it’s been 3 weeks since the course started on 2/6. this is the first time Clinic is conducted with 3x face-to-face. an additional f2f session’s added in between based on our own reflection of the past runs, and participants’ feedback.
this time round, we have 7 participants who came. 1 MIA-ed, while 1, prior to the first f2f, was advised to sign up for the next run as the teacher couldn’t make it for this afternoon’s f2f, and the final f2f. during the first f2f, i learnt that another of the 7 belongs to this case. would have advised the teacher similarly if we were to know that in advance.
in the past 3 weeks, i observed 3-4 active participants. there were only 4 εΈεB, and 3 weekly reflection piece from 2 participants. 2 reminder emails were sent, and only 2 echoes returned. not sure what happened to the rest. my guess is that our friends could have returned to PRC during this sch hols, and they faced difficulties accessing OPAL, ICON and/or fb due to the Great Firewall. will need to learn the real reasons behind if they were to turn up.
based on the 4 εΈεB, i observed 3 of the participants were actively integrating ICT into their teaching and learning activities. except one, the awareness of conceptions of SDL appeared to include only incidental SDL along the SDL spectrum. consequently, the use of ICT to facilitate SDL reflects that understanding.
in the session later, my plan is to facilitate discussions to deepen the conceptions of SDL of participants. along with this, the affordance of ICT to facilitate SDL. would need to see how i could tie in what i have planned with their individual 5-10 minutes sharing.
looking forward to a fruitful session later. if time allows, we could even explore the design and use of rubrics as self-monitoring and self-management of learning cannot do without this important scaffold/tool.
(acknowledgement: jinsngjung)
In the middle of the F2F 2. 6 turned out and it was good discussion in part 1.
some observations:
1) the discussion this round is more focused on what is the SDL in the design (of specific class).
2) Two participants shared a lesson design (on social learning wall) in their school and it struck good group discussion.
3) one of the participants asked very good questions – what is the objective? he gave sharp and frank comments and contributed much to the discussion
4) use of padlet enables the voices to be heard and ideas to be visualized.
5) emphasis on – no right and wrong answers.
thanks for capturing these observations here (οΌ
Hihi, I have rephrased it for you and Ya Ni’s use.
some observations:
1) the discussion this round is more focused on what is the SDL in the design (of specific class). In other words, how do the teacher define SDL in the shown example – their thinking behind the design? What are the SDL(ο½ο½ο½ο½ο½ο½ο½ο½ο½ ο½)γin the examples?
2) Two participants shared a lesson design (on social learning wall) in their school and it struck good group discussion and got the conversation going.
There are some important discussion that is worth examining.
3) one of the participants asked very good questions β what is the objective? what are the alternatives? he gave sharp and frank comments and contributed much to the discussion
Another participant, who is quieter, utter different opinion on issues. She “challenged”conventional way of thinking and design on padlet and in classroom. Since the classroom allowed different opinions, it actually brought about diversity and dynamics in classroom.
4) use of padlet enables the voices to be heard and ideas to be visualized.
Also, as participants have less online participation (during the school holiday), it gave them a chance to pause and think of the peer’s posts. YH asked thought-provoking questions and thus their response on padlet captured their thinking process and provided a platform for them to articulate their current understanding.
5) emphasis on β no right and wrong answers. It contributed to idea improvement and Democratizing Knowledge.
thanks once again π