(1) If students are actively engaged in a group activity where they share prior knowledge and unique approaches to a similar task, (2) the sharing of those perspectives can facilitate learning among the group. (3) Each group member can enrich the discussion by sharing, and also by questioning the other participants. In this situation, the students themselves are guiding the learning process, and the instructor serves as the facilitator/moderator when support is needed. (4) Vygotsky's theory of social-cultural learning supports this small-group instructional model and suggests that each member of the group contributes to the learning process by acting as the more knowledgable other (MKO) to the other group members. (5) In this setting, the teacher is creating an environment where individual perspectives are valued and considered to be an essential contribution to the learning process, and as a result students gain confidence, self-worth and are more likely to feel comfortable participating productively in group activities.
1) If statement
2) Then statement
3) Because statement
4) Evidence/Relation to theory
5) Moral implication
T2P Practice - Self-Determination
(1) If there is an expectation that students are intrinsically motivated to learn, (2) then instructional practices can lend themselves to students' freedom to research and seek information independently (3) because the teachers is creating an environment in which it is encouraged. (4) Through independent, self-directed research, students gain competency as well as autonomy because their actions are valued by the teacher. In the case of Vicki Davis, she not only encourages her students to look up information that they do not know (or that will enhance their educational experience), she had made it clear by her actions that she expects them to take the initiative to do so. In relation to self-determination theory, the elements of high-level motivation that she is fostering, will lead to enhanced performance, curiosity, critical thinking and problem solving skills.
1) If statement
2) Then statement
3) Because statement
4) Evidence/Relation to theory
5) Moral implication
T2P Reflection
The activities we did and the discussion we had for the beginning portion of the class today served as clarification for us (students) on the expectations of our T2P statements. It was evident by the current state of our T2P posts that further explanation was need, so the instructional plan for today's class was modified to accomodate the time needed for this activity. Even though content needed to be pushed back to next week's class, it was incredibly beneficial to us all to have this extra discussion to alleviate the collective confusion. After a clear framework was presented, it became much easier to focus on the meaning of our T2P statements rather then the convention. By including this discussion in today's class, GNA demonstrated that she wanted us to feel more confident in our posts while still being challenged to stretch ourselves to gain a deeper sense of our own pedagogy. It is clear that this experience was mutually beneficial to us as students, and to GNA as our instructor, and supports that GNA's pedagogical framework includes creating an environment where her students can feel free to acknowledge when they are struggling, and know that they have support if needed.
More T2P Practice
(1) If students require additional information regarding expectations, guidelines or conventions of completing a task, (2) then spending extra time and resources to work through this need are well spent and more meaningful learning can occur. (3) Students are better able to focus on the task at hand because a reasonable framework as been provided and the instructor can better assess the needs of the group and direct the instructional plan to utilize class time where it is needed most. (4) There are elements of Vygotsky's social cultural learning in this statement, including the role of the teacher in ensuring that independent and group work is most productive by providing support and guidance when needed. Also, David Hansen's theory of moral appraisal and mutual respect relate to GNA's desire to ensure all students are confident in their interpretations of the content covered, and willingness to adjust the lesson to include additional supports. The actions being modeled by the instructor create an environment of mutual respect between teacher and students.
1) If statement
2) Then statement
3) Because statement
4) Evidence/Relation to theory
Erin,
ReplyDeleteI'm glad you found our week 4 class useful. Your analysis and T2P statements are superb. You are exactly where you should be right now--excellent.
GNA