Today I learnt about the different instruments that can be used to assess learning environment, the background of how the instruments were designed.
We went through the WIHIC in detail. I had a feel of how we can make use of the instruments, and analysing the data using SPSS, but I am still not sure of how to make use of the numbers. Hopefully, I can figure out how to do it by the last session on next Monday.
Manage to see some light on what are some of the important point to take note of when writng the report, such as we need to explain both good and bad results, presentation of the table should be using 3 main lines, plotting of the graph,...
I also manage to clarify my doubts about the prefered and actual perceptions of the pupils that is mentioned in the readings. I have learnt that they are actually the pre and post test. We can administer the two questionnaires in any sequence based on the context. We can make use of the results of these 2 questionnaire for identifying gaps for further improvements.
Thursday, November 26, 2009
Wednesday, November 25, 2009
session 3 - group 5 discussion
Group 5: Learner-centred
Does the assigned design of LE exist in Singapore context?????
Learner-centered instructions focuses on
1. building on the pupil's existing knowledge
2. sensitivity to the cultural practices of the pupil
3. respecting the language practices of the pupil
In the local context :
1. The mathematics curriculum is spiral in nature, hence we build on skills/knowledge pupils learn from the previous levels. Tools such as STELLAR, SAIL and SEED ride on pupils' prior knowledge to elicit responses to create new knowledge and encourage discovery learning and students' participation.
2. By infusing NE and using examples with local flavour, we try to make students aware of the culture and practices of other languages. Teachers need to be aware of the pupils' reluctance to ask/answer questions for fear of making mistakes and being laughed at; so teachers create a non-threatening environment. Incorporating cultural practices into lessons to increase awareness. At the same time with the use of local/relevant context, pupils are able to identify and relate to the lessons more effectively.
3. Teachers should learn to "pupil-talk" so as to engage them and avoid dominating the lesson.
Does the assigned design of LE exist in Singapore context?????
Learner-centered instructions focuses on
1. building on the pupil's existing knowledge
2. sensitivity to the cultural practices of the pupil
3. respecting the language practices of the pupil
In the local context :
1. The mathematics curriculum is spiral in nature, hence we build on skills/knowledge pupils learn from the previous levels. Tools such as STELLAR, SAIL and SEED ride on pupils' prior knowledge to elicit responses to create new knowledge and encourage discovery learning and students' participation.
2. By infusing NE and using examples with local flavour, we try to make students aware of the culture and practices of other languages. Teachers need to be aware of the pupils' reluctance to ask/answer questions for fear of making mistakes and being laughed at; so teachers create a non-threatening environment. Incorporating cultural practices into lessons to increase awareness. At the same time with the use of local/relevant context, pupils are able to identify and relate to the lessons more effectively.
3. Teachers should learn to "pupil-talk" so as to engage them and avoid dominating the lesson.
Article 2
Article:
Preferences towards Internet-based Learning Environments: High School Studetns' Perpectives for Science Learning
Aim: to develop a questionnaire to explre students' preferences toward constructivist Internet-based science learning environments.
Method:
Stratified sampling of 853 students – 438 males & 415 females.
They are from 10 high schools (4 from the Northern Taiwan, 3 from Central Taiwan, 3 from Southern Taiwan)
27 classes (2 to 3 classes from each school) with different social-economic background and science achievements
All the pupils had experiences of using internet, and use of online resources and activities.
Technology used: local internet-based instructional sites, CILES-S
Findings:
Factor analysis:
highly sufficient reliability in assessing high school students' preferences toward the internet-based science learning environment.
Students' scores on the scales:
students' want the internet-based learning environment to be user friendly, have more meaningul connection between what they learn and the real life situations and provide guidance for learning.
Gender differences:
The female students prefer the internet-based learning environment as they can connect the scientific knowledge to the real life situations with the guidance provided by the online experts and peers.
Conclusions:
-Students placed high emphasis on connecting the scientific knowledge to real world situations
-female students prefer the internet-based LE as they find that they have more opportunities to explore science in realistic contexts
-with better understanding of the students' preferences of the LE
Preferences towards Internet-based Learning Environments: High School Studetns' Perpectives for Science Learning
Aim: to develop a questionnaire to explre students' preferences toward constructivist Internet-based science learning environments.
Method:
Stratified sampling of 853 students – 438 males & 415 females.
They are from 10 high schools (4 from the Northern Taiwan, 3 from Central Taiwan, 3 from Southern Taiwan)
27 classes (2 to 3 classes from each school) with different social-economic background and science achievements
All the pupils had experiences of using internet, and use of online resources and activities.
Technology used: local internet-based instructional sites, CILES-S
Findings:
Factor analysis:
highly sufficient reliability in assessing high school students' preferences toward the internet-based science learning environment.
Students' scores on the scales:
students' want the internet-based learning environment to be user friendly, have more meaningul connection between what they learn and the real life situations and provide guidance for learning.
Gender differences:
The female students prefer the internet-based learning environment as they can connect the scientific knowledge to the real life situations with the guidance provided by the online experts and peers.
Conclusions:
-Students placed high emphasis on connecting the scientific knowledge to real world situations
-female students prefer the internet-based LE as they find that they have more opportunities to explore science in realistic contexts
-with better understanding of the students' preferences of the LE
Session 3
I have learnt a lot about blogging today. Now I know how to link up my blog with my group members. I have also learnt what google reader can do. So now I don't have to keep checking my blog. Maybe I can start a blog for my class next year.
After the class discussion on designing an effective learning environment, our education system has initaitives such as TLLM, NE that promote learning environment that are learner-centered, knowledge-centered, assessment-centered and community-centered. As educators, we should try to create effective learning environment to engage pupils in self-directed learning and encourage collaboration amongst them.
After the class discussion on designing an effective learning environment, our education system has initaitives such as TLLM, NE that promote learning environment that are learner-centered, knowledge-centered, assessment-centered and community-centered. As educators, we should try to create effective learning environment to engage pupils in self-directed learning and encourage collaboration amongst them.
Tuesday, November 24, 2009
Session 2
Prior to meeting up with my group members, I have read through the articles but find that there are certain parts that I do not fully understand. After the discussion with my group, I had deeper understanding of the computer supported learning environment and what are some of the factors that teacher-facilitators must take note of in order to facilitate the pupils' learning better in future.
Personally, I still prefer face-to-face discussion as the responses are more spontaneous.
Personally, I still prefer face-to-face discussion as the responses are more spontaneous.
Monday, November 23, 2009
Session 1
After reading the five articles, I have a better understanding of what is an effective learning environment.
To create an effective learning environment, an educator needs to connect the four perspective of the learning environment, namely, the leraner-centered, knowledge-centered, assessment-centered and community centered learning environments. In order to do this, the educator needs to be able to encompass the various learning theories: behaviourism, cognitive theory, cognitive constructionism and social constructionism in their teaching approaches and to enhance pupils' learning. As socialisation of the pupils is difficult to foster in a online learning environment, face-to-face interaction, group assignments and structured discussion board are required to ensure that learning takes place. A variety of instruments such as QTI, SLEI, CLES, WIHIC, etc.. can be used to assess the pupils' perception of their learning environments.
To create an effective learning environment, an educator needs to connect the four perspective of the learning environment, namely, the leraner-centered, knowledge-centered, assessment-centered and community centered learning environments. In order to do this, the educator needs to be able to encompass the various learning theories: behaviourism, cognitive theory, cognitive constructionism and social constructionism in their teaching approaches and to enhance pupils' learning. As socialisation of the pupils is difficult to foster in a online learning environment, face-to-face interaction, group assignments and structured discussion board are required to ensure that learning takes place. A variety of instruments such as QTI, SLEI, CLES, WIHIC, etc.. can be used to assess the pupils' perception of their learning environments.
Pre-session
Wow. This session is rather overwhelming for me.
Although I'm have a facebook account and have tried blogging before, I have not really explore what they can do. I hope I will be able to learn more of the use of the IT in this module and to try out one of them with my class next year.
Although I'm have a facebook account and have tried blogging before, I have not really explore what they can do. I hope I will be able to learn more of the use of the IT in this module and to try out one of them with my class next year.
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