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Leaning Design Blog #2

January 16, 2023 / / 1 Comment

Learning DesignDownload

I decided to do my topic on experimental learning. Experiential learning is a powerful way to help people identify changes required to their skills, attitudes and behaviours, then implement intended changes for better performance. Experiential learning is one that I use in my educational practice often. I identify most with experimental learning because I usually learn by actively ‘doing’ the subject I am learning.

Experiential learning is learning by doing. An example of experiential learning is participating and actively doing a task based on what an individual is learning. If a learner aims to understand how to advocate for consumer sustainability (the subtopic POD 5 is working on), one will use the 3-2-5 method. The goal would be that by the end of the lesson. Learners will be able to identify three tangible ways they can advocate for consumer sustainability in Victoria, BC. Learners ideally will be able to classify proper protest etiquette, how to format a letter to officials about meaningful change, and communication techniques to educate others on sustainability within Victoria, BC. By the end of the lesson. Learners will be able to identify three tangible ways they can advocate for consumer sustainability in Victoria, BC. Learners will be able to classify proper protest etiquette, how format a letter to officials about meaningful change, and communication techniques to educate others on sustainability within Victoria, BC. Learners will comprehend information by reflecting and ‘doing’ the work given.

The characteristics of experimental learning align with our design project because learners will conceptualize how to learn through actively doing the learnings shown. However, it will be tricky to identify if learners will actively participate with the learnings provided; the 3-2-5 method aids in this process by reflecting understandings and how to participate and do teachings actively.

Taking in the glorious sunrise at Gonzales beach. Victoria, BC

Introductory post

May 2, 2021 / / 3 Comments

About me

Hi everyone, my preferred name is Amber. I go by she/her/hers pronouns. I am the third generation in my family to grow up in my hometown of Quesnel, BC. I live close to Barkerville if you’ve heard of it! Ethnic groups in Quesnel include the Haida, Coast Salish, Kwakwaka’wakw, Gitxsan, Tsimshian, and Nisga’a peoples. 

I am a third year student, studying Sociology minoring in Education. I decided to enroll in this class because I would like to expand my learning of different technologies. After spending time working as an instructor at my local Rec Centre, I’ve had the opportunity to connect with many different cultures and experience many different instructing styles. I hope to obtain deeper connections with the people I instruct and help improve the health of their communities. I am leaning towards pursuing an education/activism career. 

My personal interests would be freestyle downhill skiing and gardening. I can offer different perspectives/ viewpoints from growing up in a small northern community to my peers. I am fortunate to live in the Vancouver PST time zone. I am looking forward to the connections and learning that will go on throughout this course. Here’s to a good semester!

Learning, Motivation, and Theory

May 2, 2020 / / 2 Comments

I am approaching my second year of working as an educator in the eleven to the sixteen-year-old realm, along with house parenting at a boarding school, coaching, facilitating, and running homework clubs. I worked with neurodiverse adults instructing at a rec centre. Through these experiences, I have adapted my instruction styles for different situations and students. I believe one could take from the prominent Behaviorist, Cognitivist and Constructivist theories seeing them as a spectrum where you can take ideas from all aspects. Though, in my work- I resonate with the behaviorist approach the most. In a classroom environment, I find that information can be instructed in a more effective way through the behaviorist approach. 

Behaviourism: I find myself using the behaviourist approach as follows. I do this by leading my class through a topic, i.e. how to create your own signature. I then expect my students to listen silently, and I set a specific task based on the information given. All students practiced writing their signatures three times on lined paper. I collected the papers and ‘grade’ them or see if they are on the right track. Onwards, I provide feedback and set the next task, adding on to what I’ve instructed previously. With each round of feedback I provide- the hope is that my students are being coordinated to learn the material provided. If a student simply writes a scribble as a signature- I go through the instruction again, and we work on it together (constructivism).

I agreed with the point in Motivation and Learning reading. I, too, aim to build my instruction and design in a way that fosters motivation and engages students. In the Behaviorist approach- engagement is challenging, especially in the elementary school sector. Encouraging students to take breaks, go on walks, or taking a looooong big breath when engagement is tricky helps students focus. Lastly, knowing students’ working styles, reviewing IEPs (individual learning plans) of students that have them and learning through trial and error is the best way to find the most effective learning approach. Everyone learns differently, and I believe as an educator, you are responsible for making sure every student has access to quality, fair education. 

The photo attached is from a group work -friendly math six competition. Students showed increased engagement when given the flexibility to create their own team names. Lots of smiles and fun!

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