work with what we know to enhance learning within the students. Piaget also looked at assimilation and accommodation and this principle is an effectively strategy that can bring about changes in the teaching learning process. I have learnt to take what the students know about a concept and guide them into making the connection for themselves using assimilation and accommodation as my guide. These strategies are enhancing my teaching styles and helping me to become a better teacher.

Module One: Reflection on Activity 7 (Collaborative Learning)

In this activity the main focus was on cooperative learning and how learners learn through group’s collaboration. I have learnt that cooperative learning helped to enhance teaching and learning with ICT if teachers plan effectively to meet the needs of the students. Students learning are also enhanced through group’s activities such as group’s project, science experiment, group’s presentation and many more.

Cooperative learning is a good strategy to use in the teaching learning process because it fosters socialization skills among students and students are given the opportunity to learn from each other while working together.  Students learn to listen to each other, share ideas, and express themselves openly and creatively. Cooperative learning also allows scaffolding to take place and making the students’ workload more manageable and the educator then acts as a guide.