Author: Michael Ralph

I'm currently enrolled in the Provincial Diploma Program at Vancouver community college. This blog is a place for assignments, resources and journals.

Digital Project

Role playing is an excellent way for students to interact. To learn how to use this tool in your classroom. Click Here to access my digital project. Hope you enjoy my characters southern “twang”.

First I wasn’t sure how to start the project. I researched several websites and used many different strategies to create my script. It was challenging trying to compact all the information in a 5 minute timeslot. Once the script was written, I tried a few different ways to record my voice. It started off with a professional microphone, which I rented from our “Advanced Learning Technologies Center”. Then I switched to an app that I downloaded on my phone. After a few recordings I loaded my voice on PowToon, and selected a mysterious background track to match the lesson.

PowToon itself was an easy tool to use, once I understood the main functions and its limitations. Following the suggested steps from PowToon helped me complete this task at ease.

Step #1 Write a script

Step#2 Record voiceover

Step #3 Add visuals

After compiling all three steps, I published the video and showed it to my peers at work. They all  understood the benefits of using “Role Playing” in the classroom, and were interested to try PowToon for future lessons.

I recommend everyone to try and create a cartoon with Powtoon.  It’s a lot of fun and it forces you to use your imagination.

“As you are aware there are many instructional strategies that can be used in the classroom. Role playing is a fun way to engage students in a higher order of thinking.  Having them involved in an exercise that is as realistic possible, will increase their ability to transfer knowledge, and show them how to behave in similar situations. These are important traits to have when socializing in today’s world.” Ralph (2015)

Resources:

http://serc.carleton.edu/introgeo/roleplaying/howto.html#objectives

http://www.teachingenglish.org.uk/article/role-play

file:///C:/Users/60083036/Downloads/TCM-Role-Play-Practice.pdf

What Domain Represents You?

Here’s a simple list that explains the difference between each of Bloom’s Taxonomy Domains. The definitions are easy to understand, as it uses simple modern day language. This overview is a great tool to use when you need to clarify and distinguish the different levels.

Bloom has indicated three domains. Cognitive domain (Brain), Affective domain (Heart) and Psychomotor domain (Hands).

Cognitive Affective Psychomotor
knowledge attitude skills
1. Recall data 1. Receive (awareness) 1. Imitation (copy)
2. Understand 2. Respond (react) 2. Manipulation (follow instructions)
3. Apply (use) 3. Value (understand and act) 3. Develop Precision
4. Analyse (structure/elements) 4. Organise personal value system 4. Articulation (combine, integrate related skills)
5. Synthesize (create/build) 5. Internalize value system (adopt behaviour) 5. Naturalization (automate, become expert)
6. Evaluate (assess, judge in relational terms)

Jim Carrey’s Commencement Address at the 2014 MUM Graduation

Jim Carrey does an excellent job encouraging students to become successful in the future.

Inspirational Quotes found in the video:

“you can fail at what you don’t want, so you might as well take a chance doing what your love” – Jim Carrey

“The affect you have on others is the most valuable currency there is” – Jim Carrey

“Your job is not to figure out how its going to happen for you, but to open the door in your head, and when the door opens in real life, just walk through it. Don’t worry if you miss the cue, there’s always doors opening.” – Jim Carrey

Assessments

Assessments are used to evaluate the progress of students’, and empower them to improve their academic performance. Without being properly assessed, students would have no way to track their academic goals.

Instructors must choose effective assessments, by providing students the tools needed to measure their knowledge, skills and attitudes. By doing so, both the instructor and the student will receive essential feedback. Feedback is very important. It tells students how they are progressing and where they may need to improve. It’s also valuable information for instructors to ensure delivery and assessment methods are working as planned, and learning targets are successfully met in the most productive way.

Resources:

http://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdf

Bloom’s Taxonomy

Creating a framework to organize and measure educational goals, was Benjamin Bloom’s objective when creating this system. Bloom determined decades ago, that most teaching was focused on lower level training, rather than meaningful personal development.

Bloom’s Taxonomy is broken down in three beneficial categories; Cognitive domain (Knowledge), psychomotor domain (Physical skills), and affective domain (Emotions).  Within each category are multiple levels of skills which can be used as a guidance tool, to determine an individual or groups academic level.

If you are involved with designing, delivering or evaluating classes, or you are simply looking for a checklist for personal development, this framework is an easy, clear and an effective way to help challenge the problems we face today.

Resources:

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

BOPPPS Lesson Planning

BOPPPS is an organized template with a group of steps, designed to help instructors deliver effective lessons. BOPPPS is an acronym for B-Bridge in, O-Objective/ Outcome, P-Pre-Assessment, P-Participatory Learning, P-Post-Assessment, and S-Summary. BOPPPS format was designed to make student-instructor interaction, provide a clear understanding of outcomes, assessing prior knowledge, engage in active learning, and reinforce learning through summaries and assessments.

BOPPPS lesson planning is a straightforward approach; whether you’re an experienced instructor or preparing for your first class, this template is easy to use. Simply write the required information in all six columns, then follow the steps to deliver a rewarding and structured lesson.

Resources:

http://www.lc2.ca/item/41-preparing-a-lesson-plan

Creating a Safe Psychological Learning Environment

Psychological safety is important throughout a student’s academic journey. It mentally prepares each student to actively participate in learning, allowing the learner to attach value to the new content.

Negative situations and experiences, can affect future learning conducted in a classroom. If learning environments are not safe, students may feel imprisoned rather than comfortable, safe and engaged.

If we choose to make a difference for our learners, we must establish an energized, consistent and safe climate, to maximize learning. Students shouldn’t be judged for making mistakes, they should have the opportunity to learn from such errors.

Resources:

http://edtheory.blogspot.qa/2010/10/psychological-safety-key-component-to.html

Social Media for Students

Social media is a common way to communicate in today’s digital world. It allows people to keep in touch, by creating conversations and delivering information. Tools such as Internet forums, Blogs, Virtual worlds and Social Networks are all excellent ways for students to interact. By using these tools effectively, students can closely resemble face-to-face discussions without being in the classroom. One of the biggest advantages of using social media, is that it provides education, in any place, at any time.

When students learn to use these different types of technologies, they become more motivated, engaged and committed in their studies. Social media helps students develop real world social skills, by enhancing their communication and literacy levels which are needed in today’s society.

Resources:

http://www.janhylen.se/wp-content/uploads/2015/04/Mobile-Learning-and-Social-Media-in-Adult-Learning.pdf

Web Conference-Flipped Classroom

I was quite skeptical working with a partner for this assignment. I wasn’t sure how smooth this process would work, considering we live on opposite sides of the world. It wasn’t long into our first Skype call, I realized Brian and I had similar situations happening in both of our lives. This gave us common ground, so coming up with a topic and completing our second Skype call was an easy task.

For our trends topic, Brian and I coincidentally picked similar articles where independent researchers completed surveys on students, teachers and parents. Although we only had enough time to review the key points in the articles, I found both surveys nearly the same, as outcomes were very similar. One thing I found fascinating from Brian’s article was the F-L-I-P acronym. F– Flexible Environment; L– Learning Culture; I– Intentional Content; P– Professional Educator. These four pillars F-L-I-P are required themes, in order to support student engagement, plus it’s a great way to remember the fundamentals of flipped learning.

We both agreed, that the role of the instructor will change in a flipped learning environment. Instructors become more of a coach and mentor, rather than an information provider. Students get more involved in their education and take ownership throughout their academic journey. One concept I found interesting from Brian’s research, was an example he provided, of a secondary school that introduced flipped learning to their grade 10 students. The students involved were taking core subjects in a tiered education system, e.g. math 10, math 20 and math 30. The students said, “they understood the major concepts after completing math 10, and felt they became masters by the time they completed math 30”.

Overall, the experience working with a partner was very positive. It showed me how to effectively communicate by using Moodle, Blogs and Skype; while studying for my diploma. I also liked the fact that we were able to choose our own topic. This made me feel more engaged, and interested in my own learning. I guess this proves I’m an ideal student benefiting from today’s advanced online technologies.

My Partners Blog

Trends- Flipped Classroom

Flipped Learning model is gaining attention in many colleges and universities across the world. In this model, instruction is delivered outside the groups learning space, using videos or other forms of technology. Class time is used to evaluate students’ progress, answering questions, and providing an opportunity for them to apply their knowledge. This produces a shift in the learning environment. Instructors no longer are the center of attention, and students are required to be in charge of their own learning.

Within the last year, many institutions found success in flipping an activity, class or course, and plan to do it again. Collaboratively it developed many positive outcomes for both the student and the instructor. Students are asking more questions in class, and Instructors are feeling more motivated in student learning.

Although many institutions found an increase in student participation, engagement, and motivation, they also encountered difficulties. Many students resisted buying in this new model. They preferred having an instructor teach them, rather than learning themselves. A majority of the instructors felt this concept was a significant challenge, as they didn’t feel comfortable using unfamiliar technologies, and ran out of time with the increased workload.

As students and faculty become more experienced with the approach, it is likely that the opposition will decrease. Overtime, institutions will use new technologies and equipment at ease, making flipped learning a regular path when delivering their curriculum.

Resources:

http://www.facultyfocus.com/articles/blended-flipped-learning/flipped-classroom-survey-highlights-benefits-and-challenges/