EduSci Part 4

For this task, we (with Elina) chose two quite different videos from Timssvideo-portal. The videos were:

http://www.timssvideo.com/77 (USA, lesson about rocks)
http://www.timssvideo.com/57 (Netherlands, lesson about eye, stimulus and response and animal behavior)

With both examples the teachers had “traditional” teacher-centric teaching-approach, although there were number of quite big differences as well.

The first video was being recorded in a United States, and it was eighth-grade lesson in geology. In the first video, the teacher had lots of interaction with the students and it seemed, that the topic was really interesting for the teacher, as he displayed some of his personal photos relevant to the topic. There were lots of interaction, and he kind of lead the discussion towards the point, in which the student found the answer. The examples were really good and creative, as the layers of sediments compared to pages of a book, etc. The teacher also walked around the classroom, and had examples of real rocks which the students could touch and feel. In the end of the lesson, the students gave spontaneous applauds and I heard someone saying, “good lesson” or something related.

The other video was recorded in Netherlands and it was also eighth-grade about biology, and it also included the results of end-of-year tests. In the lesson, there were quite much disorder among students and some students arrived to the lesson late and without material. During the lesson, the teacher reported the test results in public, and it felt bit strange as everyone heard everyone’s test results. During reporting the results, there were also lots of disorder and hassle. In the lesson, the teacher also gave some tasks to do, and that also caused lots of distraction among students. Some students were working in pairs, and it felt like bit collaborative-type of approach. But in the end of the lesson, there were lot of hassle and students rushing to the door before the end of the class. But I don’t know wether it was during last few days of the semester, why the students were unmotivated, but it felt totally opposite comparing to the other video.

In terms of teaching methodology, both teachers used traditional lecture-based teaching, but with additional discussion. The video from the Netherlands was more teacher-centered comparing to the one from USA, as the student-centered methods such as class participation and group discussion were clearly there. Perhaps, according to the theories of learning, both were somewhat similar, but the lesson from the NL was more behavioristic due to test results (operant conditioning). The lesson from USA, although, was more constructivistic with real-life examples and inquiry-based type of teaching.

Altogether, it was fascinating to notice the differences in teaching, and how the teacher from the USA made the lesson interesting. I guess, the teacher from the NL was not unmotivated, but maybe the students were distracted by the presence of camera, or possibly it was a last lesson of the course (test results) which caused disorder in the classroom.

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Assessment and evaluation – VOC Theme 9

padlet

For this week’s Tuesday’s session the themes were about assessing learning and competence, from the viewpoint of how I (as a teacher) can assess someone’s learning and competence. The session was filled with good presentations, interesting themes and a little bit of hassle + confusion and sadness.

The topics were as follows as per each of the group:
Topic 1 (Grapes) – Principles of assessment and evaluation
Topic 2 (Stars) – How does assessment promote the learning process? How do different assessment methods work?
Topic 3 (Alpha) – Self assessment and peer assessment
Topic 4 (LabRats) – Feedback or assessment? What’s the difference?

The pre-tasks for the session were pretty different when comparing with previous topics, few prezi-presentations and self-learning, but also to give feedback as well as peer review to few fellow students. I guess the session itself went alright, first part was a Kahoot – quiz done by our group, and for me it seems that the tool works better every time we are using it with these sessions. Our topic was about assessment and evaluation, and I guess classmates understood the key ideas from the given material although as I studied the topic for making some of questions for the Kahoot, some of the principles felt kind of common sense, as – of course – the assessment methods should be fair to everyone, and accessible as well. When I was searching for suitable information I stumbled upon useful a framework for assessing someone’s competence, done by the Government of Western Australia, and it also helped creating the questions for the poll as well.

Pre-task for Edustars’ session was to watch a Youtube-video about Summative and Formative Assessment, and basically how the theories differ. The video itself was quite difficult to watch, as the narration was done by an automated text-reading robot. But anyways, it was possible to pinpoint the differences and after watching the video, I was able to reply the quick poll about the differences. The session itself also was about the dichotomy of Formative and Summative Assessment methods. And also it became obvious, that different types of assessment methods should be used also for assessing the quality of teaching as well.

Topic three started with assessing a fellow group members’ input for the group work, and assessing personal input as well. For the session, I was unfortunately in wrong room – hosting the virtual session in the grapes’ room – but in the end, as I did my pre-tasks, is was possible to recap the session, which I was absent from via the recorded videos. The topic itself – peer assessment – seems to be an effective method for students to activate one another, and also the information given by fellow student has bit different approach to it, comparing with information from teacher’s viewpoint. Peer assessment has been working very well with our studies as well, although I kind of forgot how I was supposed to improve my blogging, but as other fellow student mentioned similar things about my writing, I will try to concentrate more on my own reflections and ideas.

Fourth topic was about the difference between feedback and assessment. The pre-material was really well made, and it made it easy to understand the topic. And for my understanding, assessment is the way to comprehend the elements of learning, and feedback is the tool for reflecting it towards the student. But in the end, I guess feedback is always happening in one form or another in the school environment, so the methods for giving good feedback are always good to have.

And it was the last session of our group work since June, hence it feels quite sad to begin working with other people, but I’m pretty sure it will be just fine.

Micro Lesson – Collaborative Learning in your professional field

According to number of articles, such as Constructing Knowledge Together by Melinda Dooly, or Learning Iniative by Diaz, Brown and Salmons, the Collaborative Learning can be explained to be “an instructional method in which students can produce the individual parts of a larger assignment individually and then “assemble” the final work together, as a team”, or if a person asks e.g. help from classmate with homework, that as well can be understood to be an act of a collaborative learning. There are few differences when comparing to co-operative learning, as we found out with VOC theme 7, but altogether in many sources, such as study.com, and this post in Online Learning Insights, the difference is being drawn in the terminology as “Work teams Cooperate; learning teams Collaborate“.

Wikipedia also had it being put quite similarly, as “Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.).”

Here’s also short video of Collaborative Learning in general:

and great TEDx-talk video about collaboration itself:

As this Micro Lesson was to think about how the Collaborative Learning helps the learning process in your vocational field, please after thinking about it for a while, answer this quick poll – thank you!

http://goo.gl/forms/ArR9RqbwhF

And should you have any questions, please send them to me via Facebook, email (matti.honkala@gmail.com) or leave a reply below.

Self-assessment of my group work input (pre-task for VOC 9 topic three) + including assessment of Eeva’s group input

Because of the pre-task, I made self-assessment due to my group work input, so here it is:

Co-operation

at target level

Attendance

at target level

Contribution

room for development

Communication

at target level

Works efficiently

room for development

Responsibility

at target level


In addition, assessment of Eeva’s group work input:

Co-operation
above target

Attendance
at target level

Contribution
above target

Communication
above target

Works efficiently
at target level

Responsibility
above target

Curricula and creating lessons – VOC Theme 8 (+ EduSci part three)

datanomioppilaat

The contents of this session were: What is competence-based curriculum? (LabRats) What does ECVET mean? How does it affect vocational education? (Edugrapes) How to design and carry out teaching? (Edustars) How do you find the core content of the curriculum? How can teacher personalize the teaching content to different students? (Alpha)

The pre-task for LabRats’ session was to get familiar with the concept of competence-based curriculum. The pre-material was well conducted and the concept was also very straightforward. Our group’s pre-task was to think about doing vocational training programme abroad from a Finnish student’s viewpoint, and what should be taken care of before, during and after the mobility. The pre-task for EduStars’ session was to get acquainted with material of how to design and carry out teaching, and think about how to design a course based on a curriculum from the teacher’s viewpoint.The pre-task for Group Alpha’s session was to find information about few vocational education’s curriculum, and submit key findings from the curriculum via poll.

During the first lesson, LabRat’s used Socrative-online tool for a quick quiz about the topic. Unfortunately I was bit late of the session, and I had to start from the middle of the quiz. I think the session was filled with relevant questions in regards to the topic, and because of the pre-material being well-conducted, it helped understanding the concept and also made it easy to interact during the session. From my personal background, I’ve been fortunate to have such great tutors and teachers that I’ve been able to compensate some of my studies with my working experience and previous studies, so understanding the topic was easy, due to personal experiences.

The second lesson was about the “role play” of our group. The roles in terms of our room was that Mari played the before-mobility role, Iikka played the during-mobility role , and Elina played the after-mobility role. I thought, that the pre-material was mostly for understanding the ECVET-framework from three respective viewpoints, hence I didn’t demand using the role of Anna during the session. In addition, we had the pleasure of having Tanja also participating our session and she had first-hand experiences of doing work practice abroad, and it created good discussion during the session. The ECVET-framework was also found out to be relevant and widely used in the EU, and also the material was easy to find from Internet.

The third part of the session was about creating a syllabus, and to think about the characteristics of a good syllabus from viewpoints of a teacher, student and administrative person. The different viewpoints were thoroughly discussed upon, and it was surprising to notice that there were many overlapping things from viewpoints of teacher and a student, such as schedule and motivation, etc. But nonetheless, the session was great, informative and concise.

Fourth part of the session we had in the main room with a Halloween-theme. The pre-task for the group Alpha’s work for me was impossible to perform, because I wasn’t able to find a sports assistant’s curriculum from anywhere, and also I didn’t understand the pre-task well enough in the beginning. Maybe I was too tired, or my head was full of too much redundant work-based information, and I wasn’t able to process the task first. The session itself was fun due to the Halloween-theme, and due to the theoretical part of the session the members of Alpha group presented curriculums from different degrees and from the viewpoint of a person studying the degree. Overall fun session, but I feel that the theoretical part was bit narrow in a way, comparing to other online sessions.

This blog post also covers the EduSci-session of 3rd of November, hence the photo. As our task for the part three of the Edusci-course was to find a photo of Ideal Learning Environment, I pondered about doing different types of approaches to the task, although due to constructivistic theories people add new information “on top” of the previous information, and reflect to the information obtained from the past, I chose the photo from around 15 years ago from my old school and I’m there in the photo myself (second row and on the right side). The photo was really hard to find, but luckily I was able to find it via Web Archives. I feel that those days when I was able to study something I was good at, and very motivated, I feel that I would like to teach in same type of environment someday. Also as my school at the time (Oulaisten Instituutti) was a vocational school, I have some personal experiences studying in that level also. And I feel, that those “hands-on” studies are still something I use everyday with my day job.

So, something different this time and bit “blast from the past” as well 🙂

Cheers,

Matti