Case Study:
1. Let’s review the Group Critique I Software again. Your team
reviewed the assigned site for the first 3 modules and analyzed the strengths
and weaknesses of the web design. With your team, study the dimensions of
divergence carefully and see if you can think of any that should be added or
deleted. (It should be based on the principles for teaching each designated
components, the sequence of the instructions, and the levels of complexity of
the generic skill.) (Need references!)
2. Look at the components of the generic skill for this review.
How the procedure was presented – a set of steps, an important list of
principles, or an un-organized laundry list?
3. Identify the cognitive, affective, and behavioral aspects of
the attitude you found from this Group Critique I site. (Need References.)
4. How do you define the attitude conflicts occurred between the
principles of learning and teaching? (Need references.)
We reevaluated the 6th grade Math
Practice part of AdaptedMind website. We
first thought that the site had the ability for students to establish their own
learning path. Also it was discussed
that the website measured student’s progress and establishes different levels
of learning.
Through our team discussion, Adelina believes
the AdaptedMind website has video tutorials that teach the audience to acquire
different skills. She believes this
meets the principles of teaching generic skills and nothing should be added or
deleted.
Katie on the other hand discussed that the
learning objectives are not stated clearly and immediate feedback is not always
available. She believes that site is
more of a reinforcement website rather than a site for a self-learner. Katie points out that students must be
self-motivated to benefit from this website. So she thinks a live facilitator
would help the website.
Nick was in agreement with Katie as far as the
learner discovering their own weakness and not a lot of feedback. He had a great idea about being able to input
the answers for each step of the problem, where this could give immediate
feedback.
I think this website is great for
reinforcement, but I do agree with Ncik that they need to add a place to input
the answer for each step and provide feedback.
The learner will better use the site if they know what their weakness
is. Through the research of Beamish (2002),
he asserted that generic skills are relevant
to higher education in many ways: they support higher levels of study; they
promote independent and effective learners; and they develop resourceful and
self-aware students.
Components of Generic Skills
Our team view the components in AdaptedMath as
“un-organized laundry list” and “a set of steps”. It was said that there were overarching categories
with series of problems, which there are examples with formula but not
necessary explanations for the problem a student maybe having. Since it does not address specific problems
students may have as they do the step by step it is not addresses all
issues. But on the other hand the video tutorial
is a set of steps.
According to Chris Lawrence, teaching and
learning should be joyous and effective.
It is true that we all learn differently. How prepared the teacher is for the learning
of the students plays an important role in the attitude of the learner. (Anderson, Blumenfeld, Pintrich, Clark, Marx,
& Peterson, 1995). They argued that deeper understanding of the cognitive,
motivational, and situated characteristics of learning can help teachers design
better instruction. Motivation is
certainly important, as "a student's attitude toward a given course or
subject area can be a contributing factor to his achievement in it"
(Edwards & Porter, 1970, p. 107).
Simonson and Maushak (2001) have drawn on
findings from a number of studies to create a series of six guidelines for
effective design of attitude instruction. These are:
·
make the instruction
realistic, relevant, and technically stimulating
·
present new
information
·
present persuasive
messages in a credible manner
·
elicit purposeful
emotional involvement
·
involve the learner in
planning, production or delivery of the message
·
provide
post-instruction discussion or critique opportunities
Question for Team:
How do you address your attitude as a teacher to
ensure the learning success of your students?
How do you address the different attitudes of your
learners?
Simonson, M. and Maushak, N. (2001). Instructional
technology and attitude change. In D. Jonassen (Ed.), Handbook of research for
educational communications and technology (pp. 984-1016). Mahway, NJ: Lawrence
Erlbaum Associates.
Edwards, A.L. & Porter, B.C. (1972). Attitude
measurement. In The affective domain: A resource book for media specialists
(pp. 107-126). Washington, DC: Gryphon House
Beamish, Val. (2002). The impact of skills development
(Curriculum 2000) in schools and colleges on higher education. Learning and
Skills Development Agency, Skills Development in Higher Education: Forging
Links Conference Report.
My attitude as a teacher should be that I'm happy and excited to be there. A lot of students think school is boring and don't want to be there and my attitude can change that. I think a key of student success is hooking them in and getting them interested in what is going on. Show them something they've never seen before or propose an idea they've never heard and draw them in. Even the nightmare classes will become cooperative when I challenge them with a great idea.
ReplyDeleteIndecently here's a great video I use when students are working in groups: http://dsc.discovery.com/videos/mythbusters-adam-on-jamie.html
How do you address your attitude as a teacher to ensure the learning success of your students?
ReplyDeleteTo ensure the learning success of my students, I think I will take Partrick’s (2010) advice that, I starts at where students are, know where students are going, expect students to get to their goal, support students along the way, use feedback to help students get better, focus on quality not quantity and allow for flexibility. I think considering these attitudes will help me get there.
Partrick, J. (2010), 7 Principles for Teachers
How do you address the different attitudes of your learners?
With the knowledge of individual differences, I understand that students have different approaches to teaching and learning. I will address the different attitudes of learners by taking into consideration the different learning styles, economic and social background of students, especially when you teach at my school (Nimitz High) you understand the importance of these things. I will not expect all my students to respond in the same way.
How do you address your attitude as a teacher to ensure the learning success of your students?
ReplyDelete- As simple as this sounds, I look at each student as a citizen who will contribute to the common good of society. My husband does Training & Development for Out-of-School-Time Programs that address dropouts. He is always going on and on about how just one dropout costs the government $300,000 of lost tax revenue and for each dropout saved he says "think of the benefit"...literally could be billions. Thus, I think everyday of how my attitude could affect each student and how I could be the reason the might not make it. Then the selfish side of me kicks in and realizes that my taxes, my family's safety, and so many other things count on these students being successful. Altruistic? Nah, self-preservation.
How do you address the different attitudes of your learners?
- Empathy, everyone has a story and has something that influences them to be the way they are. However, the greatest jems can be found when they are in the rough. I try to understand what my students need and then I reach out to those needs.