Productive pedagogies (Education Queensland, 2002) states substantive conversation are interactions between students or students with teacher that are reciprocal and promote shared understanding.
Below are some constructive comments posted on my peers' blogs.
Dear Karen,
I think to use a digital tool for rote learning has many advantages. I have personally used some of them on my class in Prac.
Advantages:
1. Cater for the less advanced: Set up tutorials for them to do individually to reinforce and extend their learning so that they can come to the level the class has reached. (This can even be done at home)
2. Cater for different levels: Have multi-tiered levels tests/quizzes for varying levels of abilities
3. Practice sessions, particularly in Maths where students have to practise several times to master the procedural process- the immediate feedback of the tutorial/practices ensure that students are not wasting time waiting for each other (as is often the case, if the teacher were to lead the correction of answers)
Some of the disadvantages may be:
1. Relying too much on rote learning, thus stifling creativity.
2. Lack of social learning/collaborative learning due to individualistic nature of tests and tutorials
3. Inducing competition as students may compare results across the same test.
Dear Aoi,
When you say most people's conceptions of Japan are Geishas and Sumarais and thus showing this youtube clip will expose the real-life modern living of Japan's youths today, you are also exemplifying DOL Dimension 5: generate new ways of viewing a situation that are outside the boundaries of standard conventions" where the usual conceptions of Japanese are challenged and learners have a shift in perspective. This can be also be used as an analogy to model this creative thinking process.
Dear Angie,
I feel that a wiki will be particularly useful in the upper Primary projects. I am in a year 3 class now and most of them are not allowed social websites at home. Plus, at this age, they may have to be protected against the exposure they will experience at social websites.
I would believe that in an upper Primary classroom, a wiki would just the purpose of sharing research, investigation or creation of a literacy, science, music or art project. These students spend a lot of time at the Internet, are savvy in navigating the net and the fact that they can collaborate with their friends even after class will give them motivation to participate. As advocated in the productive pedagogies, substantive conversation can occur through wiki channels and students can determine their own activities and outcomes. (Education Queensland, 2002).
Dear Karen and Miss C,
Getting the learning object that fits in the learning purpose is an example of connectivism (George Simens, 2005) which states that knowing where to find information is more crucial than knowing it.
Learning objects, I believe, can embody all aspects of behaviourist, cognitivist and constructivist learning. Learning objects can be skills-based where students have to practice and get the right answer. It can also be cognitivist where students have to strategize or analyse information to arrive at a solution. A learning object in the form of an inquiry-based approach would serve the constructivist mode.
Dear Karen,
I feel that online tutoring sites are very useful in classes where there are varying levels of abilities. The less advanced can have reinforcement at home through online tutoring. The learning can be tailored to each individual level.
In my experience, I feel that as a learning manager, you tend to teach to the medium of the class. You cater your lesson to the majority and thus those at the both ends can disengaged.
Technology like online tutoring can be used as a tool to bridge these differences.
This is especially so now that Australia's education outcomes are emphasizing on literacy and numeracy.
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