GGGA2123 LESSON REFLECTIONS by ZHANG JIALU

November 2

a192292 — 2024-01-16 07:10:40 UTC

During class today, the professor checked the group work. I saw the completion of each group; some were good, and some were not so good. The problem in our group is that there is too much content, there is no particularly specific knowledge point, and the pictures and content of the storyboard do not correspond to each other. When we saw the second group's homework, my eyes lit up because they completed it very well. The pictures and text of their storyboards are very responsive, and the learning objectives are also very clear, so that students can clearly understand what they want to learn and can better understand what they are learning. There is also a group of assignments that impressed me deeply. Although their storyboards are not particularly well completed, their content is based on scene dialogue. I think this idea is also very good. I also saw groups that did not complete their assignments very well. Some of their problems were the same as our group's problems, and some of them just had no clear learning objectives or storyboards. In the next corrections, we will make modifications based on the above issues. First, clarify the learning objectives, and second, map the content of the storyboard and the pictures to each other. The professor also told us about using Bloom's taxonomy to write effective learning outcomes. This gives us a better understanding of how to complete the assignment and enable students to learn what we teach. This taught me a lot. That’s all.

November 9

a192292 — 2024-01-16 07:11:22 UTC

Today's lesson first talks about what is an instruction. The professor asked us to guess and give examples, trying not to use Google queries. This can improve our thinking and enhance our imagination. We also gave many examples of words, such as directive, command, order, and Edu: teaching. Then we talked about what is instructional design. Similarly, professors are not allowed to query Google, and the instructional design is created and system. The professor also talked about the six basic principles. determine student needs, determine objective, design, and choose delivery strategy, develop evaluation procedure, employ instruction system, and evaluate overall system. Then we talked about the ID model. The ID model is divided into two, one is ADDIE and the other is ASSURE. The full name of ADDIE is Analysis Design Development Implementation and Evaluation. ASSURE represents, respectively, Analyze learners, State objectives, Select methods, media, materials, Utilize media, materials, Require learner participation, Evaluate & revise. The ASSURE model has a state objective. The ABCDs can be used to create a well-stated objective. A stand for education, B stands for behavior, C stands for condition, and D stands for degree. The professor also asked us to make a sentence based on this ABCD. My sentence is: Students will confirm their understanding by using the teacher to repeat the steps for the problem. The ASSURE model also has a choice of media and materials. Choose a way to deliver your instructions and choose a medium: It is best to support the method you choose. Media may include technical solutions, Internet resources, printed resources. The above is my reflection on today’s class.

November 23

a192292 — 2024-01-16 07:12:04 UTC

Today I learned about learning content developed by knowledge and content. First, what is teaching knowledge? Pedagogical knowledge, that is, knowledge of teaching and learning, refers to the specialized body of knowledge of teachers for creating effective teaching and learning environments for each and all students. Abbreviated as PK. Content knowledge refers to the body of knowledge –facts, theories, principles, ideas, vocabulary– which teachers must master to be effective. Abbreviated as CK. An understanding of how technology tools, resources and devices fit into the process of teaching and learning. Abbreviated as TK. At the same time, the professor asked the students to actively speak and share their opinions. When pedagogical knowledge and content knowledge are combined it becomes pedagogical content knowledge. Abbreviated as PCK. It comprises integrated knowledge representing teachers' accumulated wisdom with respect to their teaching practice: pedagogy, students, subject matter, and the curriculum. When pedagogical knowledge and technical knowledge are combined it becomes technical pedagogical knowledge. Abbreviated as TPK. For example, consider how whiteboards may be used in classrooms. Because a whiteboard is typically immobile, visible to many, and easily editable, its uses in classrooms are presupposed. When content knowledge and technical knowledge are combined, it becomes technological content knowledge. Abbreviated as TCK. Knowledge of how to use technology within a specific content area. When these three come together at the same time it becomes technical pedagogical content knowledge. Abbreviated as TPACK. That is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. Than’s all thank you.

November 30

a192292 — 2024-01-16 07:12:41 UTC

I had a small group pre in class today, which was to explain the storyboard made by my group. I once again saw the completion status of other groups. Compared with the first time the professor checked everyone's completion status this time was obviously much better than last time. Each group described their objective in detail and followed the four steps given by the professor, making it clearer. Because each group needs to perform on stage, the professor initially said that each group should prescribe an objective, but everyone basically told them all. I had been preparing before going on stage, fearing that I would say something wrong or be too nervous and my voice would shake. Because I'm nervous. At first, when the professor mentioned our group, we said we were not ready. Later, when he asked us, other members and I went directly to the stage. The first member introduced her part first, and then it was my turn. I was nervous. I didn’t dare to look at the professor at all, but luckily, I finished the pre-test smoothly. After each group finished the pre-test, the teacher checked the weebly of some students. I found that everyone was very creative in what they did, and some students had many achievements, which made me very envious. Later, the professor introduced us to some functions of weebly, and asked us to use these functions as much as possible, so that we can enrich ourselves in weebly. Because I didn't bring my computer, I decided to go home and change my weebly to make mine look richer. That’s all. Thank you.