Reflective Analysis

 

First, my mindset shifted from focusing on covering content to facilitating learning for students. I have developed the competencies to design and deliver high-quality and engaging lessons that are aligned with student-centered learning principles, which I have described in my week 2 Weekly Guiding Question sections of my Digital Learning Development (DLP). I have also incorporated student voice, choice, and collaboration into my lesson design and delivery, and observed how this improved their motivation and learning outcomes. Questioning and diagnosing students with all levels of questions is an interactive and students-focused teaching process.  It helps teachers re-evaluate students' learning and knowledge, and adjust teaching strategies or instructional levels to meet the needs of students before new topics are introduced to the students.   For example, in week 7 guided questions, I have listed the detailed questions I may use to assess student learning using the categories of Bloom’s Taxonomy and KACT. I used these questions to guide students’ learning levels from low-level thinking (such as remembering and understanding) to high-order thinking (such as evaluating and creating). From this practice, I can monitor and evaluate student learning using various assessment strategies. The focus of my teaching was not to cover all the content but to facilitate student learning progress.

 

One of the key competencies that I have acquired is lesson planning. I have used backward design, student engagement strategies, and technology tools to create lesson plans that are meaningful and personalized for my students. My shift in lesson planning, which I have described in my weeks 3, 5, and 6 Weekly Guiding Question sections of my DLP, is also supported by the relevant literature that I have read in the course and online. According to Wiggins and McTighe (2005), backward design is a framework for designing curriculum, assessment, and instruction that focuses on the desired results and aligns them with the evidence and learning activities. According to Marzano (2007), student engagement is a key factor in enhancing student achievement and motivation. In my lesson plans designed for the Foundation I Course or other courses, I used backward design to start with specific expectations for planning goals, then plan for teaching activities and instructions, as well as the assessment to help students achieve the goal. I found that using this backward design is more efficient in organizing my thoughts and implementing the plan, which is like having a fun trip with a clear route and destination.

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Another area of teaching and learning that has shifted since starting the course is my use of technology to enhance and support the educational environment. According to Roblyer and Doering (2014), technology integration is using technology to support and enhance teaching and learning goals. These authors provide theoretical background and context for my topic and support my current views and practices. They also challenged my previous views and practices, which were more focused on the content and the teacher rather than the outcomes and the learners. Technology integration is the well-coordinated use of digital devices and cloud computing as tools for problem-solving, deeper learning, and understanding. Technology facilitates access to the curriculum but is not the curriculum itself. In my teaching practice, I have learned how to use various technology tools, such as Jamboard, Answer Garden, Kahoot, Educaplay, Pixton, virtual simulations, and online platforms, to create engaging and interactive lessons for my students. For example, in my speaking lesson for a small group of IELTS students, I used Jamboard to facilitate a mini-debate on a controversial topic. I asked the students to write their arguments on sticky notes and place them on the board, and then respond to their peers’ arguments by adding comments or questions. This activity allowed the students to practice their speaking, listening, and critical thinking skills, as well as to share their opinions and perspectives. The principal later told me that my lesson was one of the best they had experienced, and I never received such positive feedback in the past teaching years. I have also taught a science lesson using a hands-on experiment, a video, and a Kahoot quiz assisted by using Kahoot, Answer Garden, Jamboard, and Educaplay activities. Both students and my instructor have thought highly of my microteaching practice.

 

Reference

Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Association for Supervision and Curriculum Development.

Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. Pearson.