WEEK 2: LEARNING AND APPLYING TEACHING STRATEGIES

 WEEK 2: LEARNING AND APPLYING TEACHING STRATEGIES

In our second-week classes, Dr. Lina introduced us to a variety of teaching strategies and associated theories. At the start of the class, she employed the Wheel of Names  (https://spinthewheel.app/what-to-draw-2joe) to randomly assign us to groups. I had no idea with whom I would be grouped, which added an element of excitement to the process. Random group assignments offer introverts like me, as Liljedahl (2014) suggests, a valuable opportunity to meet new friends. As a result, I befriended Aimi and Junyang, both new year 2 students.

After the lecture, Dr. Lina assigned us the task of designing our mini micro-teaching session within a 10-minute timeframe and presenting it to our peers. She emphasized the need to choose a strategy from the document provided on the Moodle page and seamlessly integrate the theories we had learned during the course into our teaching. Additionally, Dr. Lina reminded us to follow the micro four-step cycle, which involves engaging in dialogic assessment, imparting cognitive knowledge, modeling the metacognitive process, and providing tools for independent learning (Guo, 2022).

It turned out to be an enjoyable time to plan our teaching session. We engaged in lively discussions and built positive rapport within our group. During this session, we employed the cooperative learning strategy, as described by Ghaith (2018), which encouraged collaboration to enhance individual and group learning. It's worth noting, as per Kirschner et al. (2009), that group members may sometimes experience mental fatigue when sharing knowledge or working together. To address this, we assigned specific roles within our group, such as leader, timekeeper, information seeker, checker, information provider, and innovator, allowing each student to contribute based on their strengths (Miller, 2015). Following our discussions, we decided to teach our peers about colors using the cloze method, leveraging context to create meaning.

In addition to the teaching strategy, we incorporated the Metacognition theory into our session. Metacognition, as defined by Flavell (1979), involves knowledge of cognition and control of cognition. For example, we prompted our peers to answer questions related to the PowerPoint slides, encouraging active analysis and reflection on their learning processes. We also introduced a game of "Simon Says" to test their grasp of the colors. Game-based learning offers adaptable learning curricula that assist in highlighting students' areas of weakness and fusing enjoyable activities with dull memorization of textbook material (Qadri,2019). Finally, we concluded our lesson with a video and had the students sing together as a means of revising the colors we had taught. This experience reminded me of a previous micro-teaching session in the "Behavior and Classroom Management" module, where I also found success in employing game-based learning to engage students in the learning process.  

Moreover, I acquired insights into the domain of technology enhanced language learning. Research underscores the substantial potential of technology in supporting and augmenting language learning, however, its efficacy hinges on the proficiency of the language instructor overseeing the language learning environment (Iberahim et al., 2023). In view of that, proficiency in technical skills is crucial to ensure the smooth incorporation of technology into the learning process. Furthermore, the group work also encompassed the knowledge of behavioral-learning theory. For instance, according to Skinner (1968), groups act in a similar way to how individuals act when their actions are reinforced.

Overall, I had a great time at the classes this week because they were fun and educational. I also got the chance to interact with new friends and work well with my group mates. This experience indicates the importance of group roles in facilitating efficient and harmonious group work. I want to implement what I have learned about effective grouping in my future teaching to prevent student dissatisfaction and encourage better cooperation during group activities.

References

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American                     Psychologist, 34(10). https://doi.org/10.1037/0003-066X.34.10.906

Ghaith, G. M. (2018). Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning.                 Issues in Educational Research, 28(2).

Guo, L. (2022). Teachers’ mediation in students’ development of cognition and metacognition. Asia-   Pacific Journal of                     Teacher Education, 50(5). https://doi.org/10.1080/1359866X.2020.1846158

Iberahim, A., Md Yunus, M., & Sulaiman, N. A. (2023). A review on Technology Enhanced Language Learning (TELL).                     International Journal of Academic Research in Business and Social Sciences, 13(2).                                                                 https://doi.org/10.6007/ijarbss/v13-i2/16496

Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for                          complex tasks. Educational Psychology Review, 21(1). https://doi.org/10.1007/s10648-008-9095-2

Liljedahl, P. (2014). The affordances of using visibly random groups in a Mathematics classroom.                                                           https://doi.org/10.1007/978-3-319-04993-9_8

Miller, J. (2015). Team roles & responsibilities. Veterinary Team Brief.

Qadri, B. (2019, January). Importance of games in teaching-learning process.                                                                                                  https://www.researchgate.net/publication/330442614_Importance_of_games_in_teaching-learning_process

Skinner, B. (1968). The technology of teaching. New York: Appleton-Century-Crofts.