Module 1 Activity 10: Promoting Discussion

I have also enjoyed reading Activity 10 which focused on promoting discussion among student. According to the readings, a discussion is more than a casual conversation. It is meaningful, intentional or purposeful talk about a specific topic geared towards improving knowledge, understanding and or judgement. In this regard my role as the teacher is to help guide the discussion among my students. This can be accomplished by helping them to properly define a problem, providing stimulus material, asking well structured questions at strategic points, helping students to make linkages to new ideas, drawing attention to important points and giving prompt feedback. Here I am both managing and actively participating in the discussions.

I have found contrast to be a powerful strategy in getting students to ask questions which formed the basis of many discussions that we would have had. The pictures placed in juxtaposition would have evoked a wide range of responses among students. The old Chinese proverb says that a good picture is worth a thousand words is so true. In this case, the appropriate use of the pictures was worth more than a thousand words.  The Think-Ink-Pair and Share also proved quite useful. In all my ability to manage classroom discussion has improved as a result of having done this activity. 

Module 1 Acyivity 9: What questions do I ask and why?

Module 9 proved quite interesting focusing its attention on questioning as a teaching strategy. The activity demanded of me to examine the types of questions I asks and the reasons for which the are asked. Some of these reasons: include to find out if students; to test memory; to challenge and to encourage the sharing of ideas and so on and so forth.

The success of questioning as a strategy is dependent on the level of preparation of the teacher. Questions need to be prepared as part of the lesson planning process. Not only should they be prepared in advance, they should also be varied (convergent and divergent) and spread across the various levels of Bloom's taxonomy. Good questions by themselves are not enough to guarantee the success of questioning strategy or technique. A teacher must also know where and when to ask these questions. This should also form part of the planning process. Additionally, as one must cognizant of the fact that students need not be rushed into formulating answers to questions, hence the need for sufficient response time.

It is also important to that students be taught how to construct good questions. This is absolutely important as questioning promotes the learning and thinking process. If our students are to become self-directed, life long learners they must master the art of asking good questions and making sound decisions.

Module 1 Avtivity 12: Problem Solving

My students and I found this activity quite rewarding. After all, they do not get the opportunity on a regular basis to actively find solutions to real life challenges, in a focused, deliberate manner. Many acknowledged that they felt like adults based on the level of responsibility they had and would have demonstrated a high level of maturity in the execution of their responsibilities. The boys were especially delighted for the opportunity to showcase their artistic abilities in the designing of posters. It is obvious from this experience that as a teacher one cannot underestimate the abilities of our students. Given the opportunity with the right set of circumstances they can all achieve some level of success.

This module like many before it, prompted me to conduct further reading on the issue of problem solving. I do firmly believe that a more focused approach needs to be adapted in regards to equipping our students with the necessary problem solving skills. Their academic and social success is dependent on their problem solving and decision making skills.

Module 1 Activity 11: Encouraging Learners to ask Questions

It is of paramount importance that students be taught how to construct good questions. This is especially important if they are to become self directed, life-long learners. Activity 11 provided useful insight into questioning as a strategy, emphasizing the need for proper planning which involves formulating questions at various levels of the revised Bloom's taxonomy, asking a variety of questions,knowing when to ask questions and so on and so forth. I particularly found contrasting a useful strategy to stimulate inquiry in students. I will be sharing this with my colleagues at school.

Module 1: Activity 10 Promoting Discussion

Promoting Discussion

The readings for this module focused on the value of discussion a strategy for promoting learning among our students. It points to the importance of Language in the cognitive development of our learners. Both Piaget and Vygotsky made reference to the value of language in this regard. Therefore, when my students engage in discussion, the experience provides them with the opportunity to articulate their thoughts, enabling them to think abstractly and thereby improving their thinking capability. Knowing the value of discussion as a teacher, I seek to engage my students in discussions as often as I possibly can whether formal or informal.

My thoughts on my experiences with the discussion activities

Coming out of the discussion, I was able to learn more about ways in which I can preserve the environment. Additionally, I have a greater appreciation for the way students portray their talents and the need for me to pay careful attention to the composition of group as this has implications for the success or failure of the group. I have concluded that I have to create greater avenues for students to express their talents and abilities.

Module 1 Activity 6: Vygotsky's Understanding of Cognitive Development

Module 1 Activity 6: Reflection on Vygotsky's Understanding of Cognitive Development

In applying Vgotsky’s theory in the classroom one must think of the socialization process, the significance of private speech, scaffolding and the zone of proximal development (ZPD). There is a correlation between the ZPD and scaffolding you cannot have one without the other. The ZPD requires of me to present my students with tasks which they are capable of accomplishing with my support and guidance. Scaffolding or support however, can be given by more knowledgeable other (MKO) in this case students and the teacher and resource persons external to the school. As we are well aware, learning takes place in a social context, as a result, groups of varying sizes are used to facilitate the socialization process and offer scaffolding by more knowledgeable peers. The composition of the groups is such that students of varying abilities are in each group and could make positive contributions to the group. 

Learners are scaffold through the use of explicit instruction, guidance, support and practice. As students move towards mastery of the skill the support and guidance from me is gradually reduced and removed completely when mastery would have been attained. At this stage the students are ready for tasks in their new ZPD. One can conclude that what children are able to do with guided assistance they will be able to do tomorrow on their own with some degree of competence.

Module 1 Activity 4: Behaviourism

Module 1 Activity 4: Reflection on Behaviorism

Any act that produces a satisfying effect will tend to be repeated in a similar situation. In activity 4 we would have looked at behaviorism. The readings suggest that the behaviour of children is operant in that they are strengthened or weakened by the immediacy of the consequence or the event that follows the behaviour. This is in keeping with Skinner who argues that learners’ actions are controlled by the consequence of that behaviour rather than the event preceding it. The implication for teaching is that we can strengthen or weaken our students’ behaviour by using positive or negative reinforcement. The teacher must know what type of reinforcement to use. The timing of the reinforcement is of utmost importance. The desired effect would be lost if an attempt is made to reinforce a behaviour long after the act itself.

As part of my classroom management there is a system of reward and punishment where desirable behaviour is rewarded and encouraged while the undesirable ones are discouraged. To be effective though, I have to be consistent.