Introduction
In our second week of this educational adventure, we embarked on a journey filled with fascinating theories and the promise of practical insights, all poised to unravel the mysteries of education. It was like stepping into a world where complexity gave way to clarity, ready to share its secrets.
Our week commenced with a friendly recap of Maslow's Hierarchy of Needs and Bloom's Taxonomy (Maslow, 1943; Bloom, 1956). These foundational concepts reminded us that, just like how we care for our pets, students have unique needs and levels of growth to consider.
We then ventured into the intriguing realm of second language acquisition theory, as elucidated by experts like Krashen (1981) and Long (1983). Learning how students acquire new languages is a bit like understanding the quirks of your favourite pet – it takes patience, observation, and a pinch of detective work.
A significant portion of the week was dedicated to revisiting the works of Vygotsky, where we explored sociocultural theory, mediation theory, ZPD (Zone of Proximal Development), cognition, and metacognition theory, as discussed by scholars such as Vygotsky (1978) and Wertsch (1985). It's like uncovering the hidden dynamics of a puzzle, where each piece fits perfectly into the bigger picture.
We also delved into the concept of dialogic assessment, a concept well-articulated by Mercer (2000). It's a bit like having a constructive conversation with your students. It's all about creating a space for students to play an active role in their learning journey, much like engaging in a thoughtful chat with a friend.
And then, the grand finale – our group activity. Picture us working together to create a lesson plan, like a team of chefs preparing a delicious meal from fresh ingredients. The secret sauce? Morphology and tenses, the essential spices and herbs of the education kitchen. While the challenge of creating a lesson plan on the spot may seem like a daunting task, our team managed to craft an engaging presentation that left our peers well-informed.
Reporting - 5W1H
Who: Our diverse group of learners, each with unique needs and aspirations.
Who: Our diverse group of learners, each with unique needs and aspirations.
What: A deep dive into educational theories, from Maslow's Hierarchy of Needs to Vygotsky's socio-cultural theory.
Where: Our physical classroom, where discussions unfolded with enthusiasm.
When: Throughout the week, as we navigated through the intricacies of educational concepts.
Why: To equip ourselves with the knowledge and tools to become effective educators.
How: Through discussions, reflections, and collaborative group activities.
To Summarize What Happened That Week
To Summarize What Happened That Week
Imagine a virtual classroom, except, it is not actually virtual but physical, a place far from the ordinary, where our diverse group of learners, each with their unique needs and aspirations, gathered in anticipation. The stage was set for an intellectual adventure, and we were the eager explorers.
Our week commenced with a friendly recap of Maslow's Hierarchy of Needs and Bloom's Taxonomy (Maslow, 1943; Bloom, 1956). These foundational concepts reminded us that, just like how we care for our pets, students have unique needs and levels of growth to consider.
We then ventured into the intriguing realm of second language acquisition theory, as elucidated by experts like Krashen (1981) and Long (1983). Learning how students acquire new languages is a bit like understanding the quirks of your favourite pet – it takes patience, observation, and a pinch of detective work.
A significant portion of the week was dedicated to revisiting the works of Vygotsky, where we explored sociocultural theory, mediation theory, ZPD (Zone of Proximal Development), cognition, and metacognition theory, as discussed by scholars such as Vygotsky (1978) and Wertsch (1985). It's like uncovering the hidden dynamics of a puzzle, where each piece fits perfectly into the bigger picture.
We also delved into the concept of dialogic assessment, a concept well-articulated by Mercer (2000). It's a bit like having a constructive conversation with your students. It's all about creating a space for students to play an active role in their learning journey, much like engaging in a thoughtful chat with a friend.
And then, the grand finale – our group activity. Picture us working together to create a lesson plan, like a team of chefs preparing a delicious meal from fresh ingredients. The secret sauce? Morphology and tenses, the essential spices and herbs of the education kitchen. While the challenge of creating a lesson plan on the spot may seem like a daunting task, our team managed to craft an engaging presentation that left our peers well-informed.
As the week unfolded, we found ourselves delving into a treasure trove of educational theories, from the well-known Maslow's Hierarchy of Needs to the thought-provoking socio-cultural theories of Vygotsky. Each theory was like a map guiding us through the uncharted territory of pedagogy.
With each discussion, we uncovered valuable insights in our physical classroom, a place where the exchange of ideas was as lively as a bustling marketplace. It was as though the walls of the virtual classroom whispered tales of scholarly debates, echoing through the digital corridors.
Throughout the week, we navigated the intricate maze of educational concepts, guided by the torch of curiosity. With every step, we unravelled the "what" and "why" of education, gaining insights into the "how" of effective teaching.
This journey resembled a narrative, a story of exploration and discovery. We uncovered the secrets of effective teaching and learning as if decoding an intricate script that had eluded scholars for centuries.
Conclusion
As we wrap up Week 2, we've discovered that teaching is like crafting a perfectly balanced dish – it takes knowledge, practice, and a touch of creativity. It's a journey filled with intriguing theories and practical applications, much like uncovering the nuances of a favourite recipe.
With each discussion, we uncovered valuable insights in our physical classroom, a place where the exchange of ideas was as lively as a bustling marketplace. It was as though the walls of the virtual classroom whispered tales of scholarly debates, echoing through the digital corridors.
Throughout the week, we navigated the intricate maze of educational concepts, guided by the torch of curiosity. With every step, we unravelled the "what" and "why" of education, gaining insights into the "how" of effective teaching.
This journey resembled a narrative, a story of exploration and discovery. We uncovered the secrets of effective teaching and learning as if decoding an intricate script that had eluded scholars for centuries.
Conclusion
As we wrap up Week 2, we've discovered that teaching is like crafting a perfectly balanced dish – it takes knowledge, practice, and a touch of creativity. It's a journey filled with intriguing theories and practical applications, much like uncovering the nuances of a favourite recipe.
In the end, our week was a chapter in an ongoing story of knowledge and growth, a testament to our relentless pursuit of wisdom. As we concluded Week 2, it felt as though we had become characters in a continuous narrative, destined to continue our quest for understanding in the ever-evolving story of education.
References
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. David McKay Company.
Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126-141.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
References
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. David McKay Company.
Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126-141.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
Dear Adli
ReplyDeleteI enjoyed reading your blog.
Thanks for your great efforts.
Keep in-depth thinking for the following classes.
The blog meets my expectation.
Marked
Best wishes
Lina