My Mission… Allow learning in a comfortable yet challenging environment; all as equals.
My Vision… Empower one to take control of their learning; flourishing to reach their the full capabilities.
My Personal Learning Spaces – A slideshow
The spaces in which I learn!
http://www.photosnack.com/vivianacimilio/mypersonallearningspaces.html
Teachers Without Boarders:
‘Teachers are the largest professionally trained group in the world – the key local catalysts of change and hope. Teachers Without Borders connects teachers to information and each other in order to bring about social change—worldwide‘.
Comment on this statement:
The mission statement of TWB is a strong and motivating one. Teachers often play a significant role in the live’s of their students, sometimes being their biggest influences. Teachers interactions with families should be strong and direct so that they are aware of any such issue. Teachers should encourage their students to achieve their goals and assist them to make it happen. This then ripple effects on to bring about social change. Teachers without Boarders connects teachers to information so that they are able to cater for their students to encourage positive social change within their communities.
Week 9 – Liminal Spaces:
My understanding of the term ‘liminal space’ is an inevitable period of waiting and or not knowing what comes next. This period is a transition period which occurs everywhere in life. They lead to new chapters of life each with it’s own degree of disruption, effecting other aspects of life, regardless of our awareness during the transition. It is a part of life.
Liminal spaces in regards to the educational world is something that still does need to be taught even though it comes from within each individual. We need to help children see what they can’t, challenge assumptions and views, discover truths on their own accord to help get them through the in-between stage. Not everyone including children can accept change and this “unknown” so it must be addressed early so they are able to act more resiliently towards these issues.
Week 7 – My Personal Taxonomy:
Where do I start?
Normally the reaction I have to tackling an assignment or studying for an exam.
Plan/Set goals: The first thing I tend to do is mark out in my dairy the time I will be setting aside for a specific task to stay on top of things.
Understand: When starting an assignment I would start by reading the unit outline, or what is being asked of me. Read it through a few times to make sure I understand it all and haven’t missed anything. I would then write out (by hand) the steps I am going to take in order to start/finish the assignment. I like to hand write this, so I can make markings or scribble where ever I like and it also helps to get through my head what I am doing!
Now, I would probably get a start on it just so I know where I am going with it, before I leave it for a few days, so that when I come back to it, I have some start on it.
The days that I do work on assignments, I try and take a short break every hour, get a glass of water and stretch my legs. Every two hours I’d have something to eat.
I may also have an exercise break, go for a walk if it’s nice weather or off to the gym to release some stress! (That could take a while.. 0_o)
As for the environment that I place myself in when working on an assignment or other uni work. I normally sit on my bed with my laptop on my lap, or I am seated at my desk. I tend to always go for the bed as it’s more comfy, but I have noticed that I am more productive at my desk. So long as there is no clutter!
My room has to be cleaned before I can sit down and concentrate!
My self-directed approach is probably lacking some motivation, which I find I really struggle with! I aim to improve this over time!
Week 4 – Communities of Practice:
Communities of practices can be seen as group of peoples who come together, sharing common interests in something that they do and learn how to do it better through regular interaction.
The community of practice can be applied to the classroom when developing the learning space to encourage learning through collaboration and team work. It is an area where students come to want to learn in an exciting and interactive way with each other. Communities of practices feature the domain, the community and the practice. The domain refers to the members of that particular interest who are brought together by a learning need. The community refers to the bond which is built over time through their collective learning habits, whilst the practice are the interactions that affect their practices whether it is as a group or individually.
Our own PLN’s may be seen as a community of practice when we all come and view each others work and ideas of same interests through this unit of work.
Transformative learning is defined as the process by which we re-evaluate our set assumptions and expectations to make more informed, open and reflective. Therefore, we are building on our perspectives by being more receptive to change.
This transformative learning theory intrigues me to the thought on how my assumptions may be influenced by what I have not yet been exposed too and how it will positively impact on my pedagogy as a future teacher.
Group Learning Spaces:
Group learning spaces refers to when students work together to produce a final task or meet a learning outcome. Group learning situations can sometimes work at a disadvantage to students; such as some ending up doing all the work or some students feeling as though they are unable to contribute to the group, which depends strongly upon the type of group learning that it is.
Collaborative learning is based on building and working together to complete the task. This may sometimes result in one student taking over or another slacking off and not contributing enough. This is when teachers need to be aware of what each group is up too and may influence who the teacher groups together.
In comparison, cooperative learning is where students are assigned a specific role or task that they are responsible to complete, this then minimises the risk of an unequal division of work. Through this students are able to discuss their ideas which opens up perspectives and broadens thinking. The students then bring their pieces together at the end.
I strongly believe that group learning spaces are highly beneficial for all students when monitored correctly and should be implemented in learning when deemed appropriate.
Week 3: Classroom Design
This week we looked at the classroom layout and how it affects the student. I never once thought that the layout of a classroom could have such a big impact on a students’ learning. I have always been aware of how the tables are to be arranged (based on what works best with the size and shape of the classroom) and who would be sitting next to who, or separating those that do not work well next to each other. But I was never aware about the placement of the tables in comparison to the teacher or board and even the classroom surroundings could affect a student’s learning so much.
This reading has helped develop my view on the many aspects that contribute to how a classroom should be designed. I was not aware of the multiple factors that can influence how effective a learning environment can be. The reading has brought to my attention many aspects which need to be addressed when designing a classroom. Ways to achieve an engaging classroom can be difficult at times. It is important to master the balance between under stimulating and over stimulating the classroom to ensure a harmonious learning setting for student is achieved. Another point brought to my attention through this reading is the use of shapes in the classroom and the positioning of the desk so that student can see the board easily. On my last prac the desks were quite close together in the year 1 classroom. As the students were younger they tended to move around a lot in their seats. I found it hard to work one on one with students seated in their seats because the desks were too close together and difficult to move around the room.
Another issue that this reading triggered for me was a debate over what is more beneficial when it comes to seating arrangements. Assigned seating Vs random seating. One which I would probably have to put into practice myself and determine a result to best suit the class.
Lastly, the use of colour and natural lighting. A variety in colours and patterns can either create a high or low visual stimulation environment with the natural light contributing to the physical development of children.
When developing the classroom design it is important to consider the thoughts and needs of the students. Student’s perspectives are most probably overlooked in this case for the design of the classroom, even though this development is to cater for their learning needs. They are very observant and aware of the environment around them which is why it is important to understand their perceptions of the classroom environment.
Students will be sitting in the same classroom for the whole school year so it is important that they have a comfortable and learner friendly environment. What the teacher thinks may be appropriate might not always be the case, so depending on the year age ask them what they want their classroom to look like. However, it is important to remember that sometimes the most appealing classroom might not always be possible or appropriate.
As future teachers how can we structure our classrooms to be the most beneficial for students?
Response to core text 1a:
Salmon, G. E-moderating: The key to Teaching and Learning Online.
Five stage model & My online Learning.
Salmon’s Five Stage model can be seen as a tool developed to help online learners learn about online learning. The model is outlined as follows:
Stage 1: Access and Motivation:
Being able to gain access quickly is a key issue at this stage whilst being motivated to spend time and effort, with regular participation.
Stage 2: Online Socialisation:
Technology enables and creates the opportunity, that is, has an inherent social component.
Self-interest and common interest are key to this stage to enable for the socialisation to occur.
Stage 3: Information Exchange:
Appreciate the broad range of information available online. E-moderators can help them all to become independent, confident and enthusiastic about working online at this stage
Stage 4: Knowledge and Construction:
Participants begin to interact with each other in a more exposed and participative way. They formulate and write down their ideas or understanding of a topic and read and respond to other participants.
Stage 5: Development:
Participants become responsible for their learning through computer-mediated opportunities and need little support beyond that already available, they may demand more better access, faster responses or more software. They become extremely resistant to changes to or downtime on the system.
After reading the model, I would probably rate myself at a stage two. I have gained access and established myself as an online learner (stage 1). For stage two it requires me to become self-interested in common interests with fellow peers to achieve the ‘social’ side of the ‘media’. Hopefully as time goes on, guided by the unit set out, I will work my way through the model!
How have Salmon’s stages helped you as an online learner?
Core text 2b: What is a blog?
What is a blog?
By John Saddington – Reflection
The term ‘blog’ has many diverse definitions but at the same time, no real definition. In saying that its main purpose is to share and reflection upon information on a certain topic or interest in various different forms.
The word blog originated from ‘weblog’ or ‘web log’ which can be thought of as a an online journal or diary, although blogs are used for much more now, like online journalism. ‘Bloggers’ is a term used form someone who blogs, or writes content for a blog, and ‘blogging’ is the act of writing a post for a blog.
Blogs can be very useful in everyday life, but how might they come into play within the classroom? How can they contribute to our learning?
Our Surrounding Learning Spaces 