Below, you’ll find examples of my contributions on the course Google Classroom Stream, as well as scholarly summaries of two academic articles on TGfU.
Chapter 2 discusses Complex Learning Theory, and how it applies to TGfU
Chapter 14 discusses using TGfU in a home-learning environment, and how the teachers benefited from using TGfU principles
Writing these chapter reviews was part of a social activity in our EPHE 452 class. Our job was to review and summarize an article for our peers.
By doing so, we were not only focused on our own individual learning, but also the learning of our peers. Focusing on the learning of our peers before our own learning is one of the indigenous principles that was reinforced through this activity. Not only did I learn a lot by reviewing the article, I also ensured that my peers were gaining knowledge equally in the process.
I believe that my review of Chapter 2 clearly demonstrates a growth in my understanding of "how do we learn something?”.
Prior to reading and understanding this chapter, I thought more along the lines of “learning as a linear and measurable process of internalizing knowledge as a pre-existing object”. That is to say, I wasn’t considering the ideas of constructivism and how an individual generates knowledge and meaning from an interaction between experiences and ideas.
My thinking was, however, in line with some of the broader themes of Complex Learning Theory: that learning is an ongoing process of adaptation, and developing cognition can be achieved through social interaction and collective knowledge. These two themes reinforced what I already believe to be true of learning.
The missing ingredient from my understanding of how learning occurs was that “knowledge is not an internalized representation of an external reality”, and that learning is not a mechanical “input-process-output” activity.
Reflection
Assessment: To what level do you feel you are performing the learning implied in this big idea?
I feel that I am performing the learning implied in this big idea at a Developing level.
My contributions to the stream are those of quality, not quantity at the moment. The more I share and interact with the stream, the greater the benefits for myself and my peers.
Evidence: How does the evidence show your developing competencies in relation to this big idea?
I believe that my contributions so far in the classroom stream have provided unique insights into the topic of TGfU that hadn’t been previously considered. This demonstrates my ability and willingness to put the learning of others ahead of my own.
Personal growth: What do you think you can now do based on this evidence?
I certainly better understand the value of a group environment like the one Google Classroom provides, and I would like to implement something similar in my own teaching practices.
Goal: What is something you want to work on or improve in relation to this big idea?
I’ll have to be more frequent with my collaboration on the stream in order for the group (myself included) to benefit from new ideas/ways of thinking.