Category: edci335

Prompts:

1. In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, or think about the topic (learner-generated)?
2. What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skills would that activity help develop? What medium or technology would students use to do the activity?
3. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
4. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

4 Steps to developing a growth mindset by Quality Insolvency Services Ltd. (2016)

My response:

1. Response to the Video

After watching the YouTube video, I think my students, would think about the topic and perform an activity. I would ask my students to reflect on the video through discussion with their classmates. In order to foster discussion, I would provide them with guiding questions such as ‘has there been a time when you were stuck in a fixed mindset?’, ‘can you think of a scenario where you could use the steps you learned in the video in order to shift to a growth mindset?’, and ‘how can you remind yourself of the steps you learned in the video when you’re stuck in a fixed mindset?’.

2. Activity Following the Video

Following the video, I would provide a scenario for the students where a character is stuck in a fixed mindset. The students will then identify ways where the character can shift to a growth mindset. This is simply a set-up activity so that the students can create their own stories.

I would ask my students to create a story in a medium of their choice where their character(s) would use the steps from the video to overcome a challenge. The medium can be in form of a video recording, comic book, essay, painting, or any other creative channel. This activity will help develop two skills: coping with failure and self-awareness. By having the students create their own stories, they will learn that failure is not always the end; it can take a turn for the better if they are patient, diligent, and have a flexible mindset. In addition, self-awareness would be developed. Often time, it is easy for people to be stuck in a fixed mindset without realizing it. By having story creation as the student’s activity in a combination with the class discussion, students will realize how some of their thoughts and their personal experiences have been in a fixed mindset. Because the character of the students’ stories will start with a fixed mindset, students will be reflecting on whether their thoughts and feelings are in a fixed or growth mindset.

3. Feedback on the Activity

Once the students complete this activity, their creations will be posted on Padlet for class sharing and teacher assessment. Padlet is an online collaboration and file-sharing platform (Padlet, n.d.). Students can interact with each other via comments and reactions (Padlet, n.d.). Padlet was chosen as the medium for feedback because it supports multiple file types (Padlet, n.d.). Furthermore, it is available in multiple languages; this is especially important for English Language Learners (ELL) (Padlet, n.d.).

4. Barriers to Learning

To address any potential barriers for my learners when watching the video, I would ensure that there is close captioning in many languages for my hard-of-hearing students and ELL students. In addition, I would have a sign language translator on the screen for my hard-of-hearing and deaf students. For the students who have trouble concentrating, I would ensure that the video is chunked based on the subtopic that is being covered so that they can visually see how much time is left for each subtopic.

References:

Padlet. (n.d.). Padlet: You are beautiful. https://padlet.com/

Quality Insolvency Services Ltd. (2016). 4 Steps to a developing a Growth Mindset [Video]. YouTube. https://www.youtube.com/watch?v=aNHas97iE78.

How will your interactive learning resource specifically ensure that the needs of all learners can be met?

In order to ensure my learning resource meets the needs of all learners, I will apply the principles of the Universal Design Framework (CAST, 2018). The framework includes three pillars: “multiple means of representation, multiple means of action or expression, and multiple means of engagement” (CAST, 2018).

To meet the first pillar, multiple means of representation, I will ensure that the lesson material can be delivered in various formats such as video, on-screen text, braille, or a combination of these such as video with subtitles. Furthermore, the format will be able to be customizable to the needs of the student; for example, the speed of the video can be altered (slower or faster), and subtitles and braille are available in multiple languages.

Secondly, to meet the second pillar, multiple means of action or expression, I will provide multiple means for students to express their thoughts and ideas. Some options will include connecting the themes of the lesson to a personal experience (ie story-telling through speech or text), creating a musical parody where the new lyrics will be an example from the lesson, or playing a game of charades that uses new vocabulary from the lesson.

Lastly, to meet the third pillar, multiple means of engagement, I will ensure that students have options to engage with the lesson material through individual learning, group learning, critical thinking, creative thinking, and through physical engagement. Examples of activities include filling out an online crossword game that uses new vocabulary from the lesson, classroom bingo, Kahoot, and small groups for discussions.

How can you adjust your planned learning activities to meet the need of your learners if an unexpected event occurs? (for example, if a pandemic arises and many of your employees must now work from home – how will you ensure that they can still do their jobs? What training will they need, and how will you deliver it, knowing they must remain at home?)

If an unexpected event were to occur (another pandemic or other event), I would inform my students of what is happening and switch the class to a fully online format. The lesson will be delivered in a self-paced method so that students are not pressured into attending class on time while trying to figure out how to navigate their new lifestyle. Training on how to use the online platform will be provided as soon as the announcement of the shift to online is announced. Training will include youtube links, links to the new learning platform (how-tos, FAQ, and community chat), and help desk support links. In addition, learning activities will shift to more visual activities rather than worksheets or assigned homework pages.

References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org 

What is Cooperative Learning?

Cooperative learning is a learning strategy that is centered around students but is facilitated by the instructor (Li & Lam, 2013). Every student is responsible for their individual learning, but also the learning of their peers (Li & Lam, 2013). The group of students collaborates to “solve a problem, complete a task, or achieve a goal” (Li & Lam, 2013). It is not the same as having a group of students simply talking to each other or having a discussion. They must have a common goal to strive together as a team.

Elements of Cooperative Learning

Cooperative learning can be achieved when certain conditions are met. Below are those conditions:

1. Clearly perceived positive interdependence
2. Considerable promotive interaction
3. Clearly perceived individual accountability and personal responsibility to achieve the group’s goals
4. Frequent use of the relevant interpersonal and small-group skills
5. Frequent and regular group processing of current functioning to improve the group’s future effectiveness

(Roger & Johnson, 1994)

Cooperative Learning Example in School

How does cooperative learning align with a growth mindset?

Having a growth mindset means not being afraid to try new learning strategies. Collaborating with fellow students can allow students to experiment with new strategies with each other. Students who have similar concerns about their learning can lean on each other, grow their learning, and thus reach their goals.

References

Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Hong Kong Institute of Education, 1, 33.

Roger, T., & Johnson, D. W. (1994). An overview of cooperative learning. Creativity and collaborative learning, 1-21.

Share a story about your best learning experience (could be a formal course or something more personal). Why did you enjoy it?

My best learning experience thus far was when I was challenged to water ski for the first time. When I was 12-years old, I went on a field trip to Shawnigan lake with my ukulele group. Every year the new students are required to learn how to water ski; it was a informal requirement set by the director.

A group of new students and I were brought to the dock and suited up with wet suits and life jackets. We were taught how we should be floating in our starting positions, and how we should use the pressure of the water to propel ourselves to standing positions. I remember reiterating to myself every step so I wouldn’t mess up.

Each student took their turn on the water, but I soon realized it was almost my turn. When my name was called, I took a deep breath to calm myself down, and slipped into the water. Let’s just say it was a lot easier to put myself in starting position on land in comparison to in the water. My skies were twice as long as me, and my legs kept pushing behind me instead of being in front of me. However, I shortly got the hang of it.

The boat engine was roaring and the wind was blowing against my hair; I hung onto the handle for my life. I used every muscle in my legs to force myself to extend my legs, and somehow, I stood up.

I enjoyed learning how to water ski, because I knew that I would most likely not get another opportunity. When I pictured myself water ski, I anticipated feeling thrilled, excitement, and being able to do something that most of my friends would probably not have done. Part of me learned this new skill because of Fear of Missing Out (FOMO), but another because after I learned how, now I can say that have done it, and it is really fun.