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2005 |
Reflection
In the workshop, the meaningful or engaged learning is used for cooperative learning of authentic task (students teach each other) which will help students not only to learn, but also to see the application of their learning in a social setting. A second difference in this workshop is that individual support and teaching are organized to provide developmental period and time of presentation in which students can defense their products.
The workshop is tested with geometry and PowerPoint content with students with very low achievement on standardized tests enrolled in developmental classes. The students have limited computer knowledge and skills. The workshop is challenging and difficult for implementation. The most difficult part is professional development for guest speakers and tutors. The reason for problems with professional development is that their duties are specifically stated and the workshop is experimental with zero funds. Therefore, one weakness of the pilot project was the problem with having support staff. To overcome this problem, I worked by myself for the workshop with few work study students.
The workshop was tested in 3 consecutive semester with 9 classes. The total number of students was 95. These pilot projects were implemented into the classroom and the cooperative learning center.
The survey conducted with students shows that the guest speaker part or phase of the workshop depends on the preliminary skills with computers; however, only one students was totally confused. The survey was conducted in four different classes and the results are close for all classes. The table with result is presented in Fuller (2005). The workshop is improving in almost all
I will try not to over-generalize my final reflections. Please, consider this reflection just a small step from a future analysis. The workshop continue ...
Workshop on Learning, Technology, and Modern Physics: Table of Observations
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Observations |
Before the Workshop |
Partially influenced by the workshop |
Workshop Accomplishments |
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Classroom Knowledge Asymmetry |
The teacher knows and the students do not know the content to be taught |
Students are ready to assume some power of teaching |
Increased ability to learn new material with PowerPoint through teaching |
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Classroom Power of Decision-making Asymmetry |
The teacher has the power and knowledge to decide about curricula, assessment and schedule |
Students and the teacher negotiate knowledge and the quality of skills, artifacts, and multiple assessment instruments |
Mapping meaningful ideas first with a help and direction of experts, and then students learn independently |
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Care for the Learning Needs of Individuals |
Individual's learning needs are largely disregarded in favor of curriculum requirements and average needs for the group or even population. |
We joint the classroom and learning center into a curve learning trajectory - the education expansion into the study time. The ratio between students' learning needs and curriculum objectives is reaching a new harmonious equilibrium. |
The workshop provides opportunities for all students to get individual help in the cooperative learning center as needed. The help for the workshop is professional in technology and subject matter. The tutors at the learning center are trained to provide help in the zone of proximal development and to lead students to discover the rest. |
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Educational Research and Classroom practices |
Conducted by researcher predominantly quantitative research addressing the general population |
Qualitative and quantitative ongoing research, conducted by the educators, addressing particular groups and individuals. The research on general population is pre-emptive to guide our planning process. |
The workshop provides opportunity for research embedded into the learning process. Also, the learning center provides research on the population as it is needed for the purposes of the workshop - planning by foreseeing the future. |
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Development of Educational Resources and Methods |
All educational resources were developed for the general population with some market variety. Almost all resources developed by instructor were the same (or the same sort) for all students. |
All resources are designed, developed and implemented to fit adaptively to the learning needs of individuals for the moment. The Cooperative Learning Center is adaptive resource to students as individuals. |
We lead and support students to develop resources. We used the textbook for the pilot project of the workshop; however, each student is developing his/hers educational resource - a PowerPoint presentation. |
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Joint Programs between Educational Departments |
The most frequently discussed topic for educational committees, with very little impact in the real practices. |
The most frequently used method for the workshop. The workshop is developed to unite tutors and instructors. Also, all technology specialists are involved in the collaboration. |
The tutoring center and the faculty worked together to balance the learning and curriculum objectives. |
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Using Technology for Development of Cross-curricular methods |
Well developed infrastructure utilized to increase the productivity and efficiency |
Background infrastructure used to integrate departments, specialists, research and development, ideas and methods for learning |
The workshop was conducted with the help of about 100 computers available to students in the classroom and in the learning center 12 hours Monday to Friday. |
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Content Matter Delivery |
Content is presented in the classroom by instructor |
Content is learned outside of the classroom and is discussed from different point of view in: · discussion areas · online classes · video-conferencing · audio conferencing · exchange, and such Content is delivered by students and instructor. |
New content was presented in the classroom (computer lab) by students. Support was provided according to our expectations and students' personal needs - as requested. |
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Need Analysis |
Analysis of the average for the group |
Analysis of individuals and their interactions and interdependencies |
Different data is used to identify the distribution of students' personalities. Qualitative observations and case studies are used jointly with psychological and efficacy and efficiency surveys. |
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Evaluation |
Selection and Averaging, standardization depending on curriculum objectives |
Self-directed evaluation self-constructed to meet personal goals and objectives |
Student' portfolio, step-by-step tutorials, online track tutorials are used to inform students about their progress. |
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Educational Goals |
To teach content and dependence |
To teach learning independence, but also harmony and symmetry. Teaching by creating opportunities for learning and equity. |
Students are becoming more independent, but also the workshop provided equity for students with differed need. Cooperative learning is about harmony. Teaching cooperative learning is a mission by itself. |
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Students' visits in the learning center |
Almost all students' visits were influenced by curricular requirements |
More and more students are visiting the learning center to learn how to learn. The study skills workshops are common practice in year 2005 for all tutors. WE do our duties as educators differently. |
The learning center is so much populated and popular today, that it is almost a second house for more and more students |
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Overall |
Students used to study for exams and homework. |
After the implementation of this workshop, math and science tutoring area at the learning center is, also, a place where students learn how to learn. |
The workshop continues. Thank you for your time
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