For the partner tasks this week, I was paired with Tan Eik Ter, and we talked about the 3 iid's, videos 2, 3 and 4,...
For the partner tasks this week, I was paired with Tan Eik Ter, and we talked about the 3 iid's, videos 2, 3 and 4, and video 8.
For the similarities of the iids, he noticed that the way the teacher complimented to reaffirm correct choices like "That was good." Also, the trainer empowers the trainee to be an autonomous learner by keeping prompting to a minimum. For the differences, for the classroom setting, the teacher proposes thought provoking questions which incorporate HOTs. For the "How to Apply Make-up" iid, it was really described in detail whereas the other two iids were just direct. Like for the different objects, the classroom setting had more descriptions while the real life setting, they only used words like it, them and one to describe the objects. Also, for the non-classroom setting, there was a more two way flow of the conversation as compared to the classroom setting.
About video 8, we learned that as a teacher (and as a student too), we should always be open to try anything. Also, if something does not work, try to use alternatives. Sometimes, something needs to be seen in a different angle to understand how to make it work. Doodling also helps a lot when taking notes. It's a way for our brains to process what we are hearing so we can understand better. And, lastly, a third person, like the female student on the video, can also learn from an activity even if they are just a third party participant or not an active participant in that activity.
For the similarities of the iids, he noticed that the way the teacher complimented to reaffirm correct choices like "That was good." Also, the trainer empowers the trainee to be an autonomous learner by keeping prompting to a minimum. For the differences, for the classroom setting, the teacher proposes thought provoking questions which incorporate HOTs. For the "How to Apply Make-up" iid, it was really described in detail whereas the other two iids were just direct. Like for the different objects, the classroom setting had more descriptions while the real life setting, they only used words like it, them and one to describe the objects. Also, for the non-classroom setting, there was a more two way flow of the conversation as compared to the classroom setting.
About video 8, we learned that as a teacher (and as a student too), we should always be open to try anything. Also, if something does not work, try to use alternatives. Sometimes, something needs to be seen in a different angle to understand how to make it work. Doodling also helps a lot when taking notes. It's a way for our brains to process what we are hearing so we can understand better. And, lastly, a third person, like the female student on the video, can also learn from an activity even if they are just a third party participant or not an active participant in that activity.
What are (is?) HOTs?
ReplyDeleteBei and Tan, you rightly point out that communications in classrooms and outside are not so clear cut; there is overlap.
ReplyDeleteThe use of words like it, them, etc. though does remind us that our focus often in class on experiential vocabulary is not perhaps so useful as we know about experiential words from experiencing them!
Anne Hendler HOTs stand for Higher Order Thinking skills. Questions like 'How ...?, 'What else ... ?' and etc are though-provoking questions which will require pupils to think out of their comfort zones.
ReplyDeleteTan Eik Ter Thanks!
ReplyDelete