Interactive Learning Experiences - Essay Example

Task 1 My experience of learning science in school was very fascinating and enjoyable. Looking back at my learning experiences , I realise that, science was one of the my favourite subjects since it provided the opportunity to experiment , ask questions and explore intriguing aspects of the environment and the human body. Outdoor activities during science lessons greatly shaped my attitudes about science. During science lessons we spent a considerable time engaging in the field activities and experiments. Most of these field activities were very enjoyable and intriguing and as a result they helped me develop a positive attitude towards science. These field activities also fueled my curiosity about the environment and different aspects of the human body. One of the most enjoyable and fascinating experience that I can remember vividly was in the third grade when learning about insects. During this lesson, our science teacher asked us to go in the field and collect as many insects as possible and subsequently try to draw and name these insects. We went to the field and I was able to find a total of 12 different insects. This experience was very challenging and interesting at the same time. In the process, I was able to learn a lot about insects. Over time, such experiences have influenced my teaching approaches. From these experiences, I have learnt that children learn best through interactive and hands- on experiences. As a result, I always ensure that I employ a student-centered approach to learning by providing students an opportunity to inquire, explore and experiment. As a teacher, my role in involves facilitating students’ learning process and assisting students to create meaning from their learning experiences (Smokler, 2008). Reference Smokler, D. (2008). Interactive Learning Experiences, Grade 6-12: Increasing Student Engagement and Learning. New York: Corwin Press. Task 2 An interactive process helps to accommodate a range of culturally, linguistically diverse children and families living in Australian communities. This process encourages children and individuals from different cultures, linguistic groups or ethnic backgrounds to participate by airing their views, ideas and providing their input in order to realise positive learning outcomes. Using this approach learners are able to express their own opinions based on their specific cultural experiences. This approach is often not confined to particular linguistic or cultural groups rather it accommodates learners or individuals from different linguistic and cultural groups by providing them equal opportunity to express themselves and participate in different learning activities just like other students (Knight, 2009). Personally, I prefer an interactive approach to learning and teaching since it enables learners to fully participate in the learning process. Using this approach, learners can use questions to stimulate discussions and seek for clarifications on different learning topics. This approach also provides learners with a hands-on experience that enable them to gain in-depth understanding on a wide range of topics. Using this approach, educators can provide learners with a learning environment that comprises of resources and tools that will enable them to explore and experiment. An interactive approach to learning goes beyond recalling and reciting basic information and encourages learners to gather information from their surroundings, reflect on their previous experiences and develop knowledge on specific concepts. This approach motivates students to learn and helps them to improve their interactions, communication skills and relations with others. On the other hand, some of the disadvantages associated with the use of an interactive approach is that, it is time consuming and can sometimes deviate from the intended learning objectives (Knight, 2009; Smokler, 2008). References Smokler, D. (2008). Interactive Learning Experiences, Grade 6-12: Increasing Student Engagement and Learning. New York: Corwin Press. Knight, M. (2009). Interactive Learning Strategies to save our students. Bloomington, Indiana: Aurthur House. Week 4 Indigenous science knowledges are cumulative knowledge developed overtime through extended histories of interactions with the natural environment and phenomenon in the natural environment. Based on this reading, it is evident that indigenous science knowledges are formed through experiencing and doing. Their knowledge is often developed and applied in context. Science enquiry occurs in day to day situation and not in the external environment. It is also evident that indigenous science knowledges are founded on cultural beliefs, worldview, rituals and spirituality. These knowledge provide the basis for decision making regarding important day to day life events such as agriculture, gathering, food distribution, environmental changes and weather patterns among many other factors (Fleer, 1999). The book “Why is the Sky Blue?” by Grindley and Varley (2007), provides a good basis that children can use for questioning. Basically, this book explores why the sky is blue through the character of Rabbit. In this book, Rabbit inquires about what makes the sky blue. Through this book children can be able to question about phenomenon in Earth’s atmosphere. As children enter school, they deal with new learning experiences through. They also start to use basic concepts to collecting and organising data when it comes to answering questions. Some of the ways that children can be able to effectively learn about science using this book is by exploring questions in the book, interacting with the characters in the book and looking for answers for the questions raised in the book. What motivates most children to learn is curiosity. When children are curious, they obtain an urge to find out by asking questions, exploring and experimenting. Reference Fleer, M. (1999). Children’s alternative views: Alternative to what? International Journal of Science Education, 21(2), 119-135. Grindley, S. & Varley, S. (2007). Why is the Sky Blue? New York: Andersen Press. Week 8 Fair assessment occurs when every learner is provided with equitable opportunities to show what they know (Lam, 1995). Nevertheless, this does not necessarily mean that all students should be assessed in the same way. Fair assessment when it comes to indigenous knowledge means that indigenous students will be assessed using procedures and methods that are most appropriate to them. The procedures and methods to be used may differ depending on the student’s cognitive style, cultural experiences and prior knowledge. Given that western construction is different from Indigenous knowledge construction, it is essential to take into account these constructions when developing assessment plans. Although creating custom-tailored assessments for each students may be challenging, there are certain steps that can be implemented in order to make assessments as fair as possible when it comes to indigenous knowledge. Some of the measures that can be implemented include; identifying clear learning outcomes, link assessment to teaching, employ different assessment measures depending on the different knowledge constructions of students and evaluating assessment outcomes (Baker & O'Neil, 1993). Collecting assessment information is also important in the course of assessment. The nature and level of fairness is dependent on this process. Details that shape up the indigenous knowledge should be involved in the assessment. The assessor should ensure that they incorporate as much detail as they can in the formulation of the framework to be used in assessment (Grenier, 1998). References Baker, L. & O'Neil, F. (1993). Performance assessment and equity. In Evaluating Education Reform: Assessment of Student Performance. Washington, D.C: Pelavin Associates. Grenier, L. (1998). Working with indigenous knowledge: a guide for researchers. Ottawa: International Development Research Centre. Lam, M. (1995). Fairness in performance assessment. ERIC digest [Online]. Available Week 8 When children are exposed to rich and meaningfully science experiences that enable them to participate or engage in various play activities they are bound to gain interest and become prepared for learning higher level scientific concepts in future. Since young children are naturally curious and have a short attention span, it is essential to provide for them rich and meaningfully science experiences that will enable them to explore their surroundings and create meaning. Providing rich and meaningfully science experiences through interactive projects and hands-on activities stimulates children mentally and engages them in learning different science concepts. When children are continuously provided with rich and meaningfully science experiences, their interest in science is bound to grow over time and as a result there is a high likelihood that they take on higher level scientific concepts (Duschl, Schweingruber & Shouse, 2007). In addition to this, rich and meaningfully science experiences that enable children to participate and engage in various play activities helps to prepare children to take on higher level scientific course or projects in future. When children are exposed to interactive science projects and hands-on science activities at an early age they gain insights and experiences related to basic science concepts. A considerable number of science educators argue that interactive activities, problem solving and play activities are crucial in children’s science learning in school. Problem solving can be a strong motivating factor for children to learn science. When children consider the situation and problems that they examine in the science class as real, their curiosity increases and they are inspired to find an answer. Searching for a solution to a question or problem that interests children maintains their attention and creates enthusiasm when it comes to learning science (Tobias, 1998; Einon, 2004). References Duschl, R. Schweingruber, H. & Shouse, A.(2007). Talking Science to School: Learning and Teaching Science in Grade K-8. Washington, DC: National Academies Press. Einon, D. (2004). How Children Learn Through Play. New York: Barrons Educational Series. Tobias, C. (1998). The Way They Learn. New York: Tyndale House. Reflective Journal Personally, I think that all continuums provide a good approach to learning. Nevertheless, not all skills and knowledge that children need to learn are child –initiated learning experiences. There are many essentials knowledges and skills that are not likely to be initiated by children. It is therefore essential for teachers to initiate these experiences so as to ensure that children learn what they need to learn. Some knowledges or skills especially those that require direct and systematic instruction are easily learnt when children are directly taught by their teachers. Through my interactions with children, I have come to realise that the level of child initiation during learning is dependent on the nature of knowledge or skills that the teacher wants the children to learn. For instance, basic concepts of the number system can be taught as unit however counting can be an exciting child-initiated learning experience. Therefore, I think that that all continuums provide a good approach to learning and thus they should be used concurrently rather single-handedly (Helm, Berg & Scranton, 2004). Reference Helm, J. Berg, S. & Scranton, P. (2004). Teaching your child to love learning: A guide to doing projects at Home. New York: Teachers College Press. Read More