The Basics of Educational Science
As of December, we have started the Educational Sciences module! We began with a group assignment, then had an online session to share these group learning environments, and wow, did we squeeze in a lot in three hours!
In addition, each of us had a subsequent individual task:
Here is my lesson plan, based on the learning theories of Howard Gardner:
Multiple Intelligences and Vocation Lesson Plan
Class and grade: 1st year Vocational College Students (Ammattistartti group), with computer for each
Number of students: 12
Learning objectives: Ammattistartti is a program offered for those students who have finished basic education (1st-9th grades) but who did not get a study place anywhere. One goal of the program is to help expose them to different careers so they can try to get into that ‘linja’ the next year. The objective of this lesson is to use knowledge of Gardner’s Multiple Intelligences to help students discover their strengths and different ways they are ‘smart’.
APRIL PRACTICE TEACHING VIDEO
As part of this course, we were given an assignment to videotape ourselves teaching (full assignment to follow). Here is the lesson plan I created:
Equality Lesson Plan
Even though I had some reservations about this, after more research I have concluded that indeed, I am in SUPPORT of the following:
Computer-Supported Collaborative Learning (CSCL)’ and the use of Virtual Learning Environments suggest that learning at the vocational education level can take place completely on-line
1. Some of the best research I found was entitled, “Learning Effectiveness Online: What the Research Tells Us”. Here are some quotes:
“What does the research tell us about learning effectiveness in asynchronous online environments? … it tells us that online environments support learning outcomes that are generally equivalent to those resulting from traditional, face-to-face instruction”
Another very interesting section is from page 21-22 in the link below, where the author cites a study by Sutton that compares student roles in online learning environments, and how Bandura’s theory of observational learning essentially supports the idea that online learning is as (or more) effective as (than) traditional classroom learning (“as long as they observe and actively process the interactions of others”, p. 22)
Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne & J. C. Moore (Eds)
Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45.
http://cguevara.commons.gc.cuny.edu/files/2009/09/learning-effectiveness.pdf
2. Here is an interesting article that outlines a number of aspects of E-learning. One conclusion on page 45 reads, “When properly designed and executed, e-Learning is a highly effective and rewarding learning environment”.
Online Educational System (e-learning):
http://www.sersc.org/journals/IJUNESST/vol3_no4/3.pdf
3. Here is a convincing article from Inside Higher Ed which cites a study by the U.S. Dept. of Education that found that “students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction.” (However, it also notes that ‘blended’ courses were even more effective.)
“The Evidence on Online Education”:
http://www.insidehighered.com/news/2009/06/29/online
(it appears that I am not the first one to find this study! At least it’s cited in a different periodical )
4. Finally, a supportive quote for a general trend toward more virtual vocational education:
“Undoubtedly, there is a trend to use more virtual approaches in vocational as in general education.”
How to teach vocational education: A theory of vocational education:
http://www.skillsdevelopment.org/PDF/How-to-teach-vocational-education.pdf
As of December, we have started the Educational Sciences module! We began with a group assignment, then had an online session to share these group learning environments, and wow, did we squeeze in a lot in three hours!
In addition, each of us had a subsequent individual task:
Here is my lesson plan, based on the learning theories of Howard Gardner:
Multiple Intelligences and Vocation Lesson Plan
Name of (student) teacher: Jay Thompson
Date/Time/Location: Winter, 2014Class and grade: 1st year Vocational College Students (Ammattistartti group), with computer for each
Number of students: 12
Learning objectives: Ammattistartti is a program offered for those students who have finished basic education (1st-9th grades) but who did not get a study place anywhere. One goal of the program is to help expose them to different careers so they can try to get into that ‘linja’ the next year. The objective of this lesson is to use knowledge of Gardner’s Multiple Intelligences to help students discover their strengths and different ways they are ‘smart’.
Expected
outcomes: Students
who have had difficulty succeeding in finding a study place, most likely due to
academic and/or motivational challenges, would see ways in which they could
succeed in the future.
Prior
knowledge of students:
Little if none.
Forms of
assessment: Learning
results of inventory and application of these results to future career choices.
Lesson
structure:
Activity
|
Key outcome (e.g. students
should...)
|
Class structure (e.g. students in
groups, seated individually)
|
Time
(min.)
|
Introduction
Form small groups of
3-4. Ask students to share their
favorite subject from their middle school days (math, languages, art, etc.). Ask if those were also the subjects where
they received their highest marks. Conversely,
ask them to think about the subjects they liked the least, and if their
grades were high or low in those classes.
|
Students see that
often times, people enjoy the subjects in which they ‘perform’ best (or they
perform best in those subjects that they enjoy). Or, in some cases, students may not do well
in any/many subjects…and that may be due to not enjoying many of them.
|
In small groups of
3-4 students, led by teacher.
|
5-10
|
Main section
Tell students that today
they are going to measure new and different ways of being ‘smart’. Students complete the following test with a
laptop or computer: (see link below) It takes approx. 10-15 minutes to
complete this self-tallying Excel survey, followed by 10-15 minutes to read
and interpret the results.
After students have
completed the survey, the teacher briefly explains Gardner’s theory of MI’s. The explanation includes the 7 primary
intelligences and the kinds of careers those intelligences may compliment.
|
Students see how
they are ‘smart’ in new ways – not just according the numbers they received
in various subjects previously (which were mostly likely low numbers, as they
have no study place).
According to their
results, students learn which strengths they have (or have personal potential
in), and which careers they may succeed in/enjoy most (see ‘intelligences
descriptions’ tab in the Excel survey for a listing of these professions).
|
Individuals at a
computer/laptop, large group presentation by teacher
|
60
|
Conclusion
After reading
through their results,
students reflect on
and write about their results and what they mean to them in their class
journals.
|
Students solidify
their learning through reflection and processing their results.
|
Individual
|
10
|
Additonal later
work (if applicable)
Each student must
choose one vocation from their list of strengths (strongest intelligence) and
research more about it and arrange a visit to a work site within that
vocation.
|
Students ‘test’ if
they indeed have interest in a career within one of their strong intelligences.
|
Individual
|
Survey
location: http://www.businessballs.com/freematerialsinexcel/free_multiple_intelligences_test.xls
Sources:
Multiple
Intelligences and Career Development (http://files.eric.ed.gov/fulltext/ED435040.pdf)
http://www.businessballs.com/howardgardnermultipleintelligences.htm#multiple%20intelligences%20tests
Equality Lesson Plan
Name of (student) teacher: Jay Thompson
Date/Time/Location: 3.4.2014, 10.10
AM, Computer Lab with desks/chairs
Class and grade: Grade 9 Student
Guidance Counseling class
Number of students: 22
Learning objectives: To teach students about the equality within
the Finnish education system and working life, which stem from basic Finnish
values.
Expected
outcomes: Students
will have an understanding of and an appreciation for the equality found within
the Finnish education system and working life.
In Finland, a high priority is to give everyone equal opportunities for
success in education and employment.
Prior
knowledge of students:
The teacher knows the students fairly well, having taught them for approximately
one year (eighth and ninth grade Student Guidance Counseling courses). Students
have only basic previous knowledge of the teaching topic (from, perhaps,
history/civics lessons).
Forms of
assessment: Hand-written
submission from each pair of students, listing examples of equality/inequality
in Finland (within education and working life) compared to other countries
around the world.
Lesson
structure: (see
next page)
Lesson structure:
Activity
|
Key outcome (e.g. students
should...)
|
Class structure (e.g. students in
groups, seated individually)
|
Time
(min.)
|
Introduction
Students get into four
groups based on eye color and gender. Brown-eyed
boys are given 20 small pieces of candy, blue-eyed boys 10, brown-eyed girls are
given 5 piece, and blue-eyed girls one (candy eaten after class). No other reason is given for the rewards.
Groups discuss and express their reaction to the large group and then asked
how this activity relates to real life for some people in the world. After
brief small group discussion, groups share their thoughts with the large group.
|
Hopefully students
make the connection to gender and ethnic inequality throughout many places in
the world. If not, the teacher
explains this issue, and that this is the reality in many societies (brief
examples given of minority and gender discrimination in the US, Middle East,
etc.).
|
Small groups,
divided as described.
|
15
|
Main section
Students are paired
and asked to brainstorm (on paper) examples of equality/inequality found
within the Finnish educational system and working life.
|
Students should
become familiar with: the history of Finland’s equality/‘tasa-arvo’ values,
some of the educational reforms since the 1970’s to reflect these values, and
policies that affect equity in the workplace, as well. Students should also understand current
weaknesses in workplace gender equity in Finland (e.g. the 20% pay gap
between men and women).
|
Groups of 2 or
three, brainstorming with paper and pencil, then researching with computer.
|
20
|
Conclusion
Students share the
results of their thinking and research verbally. Teacher delivers a verbal/ visual
presentation regarding the societal values of equality in Finland, which
manifests itself in educational and working life policies. In particular, educational policies
regarding gender and socio-economic equality help make Finland’s educational
system one of the most successful in the world: both in terms of quality and equality.
|
All students should
understand (and appreciate) the general conditions of equality in the Finnish
education system and in Finnish working life.
The teacher emphasizes how this may lead students to feel empowered
and in full control of their educational and professional opportunities in
life, knowing that everyone has a fair chance to succeed.
|
Large group
|
10
|
Sources:
“Equality
and Cooperation: Finland’s Path to Excellence”;
Sarjala, Jukka. www.aft.org/pdfs/americaneducator/spring2013/Sarjala.pdf
“Equality in
Finland”. www.mol.fi/mol/fi/99_pdf/fi/04_maahanmuutto/07_aineistot_kirjasto/01_esitteet/tasarv/tasarv_eng.pdf
“Finland Offers Lessons in Equality for Educators”;
Fillies, Benjamin. www.thestar.com/opinion/editorialopinion/2013/01/21/finland_offers_lessons_in_equality_for_educators.html
“Gender
Equality in Finland”. www.wikigender.org/index.php/Gender_Equality_in_Finland
“Overview
of Gender Equality Issues in Finland”. www.gender-equality.webinfo.lt/results/finland.htm
Computer-Supported Collaborative Learning (CSCL)’ and the use of Virtual Learning Environments suggest that learning at the vocational education level can take place completely on-line
1. Some of the best research I found was entitled, “Learning Effectiveness Online: What the Research Tells Us”. Here are some quotes:
“What does the research tell us about learning effectiveness in asynchronous online environments? … it tells us that online environments support learning outcomes that are generally equivalent to those resulting from traditional, face-to-face instruction”
Another very interesting section is from page 21-22 in the link below, where the author cites a study by Sutton that compares student roles in online learning environments, and how Bandura’s theory of observational learning essentially supports the idea that online learning is as (or more) effective as (than) traditional classroom learning (“as long as they observe and actively process the interactions of others”, p. 22)
Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne & J. C. Moore (Eds)
Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45.
http://cguevara.commons.gc.cuny.edu/files/2009/09/learning-effectiveness.pdf
2. Here is an interesting article that outlines a number of aspects of E-learning. One conclusion on page 45 reads, “When properly designed and executed, e-Learning is a highly effective and rewarding learning environment”.
Online Educational System (e-learning):
http://www.sersc.org/journals/IJUNESST/vol3_no4/3.pdf
3. Here is a convincing article from Inside Higher Ed which cites a study by the U.S. Dept. of Education that found that “students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction.” (However, it also notes that ‘blended’ courses were even more effective.)
“The Evidence on Online Education”:
http://www.insidehighered.com/news/2009/06/29/online
(it appears that I am not the first one to find this study! At least it’s cited in a different periodical )
4. Finally, a supportive quote for a general trend toward more virtual vocational education:
“Undoubtedly, there is a trend to use more virtual approaches in vocational as in general education.”
How to teach vocational education: A theory of vocational education:
http://www.skillsdevelopment.org/PDF/How-to-teach-vocational-education.pdf
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