In this session we were first asked to participate the “bus-stop” activity, Kate had considered four questions as regards to “Classroom Behaviour Management”. We answered the four questions, which include the following:
1. Can I develop strategies that will improve the learning behaviour of my classes?
2. What impact does the way I manage my class have on what the students learn?
3. What would happen if I ignored bad behaviours and focussed only on my teaching practice?
4. How effective are my current methods of managing my classes?
Later Kate has retrieved a powerpoint called “PMI” (plus, minus, and improvement).
Plus: What has done well that had a positive impact on the learning environment of my class?
Minus: Describe an incident that is difficult for you to manage the classroom behaviour?
Improvements: Set a target for yourself in terms of improving your response to poor classroom management.
Here are my PMI:
Plus:
• Instead of just directly explaining the library databases during the library session, I have separated the class into 5 groups, and I gave each group different exercises for them to do, and I’ve set a time limit (for example, 5 minutes) for them to carry out the exercises. After the time limit I asked each group to send a representative to show the class what are their exercises, and how they can find the solution by using the library databases. From those exercises students have more knowledge on how to use library databases to search the articles for their assignments.
Minus:
• Students make too much noise when I was talking.
• Students are not interested in the session.
• Late comers may not able to follow the session.
Improvements:
• Set up the reward system alongside with the exercise (for example, lollies) to make them more focus on the session.
• Ask the student to leave if he/she is too noisy.
• Ask the early finishers to help the late comers.
Catherine Dickey from the Education and Social Science later came to the class and suggested that an effective teacher should have the following features:
• Some experience.
• Good content background and begin to understand the learning process.
• Has a belief that all students can learn.
• Has a belief in their own ability.
• Ability to connect with students (know the names and interests of your student, having eye contact with the students, students need to know that you care about their learning).
• ‘Worldview’: Students sometimes may not able to learn via academic way, the teacher can encourage learning through game activities.
Later Kate also suggested several features on how to become an effective teacher, which includes the following:
• Sense of humour.
• Welcome latecomers, at the end of the class ask them why they are late.
• Offer a reward for those students who come to class on time.
• Do not answer students questions straight away, give students some time to think the answer.
• Be prepared for the classes that you are going to teach.
• Remain slient when students are making noise.
• The teacher should have expectation that they can learn from your classes.
• Work towards the problem (for example, walk towards to the student if he/she is too noisy).
Friday, August 27, 2010
Session 8
At the beginning of this session Kate asked the class to create a line. She asked us if we were positive about what we could remember of tasks and events from last session largely and confidently should stand at the beginning of the line (near the door), and those who did not remember what we were doing last time or did not attend the class should stay in the other end.
We all stood in one line, one end being occupied by the person/s who remembered most of what we did last time and the other end being occupied by those who did not attend the session. The middle of the line was occupied by students according their confidence and levels of what they could remember.
Then we paired up from both ends, who clearly remember what we did from last session with who did not attend the last session. We were asked to talk for one minute on what we remembered and then swap and the other person tells what they remembered and understood from the first one who talked for another minute. Then we joined with another two people and carry out the same activity.
From this activity we can share the knowledge of what we have learned from the previous session, and students can interact with each other from this activity.
Later Kate showed us a youtube video of Frank McCourt. From the video I obtained several ideas, which includes the following:
• Be honest.
• Drop the act.
• Confident when facing students.
• Teaching via telling stories.
Later we were asked to write down “on pieces of paper” the answers to the following:
• Who had an impact on your learning?
• What did they do that engaged you?
I believed my private accounting tutor had a big impact of learning. Instead of directly explaining. He always set up the exercises for me to do, and he always give me guidance on doing those exercises. From those exercises I have more knowledge on Accounting. He always rewarded me for positive achievements in accounting and other subjects as well by taking me to the public libraries.
After the afternoon tea Marg Maciver and John Hancox from Social Sciences came and explain the main features to become an effective teacher, which includes the following:
• Engaged with students.
• Be true to yourself.
• Students playing a role.
• Setting the scene >> getting people to interest in the class by setting up interesting and purposeful activities.
• Getting critical feedback from students.
• Focus on students (building relationship) >> Get students individual names.
We all stood in one line, one end being occupied by the person/s who remembered most of what we did last time and the other end being occupied by those who did not attend the session. The middle of the line was occupied by students according their confidence and levels of what they could remember.
Then we paired up from both ends, who clearly remember what we did from last session with who did not attend the last session. We were asked to talk for one minute on what we remembered and then swap and the other person tells what they remembered and understood from the first one who talked for another minute. Then we joined with another two people and carry out the same activity.
From this activity we can share the knowledge of what we have learned from the previous session, and students can interact with each other from this activity.
Later Kate showed us a youtube video of Frank McCourt. From the video I obtained several ideas, which includes the following:
• Be honest.
• Drop the act.
• Confident when facing students.
• Teaching via telling stories.
Later we were asked to write down “on pieces of paper” the answers to the following:
• Who had an impact on your learning?
• What did they do that engaged you?
I believed my private accounting tutor had a big impact of learning. Instead of directly explaining. He always set up the exercises for me to do, and he always give me guidance on doing those exercises. From those exercises I have more knowledge on Accounting. He always rewarded me for positive achievements in accounting and other subjects as well by taking me to the public libraries.
After the afternoon tea Marg Maciver and John Hancox from Social Sciences came and explain the main features to become an effective teacher, which includes the following:
• Engaged with students.
• Be true to yourself.
• Students playing a role.
• Setting the scene >> getting people to interest in the class by setting up interesting and purposeful activities.
• Getting critical feedback from students.
• Focus on students (building relationship) >> Get students individual names.
Session 7
Today Kate Slattery gave us some paper sheet and asked us to describe and write down what we knew, what we wanted to know and what we learned in terms of reflective practice. A lecturer suggested that we should use learnt instead of learned.
From this course I found out the following:
1. Students actually learn by doing exercises.
2. Ask students to give feedback at the end of the course therefore the teacher/instructor will plan the sessions more effectively.
3. SOLO taxonomy and 80:20 principles.
Later Kate asked us to write down on the white board of what we had been doing in terms of teaching, learning and education. Here are the ideas that we have written:
Wikis and blogs, eMIT, SOLO, 80:20, e-portfolio, interactions and activities, active learning, rewards, building relationships with students, time management, food and drink, sense of humour, teacher power sharing, organization and time management, allow students to ask questions, trying new teaching techniques, and so on.
Later in the session Dean Nugent from Auckland University of Technolgy came and shared his experience on teaching. In his presentation he mentioned that knowledge is produced in response to questions. Once students learned how to ask relevant and substantial questions, they have learned how to learn and no one will keep them from whatever they need or want them to know.
After Dean's presentation Kate has shown us a video presentation about an individual named Matt who had travelled to 42 different countries performing a dance. The title of the video is called “Where the hell is Matt?”
Kate asked us to write down in what ways Matt’s achievement was like our development in designing lessons-or not? Here are my ideas that I learned from the video:
1. Confidence and competent on what we are teaching.
2. People will be bored if the teacher/instructor just talk and explains. Students like to learn from fun activities.
3. Responsive to all audiences.
4. Sense of humor.
From this course I found out the following:
1. Students actually learn by doing exercises.
2. Ask students to give feedback at the end of the course therefore the teacher/instructor will plan the sessions more effectively.
3. SOLO taxonomy and 80:20 principles.
Later Kate asked us to write down on the white board of what we had been doing in terms of teaching, learning and education. Here are the ideas that we have written:
Wikis and blogs, eMIT, SOLO, 80:20, e-portfolio, interactions and activities, active learning, rewards, building relationships with students, time management, food and drink, sense of humour, teacher power sharing, organization and time management, allow students to ask questions, trying new teaching techniques, and so on.
Later in the session Dean Nugent from Auckland University of Technolgy came and shared his experience on teaching. In his presentation he mentioned that knowledge is produced in response to questions. Once students learned how to ask relevant and substantial questions, they have learned how to learn and no one will keep them from whatever they need or want them to know.
After Dean's presentation Kate has shown us a video presentation about an individual named Matt who had travelled to 42 different countries performing a dance. The title of the video is called “Where the hell is Matt?”
Kate asked us to write down in what ways Matt’s achievement was like our development in designing lessons-or not? Here are my ideas that I learned from the video:
1. Confidence and competent on what we are teaching.
2. People will be bored if the teacher/instructor just talk and explains. Students like to learn from fun activities.
3. Responsive to all audiences.
4. Sense of humor.
Session 6
In this session we were asked to do an activity called “post-box”. During this activity we were asked to think of various issues in the class and possible strategies to manage them. The rest of the class had thought of many issues and suggested a number of strategies to manage them. After the “post-box” activity we were asked to split into groups. In our group we have identified several issues that we encountered in the class, which includes the following:
• Students make too much noise: Students included students talking too much and asking too many unnecessary questions.
• Lack of attendance.
• During the library session, the computer which was used for demonstration and PowerPoint presentation suddenly not working.
• The PowerPoint that you need for teaching somehow is not opening from your hard drive.
From our group we have suggested the following strategies:
• Stopping teaching and looking at them.
• Asking them to share the matters that they are discussing with everyone within the class.
• Ask the students to leave the classroom if they are too noisy and/or bullying other students.
• About 30 minutes before the class, the teacher should check all the equipments within the classroom to ensure that they are all working properly.
• Always saved a back-up copy for your PowerPoint to your flash drive (or email the PowerPoint to yourself) if you are using PowerPoint for teaching (it will avoid the problem of unable to open your PowerPoint file from your hard drive).
The rest of the class had different issues and matters and they also had suitable strategies to manage the class. I believe this session was extremely useful for how to manage the class more effectively.
• Students make too much noise: Students included students talking too much and asking too many unnecessary questions.
• Lack of attendance.
• During the library session, the computer which was used for demonstration and PowerPoint presentation suddenly not working.
• The PowerPoint that you need for teaching somehow is not opening from your hard drive.
From our group we have suggested the following strategies:
• Stopping teaching and looking at them.
• Asking them to share the matters that they are discussing with everyone within the class.
• Ask the students to leave the classroom if they are too noisy and/or bullying other students.
• About 30 minutes before the class, the teacher should check all the equipments within the classroom to ensure that they are all working properly.
• Always saved a back-up copy for your PowerPoint to your flash drive (or email the PowerPoint to yourself) if you are using PowerPoint for teaching (it will avoid the problem of unable to open your PowerPoint file from your hard drive).
The rest of the class had different issues and matters and they also had suitable strategies to manage the class. I believe this session was extremely useful for how to manage the class more effectively.
Monday, August 16, 2010
How does SOLO taxonomy applies to the library database session
Characteristics of Uni-structural questions: Focus on one issue in a complex.
Uni-structural Question: What is a library database?
Answer: Library database provide access to a large amount of information published in journals, newspapers, legal and other specialist collections. Many contain links to the full content, for example, full-text of articles, legal cases and citations, music and video files (University of Canterbury, n.d.).
Characteristics of Multi-structural questions: A number of connections may be made but meta-connections missed, as is significance for the whole.
Multi-structural Question: Why we are using the library databases instead of using Google or Google Scholar?
Answer:
• Time spent working through long lists of mostly irrelevant hits.
• Information provided from Google may be inaccurate or misleading - you will need to critically evaluate and justify all you find, even on reputable websites.
• Google Scholar may provide references to journals and articles in the databases – but it did not provide the full text article, for which you will need to access the library databases. (University of Auckland Library, 2009)
Characteristics of Relational Questions:
• Apply concepts to a familiar situation.
• Appreciate the significance of the parts in relation to the whole.
Relational Question: I've found one article from the EBSCOHost database which is very useful for my research, and I want to add the details of this article to Endnote library. Instead of manually enter the article details to the Endnote library, can I directly export the article details to Endnote library from the EBSCOHost database?
Answer:
1. Click Add to folder link to put the document in the Electronic folder
2. Click on the Electronic folder icon at the top of your results list. A list with all the citations and articles that you have selected will appear.
3. Click on the Export Icon. When the Export Manager screen opens, select Direct Export to EndNote, ProCite or Reference Manager, click on Save, then select the appropriate endnote library that you are wokring on.
Characteristics of Extended abstract questions: Make connections within and beyond a topic.
Extended abstract Question: Can we export the article citations directly from EBSCOHost database to Microsoft Word?
Answer:
It is not part of the existing information on the EBSCOHost database programme. However, once you have exported your citation from EBSCOHost database to Endnote Library you can copy your reference entry from Endnote Library to Microsoft Word by clicking the reference entry, right click on your mouse and select "Copy Formatted", then open Microsoft Word and right click on your mouse, select "Paste", your reference entry will be pasted to Word.
References:
University of Auckland Library (2009). Finding business resources and searching the databases. Retrieved from http://www.library.auckland.ac.nz/subjects/bus/docs/business_resourcesanddatabases_tutorial_09.pdf
University of Canterbury (n.d.). Databases. Retrieved August 17, 2010, from http://library.canterbury.ac.nz/databases/
Uni-structural Question: What is a library database?
Answer: Library database provide access to a large amount of information published in journals, newspapers, legal and other specialist collections. Many contain links to the full content, for example, full-text of articles, legal cases and citations, music and video files (University of Canterbury, n.d.).
Characteristics of Multi-structural questions: A number of connections may be made but meta-connections missed, as is significance for the whole.
Multi-structural Question: Why we are using the library databases instead of using Google or Google Scholar?
Answer:
• Time spent working through long lists of mostly irrelevant hits.
• Information provided from Google may be inaccurate or misleading - you will need to critically evaluate and justify all you find, even on reputable websites.
• Google Scholar may provide references to journals and articles in the databases – but it did not provide the full text article, for which you will need to access the library databases. (University of Auckland Library, 2009)
Characteristics of Relational Questions:
• Apply concepts to a familiar situation.
• Appreciate the significance of the parts in relation to the whole.
Relational Question: I've found one article from the EBSCOHost database which is very useful for my research, and I want to add the details of this article to Endnote library. Instead of manually enter the article details to the Endnote library, can I directly export the article details to Endnote library from the EBSCOHost database?
Answer:
1. Click Add to folder link to put the document in the Electronic folder
2. Click on the Electronic folder icon at the top of your results list. A list with all the citations and articles that you have selected will appear.
3. Click on the Export Icon. When the Export Manager screen opens, select Direct Export to EndNote, ProCite or Reference Manager, click on Save, then select the appropriate endnote library that you are wokring on.
Characteristics of Extended abstract questions: Make connections within and beyond a topic.
Extended abstract Question: Can we export the article citations directly from EBSCOHost database to Microsoft Word?
Answer:
It is not part of the existing information on the EBSCOHost database programme. However, once you have exported your citation from EBSCOHost database to Endnote Library you can copy your reference entry from Endnote Library to Microsoft Word by clicking the reference entry, right click on your mouse and select "Copy Formatted", then open Microsoft Word and right click on your mouse, select "Paste", your reference entry will be pasted to Word.
References:
University of Auckland Library (2009). Finding business resources and searching the databases. Retrieved from http://www.library.auckland.ac.nz/subjects/bus/docs/business_resourcesanddatabases_tutorial_09.pdf
University of Canterbury (n.d.). Databases. Retrieved August 17, 2010, from http://library.canterbury.ac.nz/databases/
Session 5: Lesson plan
At the beginning of the session, we were asked to discuss our chosen topic for 15 minutes, then we gather ideas and put it on the big sheet to be discussed in class.
Here is the lesson plan:
Class: EBSCOHost database practice session.
Students: 22
Lecturer: Samson Mudapalcati
Librarian: Fred Ling, Dennis Chan
Department: Mechanical Engineering
Assessment: Mechanical Engineering Project
Learning outcomes:
1. Students have knowledge on how to find electronic articles from library database for their final year project.
2. Once they finish classes. They have knowledge of why they use library database instead of Google.
3. The students can tell the other students to use more frequent use of library databases.
Time and activities planned for the session (80:20 principle apply).
5 minutes: Introduction (explaining what is library database, why we are using library database instead of Google).
20 minutes: Demonstration followed by practical activities on how to find articles from EBSCOHost database using the keyword search, how to email article to students’ email address, and how to export the article citation to Bibliographic database (for example, EndNote).
20 minutes: Ask students to carry out their own search.
10 minutes: Feedback à repetition; reviewing information.
5 minutes: Conclusion.
After our presentation, we have received the following feedbacks from the class in regards to our teaching plan:
1. Like the idea of comparing Google with academic databases.
2. The timing worked out for the session looks good.
3. The instructor have a sense of humour when teaching the course, which brings the session much more interesting.
4. Being able to use the computers.
5. The instructor demonstrate how use library database and Google to search information.
6. Allow students to carry out their own searches relevant to their course.
Here is the lesson plan:
Class: EBSCOHost database practice session.
Students: 22
Lecturer: Samson Mudapalcati
Librarian: Fred Ling, Dennis Chan
Department: Mechanical Engineering
Assessment: Mechanical Engineering Project
Learning outcomes:
1. Students have knowledge on how to find electronic articles from library database for their final year project.
2. Once they finish classes. They have knowledge of why they use library database instead of Google.
3. The students can tell the other students to use more frequent use of library databases.
Time and activities planned for the session (80:20 principle apply).
5 minutes: Introduction (explaining what is library database, why we are using library database instead of Google).
20 minutes: Demonstration followed by practical activities on how to find articles from EBSCOHost database using the keyword search, how to email article to students’ email address, and how to export the article citation to Bibliographic database (for example, EndNote).
20 minutes: Ask students to carry out their own search.
10 minutes: Feedback à repetition; reviewing information.
5 minutes: Conclusion.
After our presentation, we have received the following feedbacks from the class in regards to our teaching plan:
1. Like the idea of comparing Google with academic databases.
2. The timing worked out for the session looks good.
3. The instructor have a sense of humour when teaching the course, which brings the session much more interesting.
4. Being able to use the computers.
5. The instructor demonstrate how use library database and Google to search information.
6. Allow students to carry out their own searches relevant to their course.
Session 4
During the session we were divided into 5 groups, and each group need to organise the cards on a big piece of paper about why we do what we do as teachers: "Why we do it - the thinking behind the learning". The image above is a sample of what some lecturers created ordering the material.
At the end of this session Jane Terrell asked us to form into groups (and each group consists of 4-5 members), and she mentioned our task for the next session is to design a one hour learning session for a particular group of students. In our group we have to decide what our topic is, and who are our students, and each member need to prepare and bring ideas for the design of the learning to the next session.
I've joined with Dennis Chan from the Library, and Samson Mudapalcati from the Mechancial Engineering department. The topic was "Database session on Mechanical Engineering Project". From the group discussion we agreeed that one of us will need to write the plans for the lesson and forward it to us by email.
Saturday, August 14, 2010
Session 3: e-portfolio and 80/20 principle
Portfolio, in educational and personal perspective, are collections of documents and other objects that can be shown as evidence to support claims a person makes about what they know, what they have achieved, and what they can do (Stefani, Manson & Pegler; 2007). As for e-portfolios, they are simply electronic versions of physical portfolios that contain digital objects instead of physical objects.
E-portfolios can be created by a number of online tools and software, which includes the following:
1. Blogs.
2. Wikis.
3. Webliographies.
4. Podcasting (for example, mobile phones, mp3 players).
What online tool I have chosen for my e-portfolio:
I have choose blogs for my e-portfolio as it is free, very easy to use, and it is globally accessible.
80/20 principle was discovered by Italian economist Vilfredo Pareto in 1897. His discovery has called many names, including the Pareto Principle, the Pareto Law, the 80/20 rule, and the principle of Imbalance (Koch, 2007).
The 80/20 principle pointed out that there is an inbuilt imbalance between causes and results, effort and reward, and inputs and outputs. A typical pattern will show that 80 percent of consequences flow from 20 percent of causes, or that 80 percent of results come from 20 percent of efforts.
In the business perspective, 20 percent of products or customers usually accounts for 80 percent of organisation's profits. In a teaching/learning perspective, 20 percent of direct teaching accounts for 80 percent of interactive learning.
References:
Koch, R. (2007). The 80/20 principle : The secret of achieving more with less. London, England: Nicholas Brealey.
Stefani, L., Manson, R., & Pegler, C. (2007). The educational potential of e-portfolios : Supporting personal development and reflective learning. New York, NY: Routledge.
E-portfolios can be created by a number of online tools and software, which includes the following:
1. Blogs.
2. Wikis.
3. Webliographies.
4. Podcasting (for example, mobile phones, mp3 players).
What online tool I have chosen for my e-portfolio:
I have choose blogs for my e-portfolio as it is free, very easy to use, and it is globally accessible.
80/20 principle was discovered by Italian economist Vilfredo Pareto in 1897. His discovery has called many names, including the Pareto Principle, the Pareto Law, the 80/20 rule, and the principle of Imbalance (Koch, 2007).
The 80/20 principle pointed out that there is an inbuilt imbalance between causes and results, effort and reward, and inputs and outputs. A typical pattern will show that 80 percent of consequences flow from 20 percent of causes, or that 80 percent of results come from 20 percent of efforts.
In the business perspective, 20 percent of products or customers usually accounts for 80 percent of organisation's profits. In a teaching/learning perspective, 20 percent of direct teaching accounts for 80 percent of interactive learning.
References:
Koch, R. (2007). The 80/20 principle : The secret of achieving more with less. London, England: Nicholas Brealey.
Stefani, L., Manson, R., & Pegler, C. (2007). The educational potential of e-portfolios : Supporting personal development and reflective learning. New York, NY: Routledge.
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