Friday, November 28, 2008
Today, we were reminded of the importance of remembering the various researchers in the field of educational psychology such as John Elliot for action research, Piaget, Vygotsky, Skinner and Pavlov.We also looked at how to modify instruments to assess the learning environment and some of the considerations to bear in mind when doing so. One key consideration is not to make too drastic a change but to retain the original meaning and structure of the question as far as possible to ensure its validity. If many changes are made to the instrument, as in the case of the CLES used in the research by Yip Meng Fai and Quek Choon Lang's Conference paper "Validation of An Instrument to monitor My Students' Face-to-face Philosophy", then the instrument needs to be tested to ensure its validity. The importance and relevance of the scales used to address the research question needs to be considered carefully.
Tuesday, November 25, 2008
I have added the url for COMPASS and the Partnerships framework by Joyce L Epstein as it has to do with creating a community-centred environment. I have attended a seminar by Epstein and she is really good. This framework is the one advocated by MOE as well.As for the Misskoh, well, I like the website so much I want others to see it if they come to my blog. Thanks, Chong Min!
In designing classroom environments, Bransford suggests that:
1. To be learner-centred, learning environments (including teaching practices) must consider carefully the knowledge, skills, attitudes and beliefs that learners bring to the classroom. Schools and classrooms must be learner-centered.
2. To provide a knowledge-centered classroom environment, we must focus on what is taught (subject matter), why it is taught (understanding), and competence.
3. In the assessment-centered classroom environment, formative assessments help both teachers and students monitor progress. Formative assessments allow the teacher understanding of the students' level of competence, and design instruction accordingly.
4. A community-centered approach means there are norms for the classroom and school, as well as connections to the outside world, that support core learning values. Learning is thus influenced by the context in which it takes place.
Some reflections on the group sharing today:
- the concern on self-assessment by students is an interesting one. I believe self-assessment adds value to the idea of a positive classroom environment. Students who feel they have a part to play in assessing their own and their peers' learning will be more attuned to what learning outcomes are important and be better learners as a result. Or course, preparing students to be competent and fair assessors is a pre-requisite, as mentioned in class today.
- a point made by one of the groups on striking a balance between a learner-centred and a knowledge-centred environment is certainly valid and needs to be a teacher's focus in the classroom.
- the community-centred environment encompasses all the other three and is necessary in our local context, given our multi-racial, multi-religious setting. Eg, National Education is an important initiative that helps to embrace all these into one.
Four instruments which have been used in Asia are discussed: the Questionnaire on teacher Interaction (QTI), Science Laboratory Environment Inventory (SLEI), Constructivist Learning Environment Survey (CLES) and What Is Happening In This Class? (WIHIC). Some “historically important questionnaires” are also discussed.
The Learning Environment Inventory (LEI) and Classroom Environment Scale (CES) were developed in the USA in the 1960s. The My Class Inventory (MCI) is a simplified form of the LEI for children aged 8-12.
Fraser notes that the Individualised Classroom Environment Questionnaire (ICEQ) was the first instrument to focus on dimensions which distinguish individualized classrooms from conventional ones (Fraser, 1990).
Determinants of Classroom LE
Classroom learning dimensions have been used as criterion variables in research to find how the classroom environment varies with factors such as teacher personality, subject matter, the nature of the school-level environment and the type of school (Fraser, 1994). Many examples of Asian studies are cited as having explored a great variety of areas and variables, eg, Hirata and Sako (1998) found differences between classroom environment perceptions of at-risk students and normal students in Japan. Differences in the perceived LEs of gifted and non-gifted students in Singapore, and Lee and Fraser (2001a, 2001b, 2002) used three instruments – the SLEI, CLES and QTI – to investigate the differences between streams (science-oriented and humanities-oriented) in student perceived LE.
The paper ends with a note that Asian researches have yet to contribute towards developing any instruments. The Asian researches have also only centred on learning environment’ perceptions and student outcomes.
Monday, November 24, 2008
Talk about learning environments, motivation is a necessary part of this learning environment. From a broader perspective, all places are our learning environments, if we allow them to be. I have added these pictures as the Korean drama scene has given me the motivation and impetus to learn about this fascinating country and its culture, including its language. I am learning a little everyday. The people have much to be proud of and are fiercely outspoken in the defence of their rights. I have discovered that there is much to admire about their country and culture.
I am keen on learning the Korean language, and I believe an ideal way to pick up any language is to go on some immersion programme. I have always believed this is the best and fastest way to learn any lagnuage. With the readings on learning environments, I understand better why any immersion programme is good as the learning environment would fulfil all dimensions required.
