Category: edci335

Hey Summer,

From my perspective, your inclusive learning design seems to be well thought out and addresses the needs of a diverse range of learners. By including both an online YouTube video and an online reading article, you have offered options that cater to diverse learning preferences and accessibility needs. The use of a BrightSpace quiz for assessment purposes is also a good choice, especially in unforeseen circumstances such as a pandemic where students may have to remain at home. This guarantees that individuals can still obtain educational resources and evaluations from a distance, preserving the consistency of their education. 

Overall, your inclusive learning design is commendable. You have shown a strong commitment to meeting the diverse needs of learners and providing them with accessible and adaptable resources. The incorporation of a variety of features supports, and accommodations creates an inclusive learning environment for all learners. 

Keep up the excellent work!

In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

Learners may choose to take notes in order to remember the major topics and ideas addressed in the video, such as the link between interest rates and inflation, the influence of interest rate fluctuations on borrowing costs, consumer confidence, jobs, salaries, and stock prices. Furthermore, students may be encouraged to seek out further resources or instructional materials that give more in-depth knowledge on the topics of interest rates, central banking, and inflation. Books, scholarly articles, online courses, and movies are all examples of this. Learners are more likely to engage with the content if they actively digest it, connect it to their own knowledge and experiences, and seek further chances to enhance their comprehension of the issue.

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After watching the video, a suggested activity is a group discussion or debate on the benefits and downsides of central banks hiking interest rates. Students can take part in an online discussion forum where they can publish their opinions and reply to those of their peers. This structure allows for asynchronous dialogue, providing students more freedom to express themselves. This practice would assist students build critical thinking and analytical abilities while also deepening their comprehension of the issue. Whatever media or technology is utilized, the exercise should enable students to critically examine the impact of hiking interest rates, taking into account both short-term and long-term repercussions.

How could the video have been designed to generate more or better activity from viewers or students?

The video may have been made using the following principles to encourage more or better involvement from viewers or students:

• Interactive elements: Include interactive components like as quizzes, polls, or questions in the video to encourage viewers to pause and think about the topic. This can promote active participation and reinforce learning.
• Examples from Real Life: Real-world examples or case studies that highlight the consequences of interest rate changes on various stakeholders, such as consumers, corporations, or governments, are encouraged. This can help viewers connect academic principles to real-world events and get a better understanding.

By adding these design components, the movie may be transformed from a passive viewing experience to an interactive and thought-provoking learning experience, boosting deeper engagement and comprehension among viewers or students.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

• Clear and Simple Language: In the video narration, use clear and simple language, avoiding jargon or technical phrases as much as possible. This allows learners from all backgrounds and linguistic abilities to effortlessly comprehend the information.
• Text Visualization: If any crucial points or key phrases are spoken in the video, graphically portray them on-screen alongside the narration. This is designed for students who benefit from both aural and visual learning cues.
• Inclusive Visual Design: Make sure the video’s graphics are built with inclusive concerns in mind, such as suitable color contrasts, font sizes, and visual clarity. This enables learners with vision impairments or other visual issues to successfully absorb the lesson.

By using these concepts, the video may be built in an accessible and inclusive manner, ensuring that all learners can successfully engage with the information and benefit from the learning experience.

References

YouTube. (2022, June 9). How does raising interest rates control inflation? https://www.youtube.com/watch?v=R8VBRCs2jTU&authuser=0 

Hey Rosina,

I really appreciate your approach to using Google documents, speech recognition, and online interaction to assist non-native English learners. To further improve the learning experience, I suggest prioritizing learning outcomes, promoting inclusivity, and engaging students with interactive content. Additionally, providing reliable multilingual support and technical assistance, fostering collaboration, and incorporating student feedback can greatly enhance the learning process. Lastly, it’s important to always respect copyright and intellectual property rights when utilizing external resources. Overall, your input is truly valuable and greatly appreciated.

The practice of inclusive learning and teaching acknowledges every student’s right to a learning environment that values diversity, fosters participation, eliminates obstacles, and takes into account different learning requirements and preferences.

Consider the learning environment for your current design. What potential barriers can be reduced or eliminated to provide more pathways for learner success?

I have chosen Google Classroom as my learning platform, but several barriers can impede a child’s learning experience. Learning barriers can be physical, mental, emotional, cultural, or social elements that get in the way of a student achieving their learning goals. As 2020 brought global shutdowns and stay-at-home orders, our homes became our primary learning environments. Some thrived in a remote setting, whereas others were more challenged.

Available resources, distractions, and emotional and mental well-being all played a role in adapting to our new environments. Now, as more businesses and, in some locations, schools adopt a hybrid approach, our homes are becoming commonplace for encountering learning obstacleswhen we don’t have the right tools or support.

Successfully navigating the challenges of remote or hybrid learning requires a multi-faceted approach and strong support systems.

• Ensure that students have reliable internet access, appropriate devices, and necessary software or applications.
• Establish a structured schedule that includes designated study time, breaks, and leisure activities to provide a sense of normalcy and predictability.
• Promote diversity and inclusivity in the learning environment by incorporating resources and materials that represent a variety of cultures, languages, and perspectives.
• Encourage peer-to-peer interactions, group projects, and collaborative learning experiences through video conferencing platforms or online discussion boards.
• Create virtual clubs or interest-based groups where students can connect with like-minded peers and engage in activities that go beyond academics.

It’s important to remember that overcoming learning barriers is a joint effort among educators, parents or caregivers, and students themselves. Consistent communication, adaptability, and flexibility are essential in creating an inclusive and supportive learning environment, whether in a remote or hybrid setting.

References

Imperial College London. (n.d.). Educational Development Unit. What is inclusive learning and teaching and why is it important? https://www.imperial.ac.uk/staff/educational-development/teaching-toolkit/inclusive-learning-and-teaching/what-is-inclusive-learning-and-teaching-and-why-is-it-important/#:~:text=What do we mean by,of learning needs and preferences.” 

Rice, G. (2023, March 8). Why your students aren’t learning (and how to fix it). Thinkific. https://www.thinkific.com/blog/barriers-to-learning/ 

Hey Mumen,

Your passage explains the experiential learning approach using Chat GPT for research. It describes the four stages of hands-on experience, reflection, conceptualization, and experimentation, and provides a practical implementation for the classroom. Benefits and drawbacks are acknowledged, and it suggests providing specific examples to improve understanding. Overall, it offers a solid framework for integrating experiential learning into the classroom.

Great Work!

Direct Instruction is a proven teaching method that utilizes a structured and teacher-led approach to impart educational content to students. It was developed by Siegfried Engelmann and Wesley Becker in the 1960s and emphasizes explicit teaching, active participation, and mastery of skills and concepts.

The fundamental principle of Direct Instruction is that all students can learn with clear and explicit instruction. Effective teaching necessitates breaking down complex skills and knowledge into smaller, manageable steps and systematically guiding students through the learning process. Direct Instruction is particularly advantageous for students who may struggle with learning difficulties or come from disadvantaged backgrounds.

The Direct Instruction approach includes various key features, such as scripted lessons, active participation, mastery learning, feedback and corrective practice, and systematic review. Scripted lessons ensure that essential information is consistently provided to students, while active participation encourages frequent and structured opportunities for student response. Mastery learning supports students in acquiring skills and concepts, while feedback and corrective practice activities reinforce learning and address areas of weakness. A regular and systematic review of previously taught material is an integral part of Direct Instruction, helping students retain information in long-term memory.

Direct Instruction has been extensively researched and has demonstrated positive results across various subject areas and grade levels. Students taught using Direct Instruction typically outperform their peers in standardized tests and academic achievement.

Critics of Direct Instruction argue that its highly structured nature may impede creativity and student engagement. However, proponents suggest that the structure and clarity provided by Direct Instruction actually free up cognitive resources for students, allowing them to focus on learning the content.

In conclusion, Direct Instruction is an instructional approach that emphasizes explicit teaching, active participation, mastery learning, and systematic review. It is designed to provide all students, especially those who may struggle academically, with clear and effective instruction. With its evidence-based track record, Direct Instruction continues to be a valuable tool in supporting student learning and achievement.

Hello Fawzan! Your journey toward self-improvement is genuinely inspiring. I can relate to it as I also went through a phase where I felt the urge to improve myself, and hitting the gym was my initial step. Devoting time to oneself enhances self-esteem and contributes to overall improvement.

What concept did you find difficult to understand? How did you approach learning the concept?

At first, I was unable to distinguish between the concepts of cognitivism and constructivism in terms of their focus on critical thinking abilities. However, after conducting some thorough research online, I came to understand the key disparities between the two. Cognitivism regards knowledge as a product of direct instruction, while constructivism regards knowledge as something that is actively constructed by the learner through their interactions and experiences with their surroundings. Cognitivism positions the teacher as an expert who imparts knowledge to the student, whereas constructivism sees the teacher as a facilitator who guides students in forming their own understanding. These distinctions became clear to me, and I was able to differentiate between the two approaches.

How would the learning be designed differently by a behaviorist, a cognitivist, and a constructivist? Scenario: A high school social study teacher is planning a class on climate change.

When discussing climate change in a high school social studies class, the approach used by the teacher will depend on their perspective. There are three main perspectives: behaviorist, cognitivist, and constructivist, each with its own strategies and methods.

The behaviorist perspective emphasizes observable behaviors and the relationship between stimuli and responses. Its goal is to encourage desirable behaviors related to climate change and discourage undesirable ones. A behaviorist teacher may use rewards and punishments, modeling, and practice to reinforce important concepts. They would demonstrate and model desired behaviors, such as recycling and conserving energy, and expect students to follow suit.

The cognitivist perspective prioritizes cognitive processes involved in learning, including attention, memory, and problem-solving. Its objective is to help students construct meaning and develop their thinking abilities regarding climate change. A cognitivist teacher may focus on conceptual understanding and guide students in reflecting on their learning strategies and thinking processes. They would encourage students to ask questions, investigate phenomena related to climate change, and seek evidence to support their claims. This approach promotes critical thinking and problem-solving skills.

In a constructivist approach to education, students are encouraged to build their own understanding of climate change through hands-on experiences and self-directed learning. This method emphasizes teamwork, independence, and personal growth. Activities are carefully designed to connect students’ prior knowledge and experiences with real-world scenarios, promoting peer interaction and collaboration. Through negotiation and cooperation, students construct meaning and develop a deep understanding of the subject.

In conclusion, each perspective offers unique strategies and methods to engage students in learning about climate change in a high school social studies class. The behaviorist approach focuses on observable behaviors and reinforcement, the cognitivist perspective on cognitive processes and conceptual understanding, and the constructivist approach on student-centered learning and knowledge construction through authentic experiences.