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Category: Group Task

Instructions:

There are a total of FIVE (5) case studies provided.

Choose ONE (1) case study.

Discuss the chosen case study within your group.

Answer the THREE (3) questions related to the chosen case study.

Write or upload your answers as a comment under the chosen Case Study post on the Padlet platform.

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Framing Malaysian Higher Education 4.0: Future-Proof Talent

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Framing Malaysian Higher Education 4.0: Future-Proof Talent

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Framing Malaysian Higher Education 4.0 Future-Proof Talent

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Embracing The Learning Theory: Constructivism

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Embracing The Learning Theory: Constructivism

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What is Constructivism?

Constructivism is a learning theory that teachers use to help their learners understand. Constructivism is founded on the notion that individuals actively establish their understanding through experiences, rather than just passively accepting information. As individuals experience the world and reflect upon their experiences, they build on their learning and add new details into their pre-existing knowledge.

Cognitive development is a key aspect of constructivism. This theory emphasizes the importance of learners actively engaging with new information and building upon their existing knowledge. Through this process, learners can develop critical thinking skills and problem-solving abilities.

Teachers who embrace constructivism encourage their students to explore and question the world around them, rather than simply memorizing facts and figures. By fostering an environment of active learning and discovery, constructivism helps learners develop a deeper and more meaningful understanding of the world.

Teachers that understand the Constructivist Learning Theorybelieve that each student brings a unique experience to the classroom. Also, they acknowledge that a student's previous knowledge and background affects his ability to learn.

Teachers should not assume students know what they need to learn or how to do it. Instead, they must guide them in this process of discovery.If you're interested in creating a constructivist learning environment you might be interested in our block building learning methodology. We put the learning experience in the hands of the student and enable them to make the conceptual connections using specially designed building blocks. This problem based learning approach puts children in the driving seat as they make the decisions about the best way forward.

The pedagogy can be described as an active learning strategy that sits within the social and cognitive domain. The dialogue that is generated between the students creates a cooperative learning environment.

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Principles of Constructivism

There are many principles and specific elements of constructivism that shape how this theory helps and correlates with the students. Following are different principles of the theory of Constructivism.

One of the key principles of Constructivism is that learners create knowledge and understanding of the world through external activities such as explorations, experiences, and interactions. This means that Cognitive Development is a central part of Constructivism as learning actively takes place in the environment instead of in isolation. This also entails guided instruction geared towards helping students reach their own conclusions about how the world works.

Another key principle of the Constructivist theory is that knowledge is "constructed" through active experience. This means that learners must go beyond simply absorbing facts and data, but instead interact with the materials to make personal interpretations and connections. By doing so, they build their own understanding of the world around them and become more engaged in the learning process.

Constructivism also stresses the importance of creating a supportive learning environment. This means that it's important to facilitate an engaging, interactive experience for your students or learners. This could involve providing opportunities for hands-on experimentation, encouraging student collaboration and dialogue, or allowing them to have ownership over their own learning experience.

Knowledge is constructed upon pre-existing knowledge.

Everything we learn provides us with a better knowledge of other things in the future.

Learning is not a passive process, it is an active process in which one needs to engage in activities, reading and discussions. The learner takes an active role.

Teachers use social interactions to help students learn and maintain their knowledge.

Knowledge is contextual, individuals learn from things they already know and believe from their surroundings.

Knowledge is a personal phenomenon because each person has a different experience and prior knowledge to share.

Mental experiences are essentially needed to retain knowledge

Motivation is crucial for learning because it allows students to use their preexisting knowledge for making connections for new knowledge.

Cognitive strategies such as the ones featured in the Universal Thinking Framework must be fully understood.

Discovery-based teaching techniques have often been associated with this domain of research. Discovery-based learning techniques have been criticised in the past, direct instruction approaches sit at the polar opposite of this debate.

At Structural Learning, we see a classroom as a knowledge community. This means that both the teacher and pupil play an active process in constructivist classroom activities. For example, the mental model approach that we have been researching using building blocks requires the teacher to direct the learning in different directions. This hands-on activity is led by the learner but the educator plays a critical role in guiding the child's thinking.

These types of constructivist teaching approaches builds learning agency. We don't see it as free play as there are usually clearly defined assessment criteria that need to be met. The adult guidance is used to move the learning in productive directions. The educators can use this authentic formative assessment activity to understand where the child is in their learning. These type of constructivist teaching techniques enable the educator to be responsive to the child's needs.

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Types of Constructivism

There are various types of constructivism that teachers can utilize to bring success to the classroom.

Cognitive Constructivism

Cognitive constructivism is founded on the research and work of cognitive development in children byJean Piaget. This theory has two important parts:

Cognitive constructivism is based on the concept that learning must occur according to a student's stage of cognitive development. Piaget is known for the identification of four primary stages of development i.e. sensorimotor, preoperational, concrete operational, and formal operational.

The order of these stages remains the same across cultures. Piaget believes that each child experiences these stages in the same order (but they may experience each stage at a different rate). These stages help learners to learn new knowledge by relating it with things they know already, allowing them to make changes in their previous knowledge to adapt to the new information.

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Social Constructivism

The theory of Social Constructivism was proposed by post-revolutionary Russian psychologist Lev Vygotsky. Vygotsky was not against cognitivism, but he opposed the assumption that it was possible to remove social context from learning. Social constructivism addresses the collaborative aspect of learning.

Knowledge develops from how persons in a society interact with one another. Students depend upon others to help build their learning and building blocks. They need to have support to construct their knowledge. Social constructivism is closely related to cognitive constructivism with the additional element of peers and societal influence.

Radical Constructivism

Radical constructivism was proposed by von Glasersfeld, whoprovides a pragmatic approach to problems related to truth, reality and human understanding. In this theory, von Glasersfeld contended that we developmentally build our understanding and our concepts about the world.

‍ Radical constructivism is relatively different from social and cognitive constructivism. It focuses on the notion that students and the knowledge they construct do not tell things that are real, only help people to live and work in their environment. The basic idea is that knowledge is developed, not discovered. The stuff we discuss on the table is just interpretations of knowledge, which makes it difficult for us to know the truth.

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Constructivism in the Classroom

It is essential to understand how educators can apply constructivism in a classroom to build a unique learning environment for learners. In constructivist classrooms, the teachers establish a collaborative environment in which students show active participation in their learning.

Teachers need to act more as facilitators of learning. They must understand the preexisting knowledge of the students and, then they must incorporate new knowledge within the preexisting knowledge of the students. Teachers may also adjust their teaching according to the student's level of understanding.

Our collaborative learning method that uses the learning tool Writers Block transforms academic tasks into hands-on activities. These collaborative learning methods creates climates of active learning. The children are organising information and making the conceptual connections that sit at the heart of the constructivist learning environment. Unlike filling out a worksheet, the building process is more of a learning journey.

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Children are free to connect and reconnect the blocks and make as many conceptual connections as they like. The process can be directed as much as the educator likes. At one end of the spectrum, a completely free session would promote discovery learning.

If the material is complex, a more directed approach might be suitable. This approach to learning not only enables an individual learner to understand curriculum material but it also acts as a vehicle for intellectual development. The conversations and reasoning promotes human development.

This approach to promoting critical thinking and communication can be used across subjects and year groups. Whether a learner is in a language class or a maths class, they are engaged in the construction of knowledge. If a child has a lack of background knowledge that other learners within the group can serve as a learning resource.

That is to say, the groups acquisition of knowledge is greater than the sum of its parts. Neil Mercer calls this concept 'Inter-thinking'. Another by product of these social activities is the development of communication skills.

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Constructivist theories of learning have increasingly gained attention in the field of education due to its focus on making students active participants in their own learning process. This approach is particularly useful for students with special educational needs who require a more individualized approach to learning. A constructivist approach provides students with an opportunity to learn at their own pace and in a manner that is most conducive to their personal learning styles.

Using inquiry-based learning and learning activities that are designed to be cognitively engaging, students with special educational needs can develop their abilities to process external stimuli in a manner that is most effective for them. A social constructivist model places emphasis on creating a learning environment that is social in nature, providing opportunities for students to collaborate and engage in group work. This approach helps to foster a sense of community within the classroom, allowing students to learn from each other and to develop a deeper understanding of the concepts being taught.

By embracing a constructivist learning environment, students with special educational needs can make significant strides in their educational growth. This approach allows students to actively engage in the learning process and take ownership of their own learning. As such, this approach is particularly effective for those students who may be struggling with traditional educational models. Incorporating constructivist theories into educational theory can be particularly effective in creating a truly inclusive classroom environment.

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Role of a Teacher in a Constructivist Classroom

The primary role of a teacher is to build a collaborative problem-solving environment in which learners show active participation in their learning process. From this viewpoint, an educator acts as a facilitator of learning instead of a teacher. The educator ensures he/she knows about the students' preexisting knowledge, and plans the teaching to apply this knowledge and then build on it.

Scaffolding is a crucial aspect of effective teaching, by which the adult frequently modifies the level of support according to the students' level of performance. In the classroom, scaffolding may include modelling an ability, providing cues or hints, and adapting activity or material.

In a constructivist classroom, the teacher's role is to act as a facilitator or guide rather than a lecturer or dispenser of information. The teacher's primary responsibility is to create a learning environment that encourages students to construct their own knowledge through exploration and inquiry.

This involves providing scaffolding, which can take the form of modelling an ability, providing cues or hints, and adapting activity or material to meet the needs of individual students. T

The teacher also encourages students to collaborate with one another, share their ideas, and reflect on their learning experiences. By doing so, the teacher helps students develop critical thinking skills, problem-solving abilities, and a deeper understanding of the subject matter.

Another important role of the teacher in a constructivist classroom is to facilitate the zone of proximal development (ZPD) for each student. This means that the teacher helps students work on tasks that are just beyond their current level of understanding, but still within their reach with guidance and support. By doing so, students are able to stretch their abilities and develop new skills, while feeling challenged and engaged in the learning process. The teacher may use a variety of techniques to facilitate the ZPD, such as scaffolding, modeling, and providing feedback.

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Pedagogical Objectives of Constructivist Learning Environment

Following are the pedagogical objectives of constructivist classrooms:

To offer experience alongside the knowledge construction process (learners decide how they will learn).

To offer experience in multiple dimensions (trying out alternative solutions).

To encourage learning in realistic contexts (factual tasks).

To encourage students' choice and ownership in the learning process (learning is student-centred).

To include social experience in learning (collaboration).

To incorporate various methods of representation (text, audio, video etc.)

To provide an understanding of the knowledge construction process (metacognition, reflection ).

The minimal guidance associated with the constructivist learning theory goes against the theory of direct instruction which has a lot of evidence to support it. Teaching methods such as discovery based teaching do not have as much empirical evidence to support them.

The success of such teaching techniques relies on a successful collaboration among learners. If a learner is not willing to take a central role and collaborate with others then the strategy might not work.

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Developing a Constructivist Classroom

The success of a Constructivist classroom depends upon the following four key areas:

Teachers act as a facilitator or guide;

Small numbers of students in learning groups;

Shared knowledge between educators and students;

Sharing of authority between students and teachers.

In addition, you might want to think about using a mental representation such as Writer's Block to support the active construction of knowledge.

Constructivist classrooms are usually very different from other types of classrooms. Constructivist classrooms pay attention to students interests and interactive learning. They add to students' pre-existing knowledge and are student-centred. In constructive classrooms, teachers interact with students to guide them to build their knowledge, they encourage negotiation about what students need to achieve success and students mostly work in groups.

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Key Strengths of the Constructivism Learning Theory

A constructivist approach to education views learners as active, competent, capable, and powerful. It tends to motivate learners to learn by ' doing', which leads to memory retention, critical thinking and engagement. Following are the main benefits of using Constructivism Learning Theory in a classroom.

Students are viewed as able learners and are motivated to apply independent, critical and creative thinking. This can bring more enjoyment to the learning process.

Teachers acknowledge that learners require differentiated and targeted lessons according to their cognitive status.

Through Piaget's stages, fresh and fill-in teachers can quickly guess a student's ability level based on his age.

Developing understanding is often treated as a child-led learning journey.

Students mostly find constructivist learning approaches to be more exciting and enjoyable as they learn by doing rather than memorizing or sitting. The learning experience is often more engaging.

One of the key figures in the development of constructivism is John Dewey, who believed that education should be centered around the learner and their experiences. Dewey believed that learning should be interactive and that students should be encouraged to explore and discover new information on their own. This approach to education is aligned with constructivism, which emphasizes the active role of the learner in the learning process. By incorporating the principles of constructivism and the ideas of John Dewey into the classroom, educators can create an environment that fosters critical thinking, problem solving, and creativity.

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Inquiry-Based Learning: A Constructivist Approach

Inquiry-Based Learning (IBL) serves as a powerful constructivist teaching technique, drawing inspiration from both Piaget's and Vygotsky's cognitive learning theories. This instructional strategy emphasizes the role of cognitive structures and the knowledge construction process, creating an approach to teaching that fosters active learning and encourages students to take ownership of their educational journey.

At the heart of IBL lies the belief that interaction in classroom cultures plays a crucial role in promoting understanding and developing cognitive skills. By engaging students in problem-solving, questioning, and exploration, teachers can create a collaborative environment where the sharing of knowledge happens organically.

This approach not only supports the development of critical thinking skills but also aligns with the cognitive apprenticeship model, in which students learn from their peers and mentors through observation, imitation, and reflection.

Incorporating IBL into classroom practices can significantly enhance the learning experience. By presenting students with real-world problems or open-ended questions, educators can challenge them to actively engage with the subject matter and apply their existing knowledge. This process of discovery and investigation helps students build and refine their cognitive structures, enabling them to construct new knowledge and make meaningful connections to prior experiences.

Ultimately, adopting an inquiry-based approach to teaching can transform the classroom dynamic, turning students from passive recipients of information into active constructors of knowledge. By embracing the principles of constructivism and fostering a culture of curiosity, educators can help students unlock their full potential and cultivate a lifelong love of learning.

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Criticisms of the Theory

The Constructivist Learning Theory is mainly criticized for its lack of structure. An individual learner might need highly organized and structured learning environments to prosper, and constructivist learning is mostly related to a more laid-back strategy to help students engage in their learning.

Constructivist classrooms place more value on student progress, rather than grading which may result in students falling behind and without standardized grading it becomes difficult for the teachers to know which students are struggling.

One common criticism of the constructivist learning theory is that it lacks clear instructional strategies for teachers to follow. Without a set curriculum or standardized grading system, some argue that teachers may struggle to guide students towards specific learning goals.

Additionally, some critics argue that constructivism may not be the most effective approach for all types of learners, particularly those who thrive in more structured environments. Despite these criticisms, many educators continue to embrace constructivism as a valuable approach to learning that prioritizes student engagement and critical thinking skills.

Another criticism of the constructivism learning theory is that it may not be suitable for learners at different developmental levels. For example, younger students may not have the cognitive abilities to construct their own knowledge and may need more guidance and structure in their learning.

Similarly, learners with learning disabilities or cognitive delays may struggle with the open-ended nature of constructivism. It's important for educators to consider the individual needs and abilities of their students when implementing any learning theory, including constructivism.

Another criticism of the constructivism learning theory is its emphasis on intellectual development over other forms of development, such as social and emotional development. While constructivism can be effective in promoting critical thinking and problem-solving skills, it may not address the holistic needs of the learner. Educators must balance the benefits of constructivism with the importance of addressing all aspects of a student's development.

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Embracing the Learning Theory: Constructivism

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What is the constructivist learning theory, and how can teachers embrace this philosophy in their classrooms?

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Multiple Intelligences Theory: Widely Used, Yet Misunderstood

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Multiple Intelligences Theory: Widely Used, Yet Misunderstood

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One of the most popular ideas in education is applied in ways that its creator never intended.

Ikon Images/Stuart Kinlough

When Howard Gardner introduced his multiple intelligences theory 35 years ago, it was a revolutionary idea that challenged long-cherished beliefs.

At the time, psychologists were interested in general intelligence-a person's ability to solve problems and apply logical reasoning across a wide range of disciplines. Popularized in part by the IQ test, which was originally developed in the early 1900s to assess a child's ability to "understand, reason, and make judgments," the idea of general intelligence helped explain why some students seemed to excel at many subjects. Gardner found the concept too limiting.

"Most lay and scholarly writings about intelligence focus on a combination of linguistic and logical intelligences. The particular intellectual strengths, I often maintain, of a law professor," Gardner explains. Having grown up playing piano, Gardner wondered why the arts weren't included in discussions about intelligence. As a graduate student studying psychology in the 1960s, he felt "struck by the virtual absence of any mention of the arts in the key textbooks."

That doubt planted the seed that grew into Gardner's big insight: The prevailing idea of a single, monolithic intelligence didn't match the world he observed. Surely Mozart's genius was partially, but not fully, explained by an extraordinary musical intelligence. And wasn't it the case that all people demonstrated a wide range of intellectual capabilities-from linguistic to social to logical-that were often mutually reinforcing, and that ebbed and flowed over time based on a person's changing interests and efforts?

Those hypotheses have largely been confirmed by recent studies from the fields of neuroscience. A 2015 study, for example, upends the centuries-old idea that reading occurs in distinct areas of the brain; scientists have discovered, instead, that language processing "involves all of the regions of the brain, because it involves all cognitive functioning of humans"-not just visual processing but also attention, abstract reasoning, working memory, and predicting, to name a few. And a growing body of evidence has dramatically altered our understanding of brain development, revealing that we continue to grow and change intellectually well into adulthood.

Mistakes Were Made

But if Gardner's objective was to broaden and democratize our conception of intelligence-an idea that resonates deeply with teachers-the pull of the old model has been hard to shake. Today, the idea of multiple intelligences is as popular as ever, but it's starting to look suspiciously like the theory Gardner sought to displace.

"It's true that I write a lot and also that I am misunderstood a lot," says Gardner, who originally proposed seven distinct intelligences, adding an eighth a decade later. The big mistake: In popular culture, and in our educational system, the theory of multiple intelligences has too often been conflated with learning styles, reducing Gardner's premise of a multifaceted system back to a single "preferred intelligence": Students are visual or auditory learners, for example, but never both. We've stumbled into the same old trap-we've simply traded one intelligence for another.

"If people want to talk about 'an impulsive style' or 'a visual learner,' that's their prerogative," Gardner clarifies. "But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst."

It's clear that children learn differently-teachers in Edutopia's audience are adamant on that score-but research shows that when students process and retain information, there is no dominant biological style, and that when teachers try to match instruction to a perceived learning style, the benefits are nonexistent.

Still, the idea endures.

Wide Acceptance

Over 90 percent of teachers believe that students learn better when they receive information tailored to their preferred learning styles, but that's a myth, explains Paul Howard-Jones, professor of neuroscience and education at the University of Bristol. "The brain's interconnectivity makes such an assumption unsound, and reviews of educational literature and controlled laboratory studies fail to support this approach to teaching."

Students are also swayed by the idea. In a study published earlier this year, medical professors Polly Husmann and Valerie O'Loughlin found that many of their students "still hold to the conventional wisdom that learning styles are legitimate," and often adapt their study strategies to match these learning styles. But after analyzing the test scores of these students, researchers found no improvement. Instead, they found that tried-and-true strategies-such as viewing microscope slides online-worked equally well for all students, whether they considered themselves linguistic or visual learners.

The study highlights the value of learning through multiple modalities, which is an effective way to boost memory and understanding. A 2015 study found that students have a deeper conceptual understanding of a lesson when teachers pair lectures with diagrams. And a review spanning three decades of research found that students retain more information when textbooks contain illustrations because the images complement the text. When students use more than one medium to process a lesson, learning is more deeply encoded-and being overly reliant on a perceived dominant learning style is a recipe for learning less effectively.

Some Dos and Don'ts
Do:
So what should teachers do? Gardner argues that "multiple intelligences should not, in and of itself, be an educational goal." Instead, here are a few evidence-based dos and don'ts for applying multiple intelligences theory in your classroom.
Don't:

Give students multiple ways to access information: Not only will your lessons be more engaging, but students will be more likely to remember information that's presented in different ways.

Individualize your lessons: It still makes sense to differentiate your instruction, even if students don't have a single dominant learning style. Avoid a one-size-fits-all method of teaching, and think about students' needs and interests.

Incorporate the arts into your lessons: Schools often focus on the linguistic and logical intelligences, but we can nurture student growth by letting them express themselves in different ways. As Gardner explains, "My theory of multiple intelligences provides a basis for education in the arts. According to this theory, all of us as human beings possess a number of intellectual potentials."

Label students with a particular type of intelligence: By pigeonholing students, we deny them opportunities to learn at a deeper, richer level. Labels-such as "book smart" or "visual learner"-can be harmful when they discourage students from exploring other ways of thinking and learning, or from developing their weaker skills.

Confuse multiple intelligences with learning styles: A popular misconception is that learning styles is a useful classroom application of multiple intelligences theory. "This notion is incoherent," argues Gardner. We read and process spatial information with our eyes, but reading and processing require different types of intelligence. It doesn't matter what sense we use to pick up information-what matters is how our brain processes that information. "Drop the term styles. It will confuse others, and it won't help either you or your students," Gardner suggests.

Try to match a lesson to a student's perceived learning style: Although students may have a preference for how material is presented, there's little evidence that matching materials to a preference will enhance learning. In matching, an assumption is made that there's a single best way to learn, which may ultimately prevent students and teachers from using strategies that work. "When one has a thorough understanding of a topic, one can typically think of it in several ways," Gardner explains.

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Multiple Intelligences Theory: Widely Used, Yet Misunderstood

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One of the most popular ideas in education is applied in ways that its creator never intended. Ikon Images/Stuart Kinlough When Howard Gardner introduced his multiple intelligences theory 35 years ago, it was a revolutionary idea that challenged long-cherished beliefs.

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Category: Individual Task

Instructions:

Just for fun!

Let's use the methods/steps shown in the photo above to calculate your birthday and find out your learning style.

Write your answers as a comment below.

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What is expected of educators? Past vs Today

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What is expected of educators? Past vs Today

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Category: Group Task

Instructions:

1. Study the provided photo.

2. In groups, discuss the key differences and similarities between the expectations of educators in the past and those of today.

3. Kindly write/upload your answers as a comment below.

4. You can also include images/ documents/ links etc by clicking on the photo icon located to the left of the comment space.

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Have we met the expectations of Education 4.0 at TAR UMT? 

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Have we met the expectations of Education 4.0 at TAR UMT? 

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Category: Group Task

Instructions:

1. In groups, please answer the question above and then provide justification for your answers.

2. Additionally, suggest actions that can be taken for improvement (if any).

3. Please write/ upload your answers as a comment.

4. You can also include images/ documents/ links etc by clicking on the photo icon located to the left of the comment space.

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Am I delivering an effective lessons to my students?

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Am I delivering an effective lessons to my students?

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Category: Group Task

Instructions:

1. In groups, choose a topic from any course.

2. Describe the teaching methods or strategies you currently employ for that topic.

3. Propose constructive suggestions for enhancing your teaching methods.

4. Kindly write/upload your answers as comment below.

5. You can also include images/ documents/ links etc by clicking on the photo icon located to the left of the comment space.

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Category: Group Task

Instructions:

1. In groups, please write your answers to the question above as a comment below.

2. You can also include images/ documents/ links etc by clicking on the photo icon located to the left of the comment space.

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Traits of Highly Effective Educators

Different Learning Styles

Multiple Intelligences

Expectation of Educators

Delivering Effective Lessons

Summary

Homework

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Homework Presentation

Effective Classroom Strategies

Case Studies

Summary

Assessment

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Day 1 Effective Classroom Management & Communication

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Day 2 Effective Classroom Management & Communication

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There are a total of 40 questions and please answer all questions.

The time limit is 30 minutes.

To access the question, please visit gosocrative.com, click Login, choose Student Login, and enter room name TARUMTPH or scan the QR code.

Passing rate: 25/40

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Top 10 Finalist Global Teacher Prize 2020: Cikgu Samuel Isaiah (Malaysia)

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Top 10 Finalist Global Teacher Prize 2020: Cikgu Samuel Isaiah (Malaysia)

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Stephen Fry Announces Malaysian teacher Samuel Isaiah As A Top 10 finalist | Global Teacher Prize

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Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

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Inspiring Stories: Anugerah Guru Inspirasi McDonald

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Inspiring Stories: Anugerah Guru Inspirasi McDonald

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Anugerah Guru Inspirasi | McDonald's Malaysia

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Anugerah Guru Inspirasi | McDonald’s Malaysia

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Raikan insan luar biasa dalam hidup anda yang bergelar cikgu dengan mencalonkan beliau untuk Anugerah Guru Inspirasi McDonald’s. Dari 1 Mac hingga 31 Mac 19.

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Category: Individual Task

Instructions:

1. Please write your answers as a comment below.

2. You can also include images/ documents/ links etc by clicking on the photo icon located to the left of the comment space.

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Category: Individual Task

Instructions:

FIVE (5) lucky presenters will be randomly chosen via the Wheel of Names.

If your name is selected, please present your homework.

The time limit is 5 minutes per presenter.

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The page is slow to load and there may have been an error. To fix it, please refresh the page.

1. Windows, Linux or Chromebook: press Ctrl F5.

2. Mac computer:

Safari: press Option Command E and then Command R.

Other browsers: press Command Shift R.

3. Phone or tablet: swipe down from the top of the page.

If this doesn't work, try going to old.wheelofnames.com.

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Free and easy to use spinner. Used by teachers and for raffles. Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Category: Group Task

Instructions:

1. Read the document entitled "Multiple Intelligence Theory" - Link: https://www.uthsc.edu/tlc/intelligence-theory.php

2. In groups, identify at least TWO (2) types of intelligences that you see in your students and provide at least TWO (2) activities to cater to those intelligences.

3. Please write your answers as a comment below the post.

4. You can also include images/ documents/ links etc by clicking on the photo icon located to the left of the comment space.

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The 6 Characteristics of Effective Praise

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The 6 Characteristics of Effective Praise

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By Barbara R. Blackburn
Most teachers regularly use praise in their classrooms. However, students can interpret praise positively or negatively. Let's look at six characteristics of effective praise, using a simple acronym:

Praise Is Positive

First, praise should always be positive. That may seem to be self-evident, but I've observed teachers who said they were praising students, but it was done in a sarcastic manner, with the corresponding body language. This snarky approach undermines any positive effects of the praise.

You may think sarcasm is an effective tool to use, particularly with older students. I respectfully disagree. My experience is that, although students won't show it, deep down sarcasm reinforces any negative comments they've heard in the past. Again, too often, they experience enough sarcasm at home and from their peers. They need us to be encouraging and appreciative.

Praise Reinforces High Expectations

Next, praise should reinforce your high expectations. Notice I said HIGH expectations. If we praise something that is too easy for students, we can actually undermine their confidence. For example, let's say we give students less rigorous work so they can "finish it easily and build their confidence," and then praise them for that work.

It's a strategy sure to backfire. They recognize they didn't do the same level of work as their classmates, and when we praise them, they understand that we are just trying to make them "feel better." In that case, rather than encouraging them, we are actually sending them the message that they aren't "good enough" to do the real work, and it undermines their confidence.

Praise Is Appropriate

Praise should also be appropriate. This encompasses several specific behaviors we should use. First, praise may be public or private. Sometimes students don't want to be recognized in front of other students. Choose whatever best fits your students' needs.

Next, praise may come in different forms. Sometimes you can praise students verbally, and other times you may want to use written praise. Written praise is particularly effective, as many students will share your words with their families or keep them to look at later.

Lastly, praise needs to focus on what students do, not who they are. If we praise students for being the sister of a particularly strong student, we aren't encouraging growth, we are simply acknowledging the older sibling. Be sure you are praising students for the quality of their work, or their effort, rather than their looks, their family connections, or their personality.

Praise Promotes Independence

Next, praise should promote independence. If we aren't careful, students can become so attached to our praise that they can't be satisfied to simply do something well for the sake of it. We don't want them to be more dependent on us; we want them to be less so.

This means that as part of our praise, we should ask questions of our students. For example: "How do you feel about your work?" Then we can agree with their positive comments. Or, "I notice you are very successful with that assignment. What did you do?" and then praise those steps. Questions such as these encourage self-reflection and focus on the student's feelings rather than our own.

Praise Is Sincere

Effective praise is always sincere. In other words, it's not false or faint praise, which students can identify in a moment. When we say "good job" and don't really mean it, or say it too often, it devalues praise and it undermines the trust students have with us.

Sincere praise comes from the heart. You mean it. It's authentic. And that comes through to students. It's also based in reality; it's not imagined. With sincere praise, you are identifying something specific the student has done or is doing, and that's what you praise.

Whether you are praising a successful action, or their effort, students know and appreciate the reality of the praise. When that happens, praise is meaningful to students.

Praise Notes Effort and Progress

Finally, effective praise focuses on effort and progress rather than ability. Carol Dweck, in her book Mindset, provides research that supports this concept. She found that if students are praised for their ability ("you're so smart"), over time their effort and achievement decreases. But, if students are praised for their effort ("I can tell you tried hard and successfully read the paragraph"), over time their effort increases, as does their achievement. That's why it's important to consider how we phrase our praise.

When my stepson was in the sixth grade, he struggled with math. My husband was always telling him how smart he was, and that he could be successful. Then, one day, my husband heard me speak on this topic. He changed how he talked with Hunter, encouraging his efforts to learn the material. By the end of the year, Hunter was quite successful and scored above average on the achievement test.

Praise can be a great motivator

Praise can be an effective tool to encourage students and to motivate them to continue to learn. However, we must use appropriate praise in order to accomplish this. By being positive, appropriate, and sincere, reinforcing high expectations, promoting independence, and noting effort and progress, we can help our students thrive.

Barbara Blackburn (@BarbBlackburn) is a best-selling author of 15 books including Rigor is Not a Four Letter Word. A nationally recognized expert in the areas of rigor and motivation, she collaborates with schools and districts for professional development. Her latest book, Motivating Struggling Learners: 10 Ways to Build Student Success, was published in July 2015. Access free resources and sign up for her practice-oriented newsletter at her website.

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The Six Characteristics of Effective Praise

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By Barbara R. Blackburn Most teachers regularly use praise in their classrooms. However, students can interpret praise positively or negatively. Let's look at six characteristics of effective praise, using a simple acronym: Praise Is Positive First, praise should always be positive.

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Ideas for Avoiding Classroom Management Mistakes and How to Deal with Parents  Dr. Bob Kizlik

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A list of classroom management mistakes commonly made by new teachers, and strategies for dealing with parents

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Category: Individual Task

Instructions:

Answer these questions:

1. Do you set any rules in your classroom?

2. If yes, why do you set rules, and what rules do you incorporate in your classroom? How do you implement them with your students?

3. If no, why not?

Kindly write/upload your answers as a comment below.

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Category: Individual task

Instructions:

Answer the following questions:

1. Why are you filling out this form?

2. How do you fill out this form?

3. Do you communicate about this form to your students? If yes, why and how do you do it? If no, why not?

Kindly write or upload your answers as a comment below.

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Personalised Your Progress Report (Lesson Plan)

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Personalised Your Progress Report (Lesson Plan)

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Category: Group Work

Instructions:

In groups, choose a topic from any course.

Using the Progress Report template, integrate the Six Point Lesson Plan to create an improved version of your Progress Report.

Upload your work below this post.

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What teacher say and what students really hear?

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What teacher say and what students really hear?

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Category: Group Task

1. Read the document entitled “Miscommunication in the Classroom: What Teachers Say and What Students Really Hear”.

2. In groups, choose ONE (1) expression from the document and suggest the solutions.

3. Kindly write or upload your answers as a comment below.

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Category: Group Task

Instructions:

Study the provided photo.

In groups, discuss the perceptions that you have of these groups of students.

Kindly write/upload your answers as a comment below.

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Category: Group Task

Instructions:

Study the provided photo.

In groups, discuss the perceptions that you have of these 2 educators.

Kindly write/upload your answers as a comment below.

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Category: Group Task

Objective: Identify the impostor.

Setup:

1. Groups: Divide participants into 5 groups.

2. Photos: Prepare 5 photos, where 4 are identical and 1 is different.

3. Distribution: Give each group one photo. Ensure 4 groups get the same photo and 1 group gets the different photo.

Instructions:

1. Round 1 - Descriptions:

Each group will take turns describing the item in their photo. Description can be in terms of its usage, colour, features etc but must not reveal the name of the item.

Groups listen carefully to each description to identify any inconsistencies.

2. Round 2 - More Descriptions:

Each group describes their photo again, providing additional details without repeating previous descriptions or revealing the item name.

Groups continue to listen and take notes.

3. Voting:

After both rounds, each group will discuss and cast their vote to identify which group they believe has the different photo.

Groups announce their votes one by one.

4. Revealing the Impostor:

If the majority of groups correctly identify the impostor, those groups win.

If the impostor group remains undetected or is not identified by the majority, the impostor group wins.

Rules:

1. Descriptions must not include the name of the item or overly obvious clues.

2. Groups should collaborate and listen carefully during other groups' descriptions.

3. Voting should be based on group consensus after discussion.

Tips:

Describers: Focus on unique but subtle features of the item.

Listeners: Pay attention to specific details and compare them with your own photo.

Enjoy the game and good luck identifying the impostor!

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Category: Individual Task

Instructions:

1. Watch this movie at https://youtu.be/xVsld1Wls10?si=wg7nGMaNrVsRyK0c

2. Answers these questions:

2.1 What specific traits or characteristics of Mr Clark stood out to you as exemplary qualities of an educator?

2.2 Discuss any TWO (2) scenes in the movie where Mr Clark encountered challenges in managing his classroom. How did he overcome these challenges and maintain control and engagement?

2.3 How can you adapt Mr Clark's approaches to fit your teaching style and the needs of your students?

3. Please write your answers as a comment. You can also include images/ documents/ links etc by clicking on the photo icon located to the left of the comment space.

4. Present your answers on Day 2.

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Category: Group Task

Instructions:

1.Visit www.menti.com and enter the code 5710 5459 to join the voting or click this link https://www.menti.com/al4462dcoir6

2.Vote which group that you believe is the "Impostor"