WEEK1 Reflective- Self Introduction and Creating Blogs

    Last week, we had a self-introduction session with Dr. Lina to get the class warmed up, which was the most exciting revelation from the previous lesson. Dr. Lina showed us a little video of herself and asked us to construct a simple slide to introduce ourselves. We were delighted to design our slides with many aspects to promote ourselves. I jotted down some fun facts to include in my slides as well as a headshot! Some of my classmates created slides using photographs of their pets, travel scenes, and headshots. In our introduction, we also included several life quotes, hobbies, and ambitions. After preparing our slides, we were asked to introduce ourselves in front of the class using the slides. In her tutorial class, she separated us into groups based on the number of students. By following her step-by-step instructions and demonstration, we learned how to establish a blog for the assignment. We also assisted each other in the creation of our blogs. Dr. Lina then conducted a question-and-answer session.

 In both sessions, I felt energised and warmly welcomed. It allowed me to get to know each other better. I also realised how different ways we pursue our dreams even though we are in the same faculty. Our differences make us unique. This incident reminded me of last year's orientation week when I was greeted by a Year 3 student who actively spoke to me when I initially walked into the school. Furthermore, blogging is a new experience for me. However, lecture scaffolding and peer interaction linked me to my past knowledge of Vygotsky's theory and social cognition, which is modelling from lecture and cognitive development empowerment through social engagement.

    

Some theories are applicable in both sessions. Based on Vygotsky's cultural authenticity theory, the self-introduction utilising slides was developed to build a friendly and respectful classroom environment by integrating cultural context to support learning (Banks, 2014). This session accommodates students from diverse backgrounds and maintains their class participation (Huan et al., 2006). Second, there is the theory of language development. The incorporation of technologies connects students to their environment, allowing them to express themselves more freely in their communication styles (Moll, 2014), whilst the presentation accelerates oral language development
among students (Brooks, 2014).  

Furthermore, grouping assists every student, particularly low and average-ability students. Because imitations occur in groups, high-ability students can urge them to speak up more (Saleh et al., 2005), which is related to the concept of modelling in social cognition theory (Schunk, 2012). 

Finally, based on Atkinson and Shiffrin's human memory model (1968), questioning and feedback as a recap boosted memory and understanding (Pressley & Harris, 1994). When students are asked to answer recap questions, for example, they begin to think, activate, and retrieve knowledge from the lesson's sensory and working memory, thus indirectly establishing their long-term retention (Schunk, 2012). Direct feedback from lectures can also be used as an effective scaffolding approach to reduce the gap between students' present and intended performance (Miller, 2002) without requiring students to engage in trial and error.

    Last but not least, these strategies and behaviours significantly impacted me, particularly in the group activity. As a future teacher, I hope to incorporate more group activities into my classroom. Students' cognitive development is enhanced by group activities that encourage inclusion and cooperation. Everything, however, has two sides. Group work has drawbacks as well, such as challenges in planning for teachers (Suyunova, 2023), passive students who are unwilling to interact (Prastiti, 2016), and time limits (Hidayah, 2018). To address these issues, I will establish social rules to promote positive interdependence, respect for others and constructive group behaviour.

https://youtu.be/Yz2w4cCkLR8?si=OGhp6ZalifcYIVcS

References:

Banks. J. (2014). An introduction to multicultural education (5th ed.). Boston: Allyn & Bacon.

Brooks, G., & Wilson, J. (2014). Using oral presentations to improve student’s English language skills. Kwansei Gakuin University Humanities Review, 19(1), 199-212.

Hidayah, N. (2018). The influence of using tip Numbered Heads Together cooperative learning towards an understanding of the physics concept. Jurnal Pendidikan Fisika dan Teknologi, 433-434. https://doi.org/10.29303/jpft.v4i1.455

Huan, V. S., Yeo, L. S., & Ang, R. P. (2006). The influence of dispositional optimism and gender on adolescents’ perception of academic stress. Adolescents, 41, 533-546. Retrieve from: https://www.researchgate.net/profile/Lay-See-Yeo/publication/6576081_The_influence_of_dispositional_optimism_and_gender_on_adolescents'_perception_of_academic_stress/links/556e6e4408aefcb861db9c04/The-influence-of-dispositional-optimism-and-gender-on-adolescents-perception-of-academic-stress.pdf

Miller, S. P. (2002). Using effective teaching behaviours. Validated practices for students with diverse needs and abilities, 189-233. Boston: Allyn & Bacon.

Prastiti, W. (2016). Integration cooperation learning with the tip Numbered Heads Together (NHT): A lesson study about the movement of parabole. Jurnal Pendidikan Fisika, 4(1), 57. http://dx.doi.org/10.24127/jpf.v4i1.393

Pressly, M., & Harris, K. R. (1994). What we really know about strategy instruction. Educational Leadership, 48(1), 31-34. Project CRISIS (Creating Independence Through Student-owned Strategies). Kalispell, MT.

Saleh, M., Lazonder, A. W., & De Jong, T. (2005). Effects of within-class ability grouping on social interaction, achievement, and motivation. Instr Sci,33, 105-119. https://doi.org/10.1007/s11251-004-6405-z

Schunk, D. (2012). Learning theories: An educational perspective (6th ed.). Boston: Pearson.

Suyunova, M. (2023). Advantages and disadvantages of group work in a classroom situation. Modern              scientific research: Topical issues, achievements and innovations, 14(1). https://www.intereuroconf.com/index.php/MSRTIAI/article/view/2047