Implementing Learning
Page overview:
This page outlines a range of teaching strategies that I used to execute my lessons.
Definition
While implementing learning in the classroom, it is crucial to incorporate strategies that are aimed to include different learners, whether it's based on their readiness, or learning style. Furthermore, using strategies that veer away from a traditional approach helps keep learners engaged (Zeiger, 2018).
Professional Development Plan (PDP) Goal
Reducing Teacher Talking Time (TTT)
Gamification
Description
As part of my goal to reduce my talking time and make students a focal part of the lesson, I provided them with game-like activities that tie in with the learning outcomes, from which they formed discussions about. Some activities I presented to students were games on the website Wordwall, and other tools such as online quizzes.
Link to goal:
Rationale
Gamification emphasizes digital tools as a part of learning, and it creates a student-centered learning environment (Abdul Rahman & Panessai & Noor & Salleh, 2018). Without these tools, I would not have been able to provide students with an engaging learning opportunity.
Pair Work
Description
While providing students with pair work was a challenge during online learning, I tried to incorporate it when possible. One example was by displaying a slide that prompts students to ask and answer questions about the topic, and then each pair takes turns speaking.
Link to goal:
Rationale
Vygotsky explains that communication is an innate feature in human beings in which they express themselves using speech (Ehrich, 2006). Therefore, students have the need to speak, but lack the opportunities to in a teacher-centered classroom. This strategy helped me step back from continuously talking and explaining, and giving students a chance to be active.
Student-centered Online Learning
Nearpod
Description
Nearpod is an online learning platform, in which the teacher can design lessons, share the code with learners, and have them join. After students access the lesson, the teacher is in control of moving the slides, and can give students access to activities. An advantage about Nearpod is that students can interact with the slides by drawing, writing and answering questions depending on the activity. In the example above, the lesson was about favourite animals. Students were able to share their own answers on a collaborate board, watch videos about animals, and then do activities based on those videos.
Rationale
Teachers should design educational materials that emphasize student- centered learning through the use of gamification, social media, and collaborative learning (Ministry of Education, 2020). While creating activities, I have begun to notice the aspects that raise students' engagement levels and I try to incorporate them more.
Differentiated Activities
Description
Teaching Models
Gradual Release of Responsibility Model (GRRM)
Description
I created differentiated activities for learners based on their readiness. Students were asked to report about their favourite animals in various ways. High ability learners who are more capable in writing were asked to answer in full sentences. The middle ability group was asked to answer by completing the sentences. Finally, the low ability group were asked to answer the questions using images instead of words. If the activity is not tailored to meet each child's needs, then they will not be fully engaged, and some might not even participate. It was especially hard during online learning to ascertain the ability groups and appropriately guide low achievers. However, by creating challenging, yet suitable activities, it was feasible. One of my PDP goals was to aim to create challenging work for the low achievers.
Link to goal:
Rationale
According to Nottingham (2015), when learners are practicing skills they already possess, they are using their subconscious ability. However, when they begin practicing new skills, they are using their potential ability , which leads them to be in the learning zone (p.52). Therefore, when designing activities for learners, we must know their current skills, in order to place them in the learning zone.
In order to gradually help students work independently, I used the gradual release model. The lesson was about learning to talk about favourite things. The demonstration included talking about my own favourite things and modeling how to use the appropriate sentence structures. During shared practice, I presented students with a spinning wheel and asked them questions about their own favourite things. During guided practice, learners answered a questionnaire to share about the things they like, then I gave them feedback on how they were doing. Lastly, the independent practice consisted of learners independently working on Padlet to share sentences about their favorite things. During this stage, I only monitored learners as they worked without offering too much help.
Rationale
The Gradual Release of Responsibility Model (GRRM) is an approach to introducing new content where responsibility is slowly shifted from the teacher to the students (Fisher, 2008). My teaching philosophy advocates the use of a modeling as an approach to teaching. Providing sufficient demonstration and guidance helps promote students' independence.
The 5E Model & Inquiry Based Learning
The 5E's Model
The 5E’s model is an inquiry based approach that works to encourage active learning (Duran L. & Duran E., 2004). The steps are: Engagement, Exploration, Explanation, Elaboration, and Evaluation. The above images were from a science event I held in my sixth semester while teaching Science. The lesson was about sounds. The steps were administered as follows:
Engagement: Students engaged in an opening activity to notice how pitch occurs.
Exploration: Students predicted which straw will make the highest pitch. To find the answer to the investigation, students began building a pan flute in order to test out the different straws.
Explanation: Students filled out checklists in order to note down what pitch each straw made.
Elaboration: To extend the concept, students played a tune together using their flutes.
Evaluation: We looked back at predictions to see how the experiment changed their outlook.
Inquiry Based Learning
Inquiry based learning emphasizes the role of investigating problems in order to find solutions (Smith, 2008).
Students investigated a problem: How does size affect sound?
Essential question: Which straw will produce the highest pitch?
Predictions: Each student predicts which straw will produce the highest pitch.
Experiment: Creating a flute to test out the sounds of the straws.
Conclusion: The answer to the main question is identified.
References
Abdul Rahman, M. H., Panessai, I. Y., Noor, N. A., & Salleh, N. S. (2018). Gamification elements and their impacts on teaching and learning - A review. The International Journal of Multimedia & Its Applications, 10(6). https://doi.org/10.5121/ijma.2018.10604
Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle
approach for inquiry-based science teaching. Science Education Review,
3, 49-58.
Ehrich, J. F. (2006). Vygotskian inner speech and the reading process. Australian Journal of Educational & Developmental Psychology, 6, 12-25.
Fisher, D. (2008, December). Effective use of the Gradual Release of
Responsibility Model. macmillanmh. Retrieved March 1, 2020, from
https://www.macmillanmh.com/connectED/national/treasures_econsultant/assets/pdf/
douglas_fisher_monograph.pdf
Ministry of Education. (2020, August 18). The domains of the forum. United Arab Emirates Ministry of Education. Retrieved October 28, 2020, from https://www.moe.gov.ae/En/ImportantLinks/AGEF/Pages/PositivityinEducation.aspx
Nottingham, J. (2015). Challenging learning : theory, effective practice and
lesson ideas to create optimal learning in the classroom.
Smith, R. S. (2008). Experiencing the process of knowledge creation: The nature
and use of Inquiry-Based Learning in higher education.
Zeiger, S. (2018, June 28). List of core competencies for educators. Retrieved
April 23, 2020, from https://work.chron.com/
list-core-competencies-educators-8916.html