Category: Teaching

Blended Learning Course at FSSH- All notes

I attended Blended Learning Workshop today.  There are new things that I have learned today.  So many notes that I have to study.  Since I am not really techno savvy, I have to take some time to master this.  But, I will try the best I could.

Here are the notes:

  1. Blended learning notes
  2. Backing up a course
  3. BigBlueButton_Presenter_Brief_Manual
  4. Introduction to Blended Learning
  5. Module 1-Course and User Setting
  6. Module 2-Development and Distribution of TL Materials
  7. Module 4-Assignment
  8. Module 5-Student Assessement Using Quiz

The last round robin activity for this semester

It is never my intention to torture my students with Round Robin activity this semester which I conducted more than twice.  But, the thing is they are future teachers.  I hope through experiential learning, they would remember how they go through the process of this activity.  Hope they would store the information in procedural memory and episodic memory (there are steps involved that they have to go through i.e. relate to procedural memory as well as event where they go through i.e. related to the activity itself).

 

Please ignore the way they dress. After all, they are TEASLIAN. As you can see, they might have resemblance with LA lecturers too who teach them. An example of modelling (social learning) by Bandura in action. Indeed

Last day of my class….. errrr

I had a blast with this group of students.  Few of them took my Personality Psychology class before.  When I asked them why they took my Human Development class, they said that they want to learn from me.  They enjoy taking my class.  What a bluff!  That is my first impression.  I know that I should trust my students but due to previous experiences, I still have some reservation when they give me sugar-coated compliment.

One of them suggested that we took a class picture.  This is not what I normally do in class.  I feel cringed (you can see it from my face).  But for the sake of group dynamics, I played along with their request.

Only Izlan was absent.

Have self-compassion towards yourself…..

Each of us have professional or personal goals that we want to achieve.  Some might resort to underhand means to achieve their goals.  Well, what is wrong or right is clear if you use religion as your benchmark.  Yet again, whatever benchmark is a personal choice.

Most of us equate achievement with self-esteem.  You evaluate yourself positively or favorably when you achieve something.  This notion would means that you are relying on evidences of your achievement to evaluate yourself.  If you think about the hereafter, whereas you don’t know what you will get (gladtiding or not), you will reevaluate again your professional and personal goals and think carefully how to act in achieving the goals.

Again, all will come back to how compassionate you are towards yourself.   To know more, read more HERE. 

New Academia Learning Innovation (NALI) Active learning: Using Gallery Walk (more)

I am a novice in active learning.  I have tried jigsaw, think-pair-share, 2 minutes paper and STAD (student-teams achievement division).  I challenge myself to learn a new cooperative learning strategy this semester.  I choose Gallery Walk (well, I also use Carousel but that one is for poster evaluation).

When I google about Carousel , I find so many versions of it.  But the bottom line is, Carousel is a strategy that you use WHEN you want to “semi-force” each individual student to take turn in giving their opinion/answer/response and they “have” to share it with others.  Ideally, 4 to 5 students per group.

But in my case, I used Gallery Walk for my PG class.  They are more matured students so the whole class is considered as one group.  But in this case, I increase the number of questions (each question is position in one station) so they can move around to answer the questions at their own pace and preference.  There is no compulsion or assignment of which station would be their first station.  They can start at any station to give their response.

There were 7 questions (7 stations) and 11 students. There were few students who absent so, the class seems bigger.
Some of them were waiting their turn. These two stations have two “controversial” questions. So, many students were eager to answer the questions.
Not so popular station. But, since I instructed them to go to ALL stations, some of them visited this station later than the other stations.

Would you use neuroenhancer to improve your cognitive capabilities?

It was a rainy gloomy day. It was our last class before the mid semester break. Deepavali is around the corner. A perfect day to have all-lecture-no-activity class [sarcastic note].  Nope. I won’t allow my students to fall asleep in my class.

I searched an article with a controversial topic but still related to human development. The use of “smart drug” to enhance cognitive and intellectual capabilities. Smart drug, neuroenhancement, neuroenhancer, you name it. It is all the same. Students consume it for the sake of improving their concentration, attention, performance and the lists can go on.

It is really interesting to know how people perceive the use of drug in a more positive note even though there is possibility for adverse side effects. Reading my students’ responses on whether they would use it, it is kind of alarming that they would say YES to it. Looking at the reasons, there is one common theme appeared: curiosity. They are willing to try because they are curious about it.

I just rolled my eyes when someone asked me if I ever tried such thing before to enhance my academic performance even though I had chances to buy “lollies” or “a slice of space cake” when I went to Amsterdam few times.

My reply: “I don’t go to gym to develop my muscles. So, you won’t see any six packs on my stomach. But I do believe reading is akin to weightlifting that lead you to develop mental muscles” [I used my right index finger to point it to my head as I said this]”.

New Academia Learning Innovation (NALI) Active learning: Using Round robin – Method 2

For my undergraduate class, I have large class (more than 50 students) with a normal size classroom.  So, it is quite challenging to conduct round robin activity if they sit in their seats like this example.  It is something that I can envision in my dream only.   

What I have to do is to improvise.  Rather than having them to stay put in their seats and divide them into groups and each member in a group share their ideas, what I do is I group them into several groups with minimum 5 members in each group (59/12 group = 5 members each more or less). 

How to conduct round robin activity?

Steps:

  1. Think about a topic that you want to discuss.
  2. Decide on the amount of questions or topics you would like to be discussed.  In my case, with 12 groups, I have 3-4 questions and thus, there will be  some groups with similar questions.  In this case, I want to have a variety of ideas from different groups.   Note: I give each group a mahjung paper and marker pens.  They have to write their ideas in a poster format (using point form)
  3. Set a timer for the group discussion.  I set 30 minutes for this activity.  Since the class is a bit small, I allow them to go outside the classroom so that they can prepare their poster using mahjung paper.
  4. After they have finished their poster, I ask them to post their poster on the wall.  Each group has to stay near to their poster.
  5. They present their ideas by taking turn.  So, rather than allowing them to move around (it can become uncontrollable), every student would present at their own station (the wall where they post their poster becomes their station).  Other students have to listen and they are allowed to ask any question to the presenting group.
Some students have to sit on the floor inside the classroom. The LCD screen projected questions that I posed.
Some students have to go outside where there are chairs and tables. Each group occupied one table with 6 chairs
Each group picked a corner/wall and posted their poster [mahjung paper]. They took turn to present their ideas.
For bigger wall, students can post more than 2 posters.

To present their ideas to others, you can also do this.

  1. If you don’t mind to have students to move around (this could be a bit noisy), you can ask each member to select one person to stay at their station while the rest will go around to other station.
  2. The one left behind is assigned to be the presenter.  So, when other group members visit each station, the one who left behind has to present/explain what his/her group ideas to the visitors.

 

New Academia Learning Innovation (NALI) Active learning: Using Gallery Walk (first attempt)

I did round robin Gallery Walk activity in my class this semester.  Alhamdulillah the students are ok with that. 

Gallery Walk is meant to allow students to exchange ideas by taking turn to give their feedback/response/comment.  It allows everyone to talk/write their thoughts.  HERE is one example of Gallery Walk.

You can give them a reading material first before you start this activity or it can be based on what you have previously discussed and you want the students to summarise the points, if you are afraid that their “sharing” ideas might not be fruitful. 

For me,  with the undergraduates, I don’t give them a long reading material because they might need extra [long] time to finish reading.  But with the PG students, I can finish the activity within 45 minutes [reading = 30 minutes, 15 minutes for them to “go round” the class to write their answers on the manjung paper].  Rather than grouping them into groups, I create a station where they can write their ideas.  

I posted a mahjung paper with a question. Students would take turn to write their answer. Since my class has 19 students, so with 5 stations [5 mahjung paper with different questions], it is not too crowded for them to be in one station at a time.

Students took turn to write. On the white board, there were two stations [mahjung paper] with different questions.

Some students were writing their responses at different station at the back of the class

How to conduct Gallery Walk activity?

Steps:

  1. Think about a topic that you want to discuss.
  2. Decide on the amount of questions or topics you would like to be discussed.  In my case, I set 5 questions [plus muddiest concepts]
  3. Ideally, arrange the desks or tables so that discussion flows nicely and students can move about easily.   But since I want the students to move around the class, I post the mahjung paper on the wall/white board instead.  So, rather than sitting, they will walk around to different stations.
  4. Give each station [could be table, mahjung paper etc.] a question/topic.  You can assign a leader to take note or in my case, I ask the students to take note of what others have written individually [individual accountability].
  5. Set a timer for each student to move around.  There are other ways to do this.  You can assign students to move in group or they can move individually to any station as they wish according to their preferences as long as they complete the round.  If you have big classroom you can allow them to randomly move to different station, but if you have smaller classroom and large number of students, it is better to assign their movement from one station to another in orderly manner.
  6. Once every student has visited all the stations, you can ask one student to give a summary of one question/topic [based on the station] or if you select a leader (in this case, students are grouped at the beginning of the activity and their movement from one station to another in a group, rather than individually), ask the leader to give summary.  In my case, we would discuss their responses based on station.  There are 5 stations, so it takes me around 5-10 minutes to discuss on each question (station).

An incident like this really makes my day….

I had a blast yesterday during research methodology class. We were discussing about sampling designs. Then at the end of the class after the reflective activity, one student innocently asked “Dr, if I answer my own questionnaire, can or not?” I looked at him in disbelief. We just discussed about random sampling and non random sampling. If you create your own questionnaire and you answer it yourself, what’s the point of doing quantitative research?
 
Some of students in the class also looked at him in disbelief. Then some of them started to argue among themselves if it is ethical to do so. I just looked at him for a few seconds before replying “Well, you have heard some of your friends are discussing about the ethical issue if you are doing that. My response is, what is the point of doing a quantitative research if you are the researcher cum respondent? It is against the philosophical paradigms of quantitative research that we have discussed before and it is unethical“.
Looking at me sheepishly he replied “I thought it is ok to do so because if my samples are teachers, since I am also a teacher, I can also answer my questionnaire“. I rest my case hearing such an honest confession. To end our class I gave them a little reminder “If I know that any of you do that when you conduct your research, you are doom”
 
On my way out from the class, one of the students decided to walk with me. We had a quick chat. She told me “Dr, I am interested to do an Action research.  I am teaching MUET at Matriculation Centre.  One more thing,  I know Zahir.   Zahir told me to take your class“.
 
At this moment, should I feel flattered or scared? I don’t want to think about that. One thing for sure, I got the usual symptom since yesterday. A symptom to indicate that I am feeling stressful. Am I becoming more sensitive as I become older?