ILR: An Introduction to Chinese Culture and the Language of Mandarin
Hello friends! As our class is working on creating our Interactive Learning Resources, I was fortunate to be able to do a peer review for an ILR draft created by learning pod 2.
I really enjoyed the topic of choice for the ILR. It is nice to see resources that emphasize the very basics of a language or culture that allow students to dip their toes in the water without having the pressure of memorizing a multitude of characteristics or vocabulary. In regards to method of delivery, I think it’s great that the group chose to utilize a variety of platforms (YouTube, Quizlet, Teams, Bright Space, etc.) that allow for independent and collaborative (student-teacher and student-content) learning experiences. As I was reading I was wondering if there would be opportunities throughout or later on for student-student interaction, but I got the answer when I read that students would be able to participate in discussions, presentations, and immersive conversation with each other.
Suggestions/Opportunities for Clarification.
“Teachers will find some simple videos on YouTube to help students understand the lectures”. I am wondering if the videos might be provided within your resource or is it up to the teacher using the resource to find them? I think it would be a wonderful addition to your resource if you were to provide some of these extra teaching/learning materials within the resource.
In regards to the interactive activity you have planned with the student conversations, I am wondering if this is intended to be written through a discussion board or will it be face to face using a platform such as zoom?
I have the same question for the assessment plan. Will students engage in the small group presentations using a video platform or will it be done using a written discussion platform. It may be beneficial, especially as there are elements of a new language being introduced and practiced, to give the opportunity for face to face interaction while still being online?
I am not sure if your final ILR will be presented on the same blog page or if it will be in another format or platform. If it is on the same blog, it might be helpful to either change the background color or the color of the text. The colors were very similar and it was a little hard to read.
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I really enjoyed reading about this ILR and most of the feedback I have given are just opportunities to clarify! I really look forward to seeing the final product! Thank you for the read Pod 2 and good luck with the final step of this project!
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Link to Pod 2’s Interactive Learning Resource Draft!
The video that I have chosen to go along with my learning pod’s Interactive Learning Resources topic, Indigenous Community Research Project: How to Reflect and Create a Relationship With the Land and Community, is Our Connection to the Land. This music video was written and created by Indigenous students across Queensland, Australia. The video focuses on the importance of staying connected and building connection with the land and our community as well as how the land is a part of our identity. The land we live on, what exists there, and how we interact with it helps make us who we are. Please watch the video below!
I think that this video connects well to our chosen topic as it allows kids to explore and brainstorm how they are connected to the land in their community, even here in Canada. Students are encouraged to think about important places in their community that are meaningful to them and why. How does this place help make you who you are and how can you builder deeper a connection with that land and place.
In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
2. What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?
The activity that I imagine could accompany this video would be a Individual, small group, and whole class (ex. standard 25 student class) brainstorm and discussion activity.
Step 1: How are you connected to the land? How can we better connect to the land? (Individual activity)
As students are watching the video, they will be encouraged to make notes or sketch note representing their thinking of the above prompts. The notes are meant to allow students to visualize how their thinking and how it changes through the viewing of the video.
Step 2: Think, Pair, Share. (Small groups).
After the video ends, students will be asked to turn to those around them and share some of the ideas that they came up with and why. (Creation of small groups would be more clarified and structured while in the classroom)
After some sharing, small groups will be asked to write down some of their big ideas on a piece of chart paper.
Step 3: Sharing Our Ideas. (Small group presentations)
Small groups will be asked to share their chart paper and big ideas with the class. (Extra prompt: Why and how did you come up with these ideas?)
Step 4: Class Discussion. (Whole class discussion).
Students will brainstorm together.
What were some connections that we noticed between all of our big ideas?
Are there some other ways that you think of now after listening and discussing with your peers of how we are connected to the land and how we can build a deeper connection?
If students bring up ideas and topics that stray from the original prompt but bring up other ideas surrounding connects to the land and community, build upon them. (ex. favorite places and why they are important, etc.)
This activity would allow students to build upon and develop their skills in critical and creative thinking as well as communication and collaboration of ideas while working with their peers and classmates. I also would allow students to build skills in transformative thinking (Adrienne Gear) but rather than with fictitious stories, students will use discussion and real-world provocations to transform their thinking.
3. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
Feedback for this activity will come through discussion with the whole class while brainstorming their thinking throughout and after the video. Individual feedback would occur either through written comments our student-teacher interviews after handing in their notes, sketch notes, and chart paper brainstorms.
4. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
Handing in of notes, sketch notes, and chart paper brainstorms, will allow students who feel uncomfortable speaking outlaid or within a large group to share and discuss their ideas with the teacher and still receive feedback.
Video can be played with a higher volume (visual impairements) or with subtitles (hearing loss).
A print out of a video transcript could be provided for students with hearing loss. This could also be beneficial for students who may have missed parts of the video or have forgotten by the time they need to brainstorm.
Connections and Comments:
This week as I read some my classmates’ posts and I found them to be very interesting and it was awesome to see some of the other topics that other learning pods are exploring.
The first post I read was Kiera’s Post. I really liked the topic that her groups exploring. Maintaining and supporting positive Mental health while in school can be very hard but there are many organizations and individuals that eager to find new ways to support student’s. Her idea about personal journalling is great! This in itself is a way to support mental health while in school as students do not need to feel pressured to share their thoughts. I wonder, while note taking and journaling their ideas, is sketch noting something you would allow, if students find it difficult to quickly write their ideas in note form?
I also read Alison’s post. The topic that her group chose for their Interactive Learning Resource is a very interesting one. I think this topic is a very important one that I don’t hear talked about often enough. I love that she chose to discuss how the YouTube video she provided was successful in terms of interactivity as well as her personal experiences with class interactivity, good and bad. I am wondering how this video would be used with your student’s within your Interactive Learning Resource?
Inclusive Design within learning experiences and teaching approaches is a topic that I am quite passionate about. Inclusivity is a strong component of everything I plan and create.
Growing up with hearing loss, many of my classes and learning experiences were less than accommodating. I was often treated as less than or when it wasn’t as apparent or I chose not to speak up (I was a quiet student, I often kept to myself), I was often glanced over, or teachers decided not to check in. I had to create strategies for myself to help me succeed in the classroom. It wasn’t until I was older that teachers began to check in and make accommodations to my learning experiences. Having had poor accommodation and a lack of inclusive design experience in my childhood, I am eager to always make sure I am trying my best to think about how I can benefit or better the learning experiences of my students.
The dance Studio where I teach has always been open and accepting of all students with various abilities and/or exceptionalities and lately it has started to work towards building ideas for creating a more inclusive environment and experience for all of our students. As I have worked there, I have been one of the lead teachers in this project as I have been the main instructor who has worked with many of our exceptional students. I am always learning more about inclusive design and I have enjoyed coming up with new ways to support our students. Currently, I am working with students who have learning loss, are autistic, as well upper limb indifferences to make sure they are getting the most out of their dance experience. It has been such a pleasure and so fun!
Check out this TEDx Talks video by Michael Nelsmith about the importance of universal design!
How will your interactive learning resource specifically ensure that the needs of all learners can be met?
There are many approaches in which one can begin to design for inclusivity within their lessons and teaching approaches, but one that I am very interested in is the Universal Design for Learning. Kayla, a member of my learning pod, explores this approach and resources within her blog post and also includes a very interesting informational video. Check it out here!
Universal Design for Learning will play a big part in planning for inclusive learning experiences with our learning pod’s Interactive learning resources as we look for ways to incorporate (1) multiple means of representation, (2) multiple means of engagement, and (3) multiple means of expression.
Ways in which we may engage in these aspects within our projects may include:
formative feedback throughout the students’ learning
checking in
allowing students to choose from a variety of tools to conduct research
allowing students to choose different forms in which they may present their learning
allowing students to work towards their final learning goal at a self-guided pace determined by various goals and deadlines set by the student and the teacher.
etc.
Student choices for tools, final product, and pace will be regulated and discussed with the teacher in order to promote responsibility of one’s own learning, and so the teacher is made aware and may assist the student along their learning journey.
Connections and Comments:
I really enjoyed reading Kayla’s blog about inclusive learning design. I Love that she chose to include a video regarding the important aspects of Universal Learning Design. I am also very interested in the ways you are choosing to incorporate UDL into reading actvities. Are there any resources you would suggest?
I was also able to read a blog post written by another member of our class, Kiera. I really enjoyed reading Kiera’s post regarding her experiences with inclusive education and how her group intends to use inclusive design within their interactive learning resource. I especially enjoyed her inclusion of a video regarding February being the month in which we recognize inclusive education. I agree with them that every month should recognize the importance of inclusive education, not just one. Check out her blog!
The learning approach that I have chosen to research is open pedagogies.
In definition, Open pedagogy as engaging students in the creation and development of knowledge rather than having them mainly receive or reiterate information. Open pedagogy focuses on the implementation and utilization of open educational resources to support student learning and improve teaching practices. Further, learners are encouraged to participate in the teaching and learning processes. The learning approach works to emphasize collaboration in the process of creating knowledge.
Open education resources (OER) are “teaching, learning, and research resources that, through permissions granted by their creator, allow others to use, distribute, keep, or make changes to them (BCcampus, 2021).” OER can come in many different modes and formats as long as they reside under the public domain or have an open-copyright license. These may include open and free textbooks (public domain), videos, blogs, audio, online courses, presentations, etc.
OER and Open Pedagogy can also provide many benefits and opportunities including:
“Provid[ing] students with an opportunity to assess and plan their education choices,
accelerat[ing] learning by providing educational resources for just-in-time, direct,
informal use by both students and self-directed learners,
generat[ing] innovation through collaboration, and
increas[ing] access to education (BCcampus, 2021).”
Overall, open pedagogy focuses on the “process of shaping our teaching approaches and using tools for learning that enable students to contribute by creating and sharing learning content (SUNY OER, 2021).
For further information about open pedagogy check out these videos!
In regards to my group’s Blueprint project and Interactive Learning Resource project, the implementation and utilization of the open pedagogy teaching and learning approach could be beneficial and effecting. Open pedagogy focuses on including the students’ in creating and obtain knowledge as well as providing them with various modes of open resources, As our learning resource focuses on student autonomy, individual and collaborative research, and inquiry, open pedagogy provides students with the opportunity for students to create, explore, and gather open resources as well as take responsibility for their progress and learning.
Connections:
I really enjoyed reading a member of my learning pod, Emily’s post. She included much information on the learning and teaching approach of experiential learning. I have always been interested in experiential and Emily’s use of examples helped me gain a better of understanding of how it can be used. I love that this for of learning takes place beyond the traditional classroom. Thanks for the read Emily!
Based on your reading, would you consider your current instruction style more behavioralist, cognitivist, or constructivist? Elaborate with your specific mindset and examples.
As a graduating student of the Bachelor of Education program, I am consistently absorbing various views and theories that educators can use to promote the most effective learning experience for students. I find that many of the theories definitely have their ups and downs, but I am slowly realizing through my own learning, instructing and substituting experiences that I would like to work towards delivering instruction and observing learning through a blend of the cognitivism and constructivism lenses, much like my group member Emily.
“Cognitive theories focus on the conceptualization of student’s learning processes and address the issues of how information is received, organized, stored, and retrieved by the mind…Learning is concerned… with what [learners] know and and how they come to acquire it (p.50).”
Ertmer and Newby, 2017
“Knowledge “is a function of how the individual creates meaning from his or her own life experiences” (p.53).”
“Consructivism is a theory that equates learning with creating meaning from experience (p.53).”
ERTMER AND NEWBY, 2017
My teaching philosophy includes the premise that learning should be meaningful, experiential, provide opportunities for inquiry and building conceptual understanding, and all students to be an active particpant in their learning as well as take responsibility for their learning. By designing learning opportunities through a blend of the constructivism and cognitivism approaches, many of these aspects are applied. Students are able to draw from their own experience, develop deeper understanding of complex concepts rather than just memorizing facts, and they are able to connect and apply their learning to past and future situations and experiences.
Connections and Comments
This week I was very fortunate to have the opportunity to read the blog posts written by members of my learning pod, Emily and Kayla.
In regards to Emily’s post, I very much agree with her choice of instructional style as it allows students to make meaningful connections to content and learning experiences as well as deepen understanding.
I really enjoyed reading about Kayla’s learning experience. It emphasized the fact that all students learn differently and may process and connect with information in various ways.
I found this week’s topic quite informative and I look forward to continuing to learn more in this course!
References:
Ertmer & Newby (2018) Chapter 11: “Behaviorist, Cognitivist, and Constructivist”. in West, R. E. (2018). Foundations of Learning and Instructional Design Technology (1st ed.). EdTech Books. https://edtechbooks.org/lidtfoundations
Hey friends! My name is Kate and I am currently in my my 4th year studying elementary education at the University of Victoria. Throughout the last school year I completed my courses online from Prince George, B.C. where my dogs were very helpful learning assistants!
When I am not in school, I am working as a Dance teacher and an uncertified substitute teacher, I enjoy reading, collecting books, and creating classroom materials on Canva!
I am looking forward to having classes face to face again after the past year even though this one is still online!
