PIDP 3210 – Assignment 1: Reflection 1 Objective For my first reflective writing assignment, I’ve chosen to reflect on the following statement from the 3210 Course Manual (n.d.): “Behaviours, for example, such as attendance, punctuality, cooperation, politeness, and willingness to take direction can be factors in our decisions about learners’ success. However, instructors…
PIDP 3230 – Assignment 3: Informal Assessment Strategy Video Objective To explore an informal assessment strategy and preset my findings in a 4-7 minute video. I chose to do my project on the strategy of Directed Paraphrasing. The video can be found here: https://youtu.be/1eYYTSu27Jc
PIDP 3230 – Assignment 1: Reflection 2 Objective For this assignment, I watched 5 videos of different media enhanced assessment techniques by previous students of PIDP3230. Although many of the videos were excellently done, I’ve chosen to reflect on Victor Law’s video Kahoot! An Informal Assessment Strategy (Oct 2016). In this video, Victor speaks…
PIDP 3230 – Assignment 1: Reflection 1 Objective For my first reflective writing assignment, I’ve chosen to reflect on one of the Seven Basic Assumptions of Classroom Assessment in Angelo and Cross’ Classroom Assessment Techniques (1993). My reflection will focus on Assumption 7: “By collaborating with colleagues and actively involving students in Classroom Assessment efforts,…
PIDP 3100 – Assignment 4: Reflection 3 Objective My third reflective writing assignment will be on Jill Bolte Taylor’s quote, “we may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think” (Taylor, 2009, p. 17). Here, Taylor is concluding that thinking, a function of the neocortex, is the last…
Introduction This report on cognitive science to enhance instruction will focus on Rohrer, Dedrick, & Burgess‘s 2014 study, “The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems”. Traditionally, when teaching a subject, the subject is broken into small blocks. We instruct students to master solving problems in each smaller…
Doug Rohrer, Robert F. Dedrick, and Kaleena Burgess published an excellent study they performed in 2014 titled, “The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems”- Psychonomic Bulletin & Review, 21, 1323-1330. This study expands on previous studies done by others that proves interleaving works when teaching mathematics, even…
Introduction In this essay, I endeavor to identify what I consider to be the most relevant learning theory as it pertains to Electrical Trade Education. Merriam & Bierema (2014) state, “Behaviorism is particularly evident in adult career and technical education… Much of adult vocational education is focused on identifying skills needed for specific occupations, [and]…
PID 3100 – Assignment 4: Reflection 2 has us reflecting on quotes out of Merriam & Bierema’s Adult Learning – Linking Theory and Practice textbook. I chose my second reflective writing assignment to be on Merriam & Bierema’s quote : “learning from one’s experience involves not just reflection, but critical reflection” (p. 117) Below is the full text…
PID 3100 – Assignment 2: Post #3 – “Aha!” Moment Welcome to the third post in this series on Trends in Adult Education. To view the previous two posts click here and here. I’ve chosen to reflect on the focus on Higher Order Thinking in Vocational Training. I came to my “Aha!” moment by reflecting on…