Analysis and Synthesis Paper
Analysis and Synthesis PaperJuly 222011Principles of Learning EDUC 5001Christian MetrickLearning EnvironmentI have chosen to examine the learning environment of my grade two classroom in the United Arab Emirates (UAE). I chose this environment based on the fact that I will continue to teach there in the next year and possibly beyond and wish to critically examine the teaching techniques and strategies used and explore the success or potential problems. From this analysis I seek to explore ways to use some of the theoretical practices learned in this course to improve teaching practices and learning experiences for students. The physical classroom layout includes a large rectangular class with a whiteboard at the front of the class, twenty one students’ desks, one medium sized round table, and a small sized rectangular table. The learning environment is a print rich, with a variety of posters throughout the room, a word wall, and sentence strip posters. There are a variety of leveled books at the back of the classroom in addition to books that are specifically chosen based on the students’ interest. A variety of games and activities are provided including: chess, connect four, Lego, and board games. One of the limitations of the learning environment is the limited number of manipulatives that are available to the students. Students have access to number lines, “play dough,” number cubes, dice, and cards. There is a projector in the classroom that can be connected with a laptop with access to the internet. There is also a large carpet where students can sit together in a large group.Learner DescriptionThere were a diverse group of learners in the class last year. The education in the UAE is segregated, so within the class I had boys that were ages seven and eight and one student with multiple exceptionalities at age eleven. All of the students’ first language is Arabic. Most of the students do not speak English at their homes; however, some may have a parent/parents or domestic worker at their house that may speak a little English. The majority of the students are in their second year of English language instruction in their classes of English, Mathematics and Science. In the UAE, kindergarten was not officially mandated until last year, meaning that for some students in the class it was their second year of formal schooling, and for others it is their fourth. Special education is a relatively new concept for the UAE, and while there is a special education program in place, the current level of identification for students is limited. I am not qualified to assess the students and their exceptionalities, however taking a special education additional qualification; I will attempt to offer unqualified observations of the learners. Two of the students in the class exhibit behavioural exceptionalities, two students in the class exhibit “Autistic” and “Learning Disabled” communication exceptionalities and one student exhibits multiple exceptionalities (intellectual and communication). This is an important consideration to factor into the discussion as classroom teachers are provided little support and must differentiate instruction and accommodate for the different learning needs in the class. Teaching TechniquesThe first example that I will detail was related to a science unit on the needs and characteristics of living things. Howard Gardner and his theory of multiple intelligences states that individuals should be encouraged to use their preferred intelligences in learning and that learning activities and assessments should be tailored to the individuals’ preferred intelligence. (Kearsley, 2011) The unit relating to the needs and characteristics of plants was introduced and throughout the unit with a variety of different learning tasks. I introduced the topic by reading a book about different kinds of plants and trees. We then went on to write brainstorm different kinds of plants and trees that the students could see in the park or at their homes. This brainstorming activity allowed the children to demonstrate their prior knowledge and use this information as a gauge to determine future instruction. The children were then placed into leveled groups, meaning that more advanced students were grouped with students with exceptionalities. The learning task was for the students to create a mind map relating to plants and trees. I modelled an example of a mind map that began with word plants in the middle and gave examples of how to branch out from the main topic and sort plants by size, colour, and shape. During the brainstorming activity the students had noted that plants needed sun, so this became another branch of the mind map listed as “needs of plants.” Students that required differentiation could demonstrate their ideas kinaesthetically by acting out roots or stem of the plants, and their ideas were written down or drawn by other students or the teacher. Ample time was provided so that students could organize information and express it in a way that suited their learning style. As studies have shown, research on expertise has suggested that students benefit from activities that enhance their abilities to understand meaningful patterns of information. (Bransford, Brown & Cocking, 2000) The chance to understand meaningful patterns was further developed in a task where the students were given a collection of roots, stems, leaves and flowers and asked first to examine each item, and secondly, in groups organize the realia into categories. Students worked together on the task, and through a combination of speaking, listening, and manipulating the students sorted the items and then pasted their findings under the appropriate “branches” or headings of their original mind map. Taking into account the information about the human brain it is possible to construct strategies that can be used to facilitate learning. Hands-on kinesthetic learning activities are important to facilitate brain growth and development. Marian Diamond concludes that nerve pathways grow as a result of interactions with real objects and people. (Auger & Rich, 2007) The finished mind maps of all the groups were posted throughout the classroom. One of the goals of this activity was to create a sense of ownership in the classroom and have the students work displayed. The fact that this activity allowed for all learners to participate in the task, whether it be writing, drawing, organizing, or pasting I believe that a sense of pride and accomplishment could be reflected by all students in this learning task. Furthermore, in an analysis of brain-based learning and the design of physical spaces, Jeffery Lackney notes that by providing rich, stimulating, and student created displays can help influence learning. (Auger & Rich, 2007)After a thorough understanding of needs of plants and had been established and a general understanding of how plants are an important part of the world we live in the students watched a time-elapsed video a seed growing into plants and a tree. The students again got the chance to exhibit their knowledge reviewing the important concepts and terms used in the unit. Using the multimedia projector and a laptop, the students were presented with Smartboard based lesson on related to identifying parts of plants, the sequencing of pictures related to the growth of a plant. To accommodate the students with exceptionalities, they were called upon to provide answers to questions that could be answered by reviewing materials that were accessible throughout the room. The students were then separated in their leveled groups of four or five, and had to sequence the pictures. The culmination of this task was to apply their learning to an authentic task of planting seeds and growing plants. The students were given all the required materials and planted seeds. The seeds were planted in individual cups and placed at the back of the classroom near an open window which provided sunlight. I provided the motivation for the students saying that after examined the plants and measured their growth over a period of time, they would be allowed to bring their plants home and plant them in their gardens at home. The hope was that learning and knowledge applied at school could transfer to situations and different contexts outside of school for example their homes. (Bransford, Brown & Cocking, 2000) This hope came to fruition, as the students meticulously watered their plants they started to grow and the majority of students planted their plants at home and reported to me and their peers of continued success. Theoretical analysisAs I reflect on this unit and the teaching techniques that were used I believe that I successfully implemented constructivist theories within the unit. I recognized that the students in the class were not at the same stage of cognitive development and that tasks like the mind mapping activity were needed to form the basis of learning. Vygotsky’s Social Development Theory was identified and opportunities were given for students to scaffold their knowledge and interact with more knowledgeable other, be it the teacher or peer. I accounted for the students multiple intelligences and provided opportunities and tasks to demonstrate their knowledge in differentiated ways. Throughout the unit, collaboration was encouraged and there were successes in extending learning beyond the classroom. The one concern that remains is the issue of authentic tasks and the appropriate learning environment. This directly relates to Lave’s theory of situated learning, which illustrates that learning is a social and collaborative experience and that knowledge is best achieved within an authentic context. (Kearsley, 2011) According to this learning theory, a more appropriate learning environment for some of these activities, including engaging the students by reading a book would have been in a park. Following the reading of the book, students could have taken part in a nature walk and have collected leaves, stems, flowers, roots, and other items for themselves. The culminating task of planting seeds could have concluded with the students coming to the park with their families and planting the seeds within the authentic context. In a situated learning environment students could more easily make the connections to their learning and apply their knowledge to other contexts. Motivation would be increased as the students have the opportunity to learn in a non-traditional learning environment. Next year, despite the logistical challenges I will strive to implement situated learning within the learning tasks.ReferencesAuger, W.F. & Rich, S.J. (2006). Curriculum theory and methods: Perspectives on learning and teaching. New York, NY: Wiley & Sons.Bransford, J.D., Brown, A.L. & Cocking, R.R. (Ed) (2000). How people learn: brain mind, experience and school [expanded edition] Retrieved from , G. (July 4, 2011). The Theory Into Practice Database. Retrieved from , G. (July 4, 2011). The Theory Into Practice Database. Retrieved from ................
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