Reflection for 2nd Webinar (04.10.2023)

Writer: Abeeda Khan (Group: 4)

Abstract

In this journey of professional teacher training, it was my second webinar that took place on 4th of October. Sadly I couldn't attend whole webinar due to some personal problems. Later on I went through all the recorded videos of my group fellows and all of them shared really great information about different topics they were assigned. Though I was a bit confused at some points but after reading the materials I was much clear about so my points that I had in my mind.

On the other hand, I am truly happy to work with my group members Frauke, Promise, Tien, who always help me through different things. In preparation of the 2nd webinar all of us searched and shared helpful material and useful videos etc and with mutual understanding we finalized our presentation.

I would like to share my thoughts and knowledge briefly in this blog post by reflecting on the topics of all four groups.

Topic 1

In our group task we covered the topics given below.

• What are group (team) dynamics?
• What collaborative methods or practices can be used in teaching?
• How can the teaching methods promotes students' team work skills?

Team/group dynamics is a system of behaviors and psychological processes occurring within a team. Group dynamics deal with the attitudes and behavioral patterns of group. For instance, currently we all are working in groups and all of us have different backgrounds, knowledge, mindset, behavior and psychology. While working with each other with entirely different approach could be challenging but at the same time when conflicts are resolved and the team works with flow, it always have greater results rather then working individually. The concept of group dynamics will also provide you with strengths, success factors and measures along with other professional tools.

Click here to watch

Furthermore, working as a team we can use different collaborative methods and practices. If I talk about the collaborative work of teachers ( as sometimes teachers teach in a group and they are more than one or two in numbers) there are many ways that teacher partner together to support one another's success as well as the learning process of their students. Those methods are ,

1. Collaborative teaching.
2. Co planning
3. Co developing of instructional material.
4. Collaborative assessment of student's work.
5. Co teaching.

Similarly teachers can use plenty of collaborative methods in classroom to promote learning by analyzing that what methods are best for their students. Such as,

1. Problem based learning.
2. Partner discussion.
3. Think- pair- share.
4. Guided inquiries.
5. Case studies.
6. Simulations.
7. Peer teaching and peer learning.
8. Jigsaw strategy.

Moreover, to promote student's team work skills,  teachers can use a number of teaching methods according to their experiences.  I personally have been using problem solving methods, creativity, group discussions, building relationships and social interaction. In the same reference I would like to mention core points of development of team working skills.

• Confidence.
• Engagement.
• Promotes diversity.
• Trust.
• Critical thinking skills.
• Reliable contributions.
• Constructive support and feedback.
• Non judgemental.
• Adaptation of their behaviors.

Topic 2

• What are pedagogical models?
• How can they help you to choose the teaching methods?
• Choose at least one model that you use in your teaching.

To my understanding and as our group member sufyan described about pedagogical models, " Pedagogical models are framework that guide how teachers deliver and evaluate their teaching. These models help to understand learning outcomes, activities and assessment in relation to students' needs, preferences and goals.

By using pedagogical models, you can foster a more engaging, interactive, and meaningful learning experience for your students. It should be chosen based on learning objectives.

 

This structured approach inevitably enhances student engagement and facilitates meaningful interaction within the learning environment. Moreover, pedagogical models enable educators to measure learning outcomes more precisely, making it easier to adjust teaching strategies for continual improvement.

Pedagogical models can also help you address the diversity and complexity of your students' backgrounds, expectations, and learning styles.  It helps us to choose the teaching methods with thoughtful outcomes .

Those teaching methods could be,

• Problem based learning.
• project based learning.
• Collaborative learning.
• Case study.

 To explain it further, I am linking below Dewey's model of learning .

One of the useful and practical pedagogical model is flipped learning.

• A pedagogical approach where direct instruction moves from the group learning space to the individual learning space,​
• The resulting group space is transformed into a dynamic, interactive learning environment;​
• where the educator guides students as they apply concepts, ​and engage creatively in the subject matter   (Talbert, 2017)

It promotes active learning and enables critical thinking and problem solving. It also gives students the ability to self teach , self assess and self regulate. It also builds up students' learning.

I personally have been using the method of problem based learning for my students as a pedagogical model. It starts with complex, open ended challenges. Students work in problem solving groups. Then learners drive their research and discovery. They review learning process and conclude with sharing solutions.

There are many pedagogical models to choose from, such as behaviorism, cognitivism, constructivism, social learning, problem based learning, inquiry based learning and so on. Each pedagogical method has it's own strengths, weaknesses, assumptions and implications for course design and delivery. We should first familiarize ourselves with the main features , principles, and examples of pedagogical models, and compare and contrast them with our learning objectives and context.

Topic 3

How does the higher education teacher and tutor guide groups (teams)? How does the vocational/higher education teacher and tutor guide individuals? What kinds of methods can be used and what are common guiding processes.

This very topic was related to guidance and guiding process in higher education. The main concern  was about guiding individuals and groups/teams. What could be the role of teacher in guiding students? What methods and strategies a teacher can use in guiding?  In this context , guidance refers to the teaching act using various teaching methods in order to support individuals as well as groups throughout the learning process.

The main role of the teacher is to “evoke high-quality and deep approach to learning.” (Nevgi & Lindblom-Ylänne 2004, 236)

There are different methods of teaching that can be implemented during a course. It is often advisable to use various methods side-by-side during a single course . Every single method has its strengths and challenges. These teachings methods ensure that students will process the subject matter in various ways and perspectives to achieve a deep approach to learning.

Here are some teaching methods that teachers use in guiding their students in groups and individually.

• Lecture
• Seminar
• Independent work
• Exercise
• Group work
• Learning Diary
• Cross over groups
• Learning Cafe
• Learning by doing
• Inquiry teaching
• Mind map
• Brainstorming

Although all of these methods have their own strengths and challenges. To elaborate further here is the video link regarding this concept of individual and group guidance.

Click here to watch

Topic 4

How can the vocational/higher Education Classroom teaching methods promote individual learning process and personalized learning paths? What kind of methods can be used?

Somehow this topic is also linked with the previous discussion regarding group and individual learning but with more insight and about the personalized learning that aims to customize learning for each student's strengths, needs, skills and interests. According to this each student gets a learning plan that's based on what they know and how they learn best.

Our group member discussed the main and core idea of the topic very finely and narrated about,

• Individual learning process.
• Personalized learning path.
• Teaching methods suitable to promote individualized and personalized learning paths.

Basically individualized learning is a method of teaching in which content, instructional technology and pace of learning are based upon the abilities and interest of each learner. This is a teacher-centered approach in planning the instructions for student by keeping in mind the learning style of every individual student. It is linked with the performance of a learners who determines the rate of their progression.

Similarly to promote individual and personalized learning a teacher uses the outcomes of the performance of students to tailor each learner's path to expedite learning. In this regard instructions or teaching does not agree to 'one-size-fits-it-all', instead a teacher adapts to individual's needs by tutoring small group's instruction; programmed instructions; project work and independent study etc.

Besides, personalized learning is a student-centered approach in planning the learning activities. Students own their learning contents and style. It adapts the learner's environment to the best way a student learns. It builds self-advocacy skills of the learners.

Methods that can be used:

• Experiential teaching method.
• Collaborative teaching methods
• Adaptive teaching methods.
• Flipped teaching methods
• Gamification teaching method.

References

• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384-399.
• Duch, B. J., Groh, S. E., & Allen, D. E. (2001) (Eds.). The power of problem-based learning. Sterling, VA: Stylus
  https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning
• A Handbook for Teaching and Learning in Higher Education
  https://www.oamk.fi/emateriaalit/wp-content/uploads/A_Handbook_for_Teaching_and_Learning_in_Higher_Education_Enhancing_academic_and_Practice.pdfhttps://www.oamk.fi/emateriaalit/wp-content/uploads/A_Handbook_for_Teaching_and_Learning_in_Higher_Education_Enhancing_academic_and_Practice.pdf
• Kolb, D. (2014). Experiential Learning: Experience as the Source of Learning and Development (2nd edition.). PH Professional Business. https://oy.finna.fi/oamk/Record/oy_electronic_oamk.9917614187006252?sid=3154444665 ​
• Talbert, R. (2017). Flipped learning : A guide for higher education faculty. Taylor & Francis Group https://ebookcentral-proquest-com.ezp.oamk.fi:2047/lib/oamk-ebooks/reader.action?docID=4848101 ​
• Al-Rawi, I (2013). Teaching Methodology and its Effects on Quality Learning. Journal of Education and Practice. Journal of Education and Practice. Vol.4, No.6, 201.
• Nevgi, A., Postareff, L., & Lindblom-Ylänne, S. (2004). The Effect of Discipline on Motivational and Self-efficacy Beliefs and on Approaches to Teaching of Finnish and English University Teachers. Study presented at SIG higher education conference, June 18-21, 2004.