LEARNING THEORIES [EDCI5065] WEEK 5 T2P

T2P Hypothesis Week 5:

If students are having trouble meeting learning skill objectives, then teachers should analyze their approach and use a Heuristic to find a solution, because most often it is the teacher who can create a more engaging, appropriate lesson to help students reacher higher critical literacy levels.

Case study hypothesis:
If AP students have high content 'IQ' but fail to understand the importance of group work, then teachers should develop FUN, scaffolded, emotionally supported group work projects in a low-stakes environment, because, students with a 'won't do' attitude can succeed in an environment with low or no stakes (and no grades) due to their EQ levels.
~ With the absence of extrinsic rewards students will be intrinsically motivated to succeed in the their group tasks, thus enhancing their individual EQs as well.

Today was a very interesting class. In the beginning when we worked in our pairs with creating our own Heuristics - I definitely had to push harder to find a "rule of thumb" that could be put to test on any conundruums that we may run into as teachers. Luckily, my partner Mo and I had some clear similarities in the videos we chose and the hypothesis we created. When creating our road-map, we investigated many Key Questions that would be important to the Initial Stage of our class Heuristic. Guided inquiry led us to map out further stages. I am proud of the results though it definitely was a struggle to get there. Here is a brief example of our class Heuristic: Initial Stage: Observe as participant & formulate preliminary hypothesis, Middle Stage: Ask myself as a teacher, 'Is this a problem I need to attend to?" If YES, then begin to research, collect data & consult experts for help pinpointing important data for growing hypothesis, Final Stage: Formulate a path to test initial solution to conundruum, Evaluate important moral/political implications & short/long term effects. Align solution with pedagogical goals and test while revising as needed. Throughout experience -> reassess goals as necessary. The final group work session with the case studies truly re-affirmed my understanding of todays lesson. Our group worked with Ms. Elizabeth Rhodes's case and we hypothesized that if she created fun, scaffolded, emotionally supportive group work sessions in a low-stakes environment, her students would successfully learn the group working skills she knows will benefit them throughout their lives. In addition, by using this solution, for example, a team Jeopardy game, the children would not be so afraid of failure and as their confidence in themselves, and each other grows, so will their EQs. I believe that the most important Big Idea I got from today is that in most cases the teacher can be held responsible for issues in the classroom and consequently, we as teachers only truly have control over ourselves, so as teachers we must search inside ourselves for the answers, destroy our biases, collect data and test solutions to work those conundruums one at a time.

T2P WEEK 3 Response:

New hypothesis: If the teacher can make a lesson challenge the EQs of the students, then they will learn through intrinsic motivation, because Hot Cognition makes learning engaging.

Pedagogical Practice: In the English classroom students will have the opportunity to respond creatively to works studied. This environment allows students to reflect on the material but also its relevance to them and their lives in general. Mr. Duncan-Andrade speaks to this frequently regarding Critical Pedagogy. For example, if students are exposed to writing they have not been exposed to before that although different in style or time period aligns with emotional stages they are on the verge of understanding the result would be that students personal perspectives grow from this challenge if you bridge the gap in their critical thinking regarding the material. In Duncan-Andrade's research he found that students new what music touched them but when he showed them how to analyze other elements of the songs they listened to, they found deeper ways to enjoy the music and thus realized there are many angles at which a person can tackle any material, be it artwork, music or film etc...to find deeper meaning.

For a specific example of this I would say if my students were reading a play from Shakespeare, say Twelfth Night and were having trouble with the language I might break it down for them with character analysis/emotions - I would ask them to respond to what the characters were going through in the plot. Did they ever feel like they had to be or act like someone else to get by? How did that make them feel? How might others feel about that 'public' personality? What kind of pressure does that put on a person? (main character Viola does this literally in the play) Through guided inquiry and their responses I would ask them to respond, in diaries or reflective essays and challenge them to take it to a deeper level. Then after my assessment of their answers to questions, class discussion and the essays see if they could create their own scenes or skits to portray their feelings based on memories that impacted them. (Fitting in, high pressure scenarios, competitive situations, times with friends, family or approaching something un-known and alone etc..) - To see if they can relate memories and emotions to the characters in the play, to feel what they might be going through. To emphasize empathy and further the essential understanding that writers, even Shakespeare write (wrote!) about everyday emotions we all feel and struggle with. I think that would make the material more engaging. It would also help the students critically analyze the work through emotions they understand.

AND if that didn't quite go as planned I would help them analyze the play and then take them to see it live! Because Shakespeare is supposed to be seen anyway! :)