After listening to the presentations by expert groups for the 4 selected gurus - namely Barry Fraser, Kurt Lewin, Rudolf Moos and Henry Murray, I have access to an overview of the background, key research areas and expertise of the gurus.
One of the thoughts that I have while listening to the presentations is to translate the works of the gurus - whether strategies, theories, frameworks or instruments into the classrooms. Particularly, how will it apply to our context - in teaching and learning. Also any implications that I can learn for applications in my area of work - am I able to generalise the gurus' works into our context.
Any replicable strategies, frameworks or instruments would definitely be of value to the teachers and HODs I would be working with. Any adaptation would be worth investigation in the school context - taking into account factors like readiness of the school, change management etc.
The presentations definitely created a kick-start awareness of the key gurus in classroom learning environment for me to understand their studies further.
Sunday, September 14, 2008
Sunday, August 10, 2008
Reflection of Chapter 6
This is a reflection of Chapter 6 of the book titled "How people learn: brain, mind, experience and school" by Bransford, JD, Brown, AL and Cocking, RR (2001).
A critical Chapter indeed to read...Key points:
A critical Chapter indeed to read...Key points:
- important to design learning environment to meet changing goals
- 4 types or domains of Learning Environment: Learner-centred, Knowledge-centred, Assessment-centred and Community-centred
- in reality, Learning environment exist in different degrees of the 4 types.
- these domains are interconnected and mutually support one another
- the authors advocate alignment of the 4 domains of Learning Environment to know what is being learned
- As resources (time and manpower included) are limited, it would always be challenging to devote time to review and improve on Learning environment to effect timely and optimal change.
- Any degree or combination of the 4 domains towards a particular learning environment eg. Learner centred, would have its disadvantages.
- Even as teachers make effort to design the best Learning Environment for his class, there would always be pupils who are disadvantaged because of their different dispositions in learning styles and world view.
- Teacher should always try to meet the different needs of their pupils and do his best to adjust the Learning Environment to maximise learning for as many pupils a possible. Yet, this does not mean neglecting the few.
- Change is necessary because of changing goals of educaton. The good news is that educational goals does not change too fast for schools to adjust and cope.
Monday, August 4, 2008
Session 1 Reflection Lah...
First Impression:
This module is definitely relevant to what I am doing which means value for time (or money). The approaches used to conduct this module is aligned to what it preaches. I am looking forward to an active learning process.
As we discuss the questions pertaining to Learning Environment (LE) i.e. Questions like "What is it?", "Why work on it?", "How to improve it?" and "How to assess it?", a series of BIG questions not discussed in the session popped in my head.
These questions start with "WHO".
"WHO is to define it in reality?"
"WHO should work on it?"
"WHO is to improve it?"
"WHO is to assess it?"
Is this "WHO" the Principal of the school? Is this "WHO" the Heads of Department? or Is this "WHO" the teacher in the classroom?
Of course every one of the above is the "WHO". As long as every one of the above does his part to make the LE a better place for learning for our pupils, he has done his part.
For a teacher, his scope of influencing the classroom LE lies in his hands. He should not wait for the Principal or the HODs to initiate. He should be conciously and continuosly make effort to enhance the LE to increase learning for his pupils.
Definitely, I am one of the "WHO" who can make a difference to the LE for my pupils.
NOW the next BIG question is "What to do to enhance LE?"
As I progress through the module, I would be a better Change Manager of LE.....and an active one too...continously seeking a good balance.
This module is definitely relevant to what I am doing which means value for time (or money). The approaches used to conduct this module is aligned to what it preaches. I am looking forward to an active learning process.
As we discuss the questions pertaining to Learning Environment (LE) i.e. Questions like "What is it?", "Why work on it?", "How to improve it?" and "How to assess it?", a series of BIG questions not discussed in the session popped in my head.
These questions start with "WHO".
"WHO is to define it in reality?"
"WHO should work on it?"
"WHO is to improve it?"
"WHO is to assess it?"
Is this "WHO" the Principal of the school? Is this "WHO" the Heads of Department? or Is this "WHO" the teacher in the classroom?
Of course every one of the above is the "WHO". As long as every one of the above does his part to make the LE a better place for learning for our pupils, he has done his part.
For a teacher, his scope of influencing the classroom LE lies in his hands. He should not wait for the Principal or the HODs to initiate. He should be conciously and continuosly make effort to enhance the LE to increase learning for his pupils.
Definitely, I am one of the "WHO" who can make a difference to the LE for my pupils.
NOW the next BIG question is "What to do to enhance LE?"
As I progress through the module, I would be a better Change Manager of LE.....and an active one too...continously seeking a good balance.
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