How have you been learning from your engagement with this Module in the learning Weeks since the start of the module?
As we reach the end of week 5 I have found a rhythm and enjoyment for our learning tasks through our asynchronous learning. It has allowed me to dip in and out of tasks, and given space for important reflection. I feel that I have benefitted from how the weekly tasks have been broken down into bite sized chunks and have found it useful having the information laid out to allow it to be more easily absorbed. Piaget, (1950)
As someone who struggles with reading, I do find though I look forward to seeing upcoming podcasts, or learning tasks which require social engagement and learning, as I agree with Muijs and Reynolds, (2005) Constructivists’ theory that a range of learning activities can be more effective for some than just one resource of textbook reading.
What different specific activities have you been doing to progress your learning?
From the beginning of the PGCHE I have participated in the weekly interactive webinars and online group discussions, which I have found very beneficial in terms of building my confidence and strengthening my motivation. I feel that the positive outcome theorised by Bandura, (1975) shows the deep learning potential that social approaches can provide, through continuously providing constructive feedback.
I have also found great benefit from starting my Critical Reflective Journal. I have found this resource holding my reading notes, reflections and learning development both motivational and valuable to be able to refer to. It shows how my teaching practice is positively developing and growing learning schemata Mezirow, (1991). It has given me a sense of independence and freedom in my practice. Honey and Mumford, (1982).
What different things have we done to support and encourage that learning?
I have felt very supported from Dario and the rest of the teaching team, having questioned answered quickly. I have also felt very supported by my peers, our life, work, learning juggle is happening and were in it together!
How and why could what you / we have done to progress your learning relate to different theoretical approaches in the ‘Learning Theories Table Summary’ document, their assumptions about learning and implications for practice?
From the beginning of this course there have been Humanistic approaches to our learning, with student centred methods of learning. Working together within the forum discussions this has allowed us to create a collective understanding in a social learning environment. (Lave and Wenger, e.g 1991).
Next week I look forward to observing my peers micro-teach sessions because I see this as an opportunity to learn and reflect (Schon 1987) It also allows us to strengthen our cognitive mental map around the subject of teaching. Kohler (1925), Tolman (1932)
Bandura, A. (1977) Social Learning Theory, New Jersey: Prentice Hall.
Honey, P and Mumford, A (1982) The Manual of Learning Styles, Maidenhead: Peter
Honey.
Kohler, W. (1925) The Mentality of Apes, Harcourt, Brace and World.
Lave, J and Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge:
Cambridge University Press.
Piaget, J. (1950) The Psychology of Intelligence, London: Routledge and Kegan Paul.
Marton, F and Booth, S (1997) Learning and Awareness, Mahwah, NJ: Lawrence Erlbaum
Associates.
Mezirow, J (1991) Transformative Dimensions of Adult Learning, San Francisco, CA: JosseyBass.
Muijs, D. and Reynolds, D. (2005) Effective Teaching—Introduction and Conclusion. 2nd Edition, Sage Publications, London.
Schon, D (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and
Learning in the Professions, San Francisco, CA : Jossey-Bass.
Tolman, E.C. (1932) Purposive Behaviour in Animals and Men, The Century Co., Appleton-Century-Crofts.
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