Show in the following examples:
- Audio podcast of student's reaction
- Audio podcast of student's reaction
- Audio podcast of student's reaction
- Audio podcast of student's reaction
- Audio podcast of student's reaction
The main benefits derived from the experiment - according to the student's examples provided - were the improvement in the structure of participating students assignment's; increased functionality of Mind-map applications and the development of their analytical skills.
The following are outcomes of student's completed work:
- Student's work utilising a mind-map
- Student's work utilising a mind-map
- Student's work utilising a mind-map
- Student's work utilising a mind-map
- Student's work utilising a mind-map
My principal recommendations for the future of this experiment, would be to incorporate the Mind-map approach for all Merit and Distinction assignments - for BTEC National Diploma courses - and perhaps include Mind-mapping methodology into the new function skills qualification.
Personal learning outcomes.
What I hoped to learn through this experiment was whether the students (learners) were much more actively involved in a joint enterprise with the teacher in creating new meaning. Reference: Stage 1: Project Outline
The experiment demonstrated to me that the emphasis (to promote understanding) was on the learner as an active "maker of meanings" by utilising the Mind-mapping approach. My role as a teacher was to enter into a dialogue with the learner, endeavouring to promote understanding of the meaning (of Merit Assignments) to that learner (via assertive questioning metodology) and to help her or him to refine their understanding until it corresponded with the appropriate criteria (assignment standard).
An additional, learning outcome was the comprehensive technological skills developed using audit podcasting for both the student and the teacher.
Posts
No comments:
Post a Comment