Felder and Solomon learning style test.
Active, sensing, visual and sequential are my
stronger learning styles. No surprises there. I learn best with hands on,
colour and lots of scaffolding.
To support students learning in a classroom I would
encourage discussion within the class, arrange different group work, mixed
ability and same ability depending on the activity. I would allow students to
work ahead but offer scaffolding along the way for students that require more
assistance. Students would also be encouraged to use technology where possible.
In the classroom I would create a blog, wiki or
something similar for students to provide them with units of work they can
access at home and school. The students would be encouraged to back up work in
more than one place and develop positive habits when using technology.
What sorts of profiling questions would you be
asking about your learners to ensure you cater for everyone's preferences?
I would use the Felder and Solomon test or something
similar for younger students.
ICTs allow for students to work at their own pace or
level and can support encourage peer teaching.
Engagement Activity 2: Multiple intelligences
I appear to be well balanced. Not what I expected at
all. Don’t think I agree with these findings. Note to self: I will attempt the quiz again when feeling unbalanced.
Engagement Activity 3: Reflection on Prensky's ideas
Prenksy’s engage me
or enrage me.
My question is; do we want our students to listen,
participate, question and argue? Then yes, we do want technology in the
classroom. Students do not demand technology, however if we want them to engage
in the lesson we are more likely to be successful if we use technology. If
teachers arm themselves with knowledge and expertise with ICTs, students will
benefit and quite possibly learn life skills they may take into the workforce
upon leaving school.
Engagement Activity 4: Reflection on Connectivism
When there is change people often feel uncomfortable. Teachers who have
used other theories throughout their careers may feel threatened by
connectivism. Old style teaching required teachers to ‘know the answers’. Connectivism
explores the idea that it is not necessary to know the answers but more about
the processes and ways to find them. This is supported with the use of
technology (Downes,
2006). As students progress through their lives in the 21st century,
it is highly likely they will change careers, learn more informally and
hopefully be lifelong learners (Siemens, 2004).
In order to be lifelong learners, ICTs can
assist students to develop these skills to acquire credible knowledge from many
sources. There is an infinite number of ways to retrieve answers and no one way
is the right or only way. Understandably, assessment will need to change as
students discover their own way of doing, seeing and exploring. Teaching roles will become more facilitative
as students acquire knowledge outside of the classroom.
References
Downes, S. (2006, Oct, 2006). Learning networks and connective knowledge. Retrieved from it.coe.uga.edu/itforum/paper92/paper92.html
Siemens, G. (2004, Dec. 12). elearnspace. Connectivism: A Learning Theory for the
Digital Age. elearnspace; everything elearning. Retrieved November 5,
2012, Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
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