Koh Diversifying Learner Experience

A kaleidoscope of instructional approaches and strategies
1. Auflage 2021
ISBN: 978-981-15-9861-6
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 252 Seiten

Reihe: Education

This book brings together strategies and innovations that educators from diverse educational contexts have conceptualized and implemented to cater to differences in academic ability, as well as in other domains such as psychosocial contexts and developmental needs. The emergence of IT and new technologies have altered the educational landscape and opened a multitude of opportunities for diverse modes of instruction catering to diverse student populations.
The book addresses the gap in the literature with evidence-based reports of innovative strategies and approaches that are grounded in educational research. It identifies student differences in terms of academic ability and also, with regard to their cultural and social background, their developmental and psycho-emotional needs. It examines how new technologies are used in instructional approaches and how these innovative strategies diversify learner experiences. The book is a valuable resource to practitioners, researchers and educational administrators.

Caroline Koh is Associate Professor and Head, Psychology and Child & Human Development, National Institute of Education (NIE), Nanyang Technological University, Singapore. An educator for over three decades, she has researched and published on areas as diverse as learner motivation, group work, moral development and reasoning, national education and more recently, the use of technology-enhanced pedagogies. Through her career as a teacher and researcher, she found that IT and other new technologies have offered a multitude of opportunities for the proliferation of diverse modes of instruction catering to the diverse student populations. However, though educators have been constantly creating and adopting new pedagogies and instructional approaches, many of these have remained within the confines of the classroom and have not been shared with the wider community. Associate Professor Koh's work was conceived as an attempt to close this gap.

Autoren/Hrsg.

Koh, Caroline

Inhaltsverzeichnis

1;Contents;5
2;1 Introduction: Diversifying Learner Experiences to Promote Engagement and Performance;7
2.1;1.1 Diversification, Differentiation and Development;7
2.2;1.2 About This Book;10
2.3;1.3 Part 1—Diversifying Learner Experiences Within the Classroom;11
2.4;1.4 Part 2—Diversifying Learner Experiences Beyond the Classroom;12
2.5;1.5 Part 3—Diversifying Experiences for Learners with Special Needs;13
2.6;1.6 Conclusion;13
2.7;References;14
3;Part IDiversifying Learner Experiences Within the Classroom;16
4;2 “It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom;17
4.1;2.1 Introduction;17
4.2;2.2 Concepts in the Early Science Classroom;18
4.3;2.3 Conceptual Change in the Science Classroom;20
4.4;2.4 Tacit Knowledge of the Physical World;21
4.5;2.5 Tacit Knowledge Assessment: The Evidence;22
4.6;2.6 Tacit Knowledge Assessment as Pedagogical Tool;23
4.7;2.7 Tacit Knowledge Assessment and Teacher-Student Responsibility;24
4.8;2.8 Tacit Knowledge Assessment as Differentiation Tool;26
4.9;2.9 Conclusion and Future Developments;27
4.10;References;28
5;3 Team-Based Learning, Achievement Emotions and Personality Traits;33
5.1;3.1 Introduction;33
5.2;3.2 What is Team-Based Learning?;34
5.3;3.3 Achievement Emotions;37
5.4;3.4 Team-Based Learning and Emotions;39
5.5;3.5 Personality Traits as a Moderator;41
5.6;3.6 Conclusion;43
5.7;References;44
6;4 The Effects of Positive Psychology Interventions on School Conduct, Peer Acceptance and Subjective Well-Being;46
6.1;4.1 Introduction;46
6.2;4.2 Desired Outcomes;48
6.2.1;4.2.1 Peer Acceptance;48
6.2.2;4.2.2 Factors Affecting Peer Acceptance;49
6.3;4.3 School Conduct;50
6.3.1;4.3.1 Decreasing Classroom Misbehaviour;50
6.3.2;4.3.2 Decreasing Conduct Problems;52
6.3.3;4.3.3 Promoting Pro-social Behaviour;53
6.4;4.4 Subjective Well-Being;54
6.5;4.5 Positive Psychology and Theories of Well-Being;56
6.6;4.6 Diversifying Learner Experiences Through Positive Psychology Interventions;57
6.6.1;4.6.1 Effects of Positive Interventions;58
6.6.2;4.6.2 Gratitude-Based Interventions;59
6.7;4.7 Positive Peer Reporting (PPR);62
6.8;4.8 Use of PPR as a Form of Remediation for Problem Behaviours;63
6.9;4.9 PPR as a Form of School-Wide Positive Behaviour Support;66
6.10;4.10 Conclusion and Future Developments;69
6.11;References;70
7;5 The Role of Collaborative Art Class in Promoting Motivation: A Self-Determination Theory Perspective;78
7.1;5.1 Introduction;78
7.2;5.2 Art Education;79
7.3;5.3 Intrinsic Motivation in the Classroom;80
7.4;5.4 Perceived Satisfaction of Need for Competence;83
7.4.1;5.4.1 Competence and the Artistic Process;84
7.5;5.5 Perceived Satisfaction of Need for Autonomy;85
7.5.1;5.5.1 Autonomy-Supportive Contexts;86
7.5.2;5.5.2 Informational Versus Controlling Environment;87
7.5.3;5.5.3 Art Learning in Autonomy-Supportive Classroom;88
7.6;5.6 Satisfying the Perceived Need for Relatedness;89
7.6.1;5.6.1 Relatedness and Intrinsic Motivation;89
7.6.2;5.6.2 Solitude and the Creative Encounter in Art;91
7.7;5.7 Concepts of Collaboration;92
7.7.1;5.7.1 The Effectiveness of Collaborative Learning;93
7.8;5.8 Diversifying Learner Experiences Through Collaborative Learning in Art Class;94
7.9;5.9 Conclusion;96
7.10;References;96
8;6 Diversifying the Experiences of Gifted and Talented Learners: A Review of Recent Trends and Practices;102
8.1;6.1 Introduction;103
8.2;6.2 Defining ‘Gifted’ and ‘Talented’;103
8.3;6.3 Motivating Gifted Learners;104
8.3.1;6.3.1 Intrinsic Versus Extrinsic Factors;105
8.3.2;6.3.2 Socio-cognitive Factors;106
8.3.3;6.3.3 Diversifying Experiences to Motivate Gifted Learners;109
8.4;6.4 Curriculum Design and Ability Grouping;111
8.4.1;6.4.1 Curriculum Compacting;111
8.4.2;6.4.2 Ability Grouping;112
8.4.3;6.4.3 Curriculum Differentiation and Modification;113
8.5;6.5 Application of New Technologies in Gifted Education;114
8.5.1;6.5.1 Diversifying Gifted Learners’ Experiences Through Technology Literacy;114
8.6;6.6 Conclusion;117
8.7;References;117
9;Part IIDiversifying Learner Experiences Beyond the Classroom;121
10;7 Learning Beyond Museum Walls: Virtual Excursions at Te Papa Tongarewa;122
10.1;7.1 Museums and Outreach Education;122
10.2;7.2 Outreach at the Museum of New Zealand Te Papa Tongarewa;124
10.3;7.3 Methodology, Methods and Procedure;125
10.4;7.4 Summary of Research Findings;127
10.4.1;7.4.1 Value Experience Relating to Collaboration, Communication and Cultural Engagement;127
10.4.2;7.4.2 Observing Key Competencies in Creativity, Curiosity and Critical Thinking;130
10.4.3;7.4.3 Identifying Learner Engagement in Broader Te Papa Impact Areas;131
10.5;7.5 Conclusion;133
10.6;References;135
11;8 Play and Flow: Harnessing Flow Through the Power of Play in Adult Learning;137
11.1;8.1 Introduction;137
11.2;8.2 Play;138
11.2.1;8.2.1 Definition of Play;139
11.3;8.3 The Value of Play;139
11.3.1;8.3.1 Benefits of Adult Play on Learning;140
11.4;8.4 Re-examining Play, Work and Learning;141
11.5;8.5 Implications of Play Deprivation;142
11.6;8.6 An Adult Developmental Model of Play;142
11.6.1;8.6.1 Play Selves and Play Forms;142
11.6.2;8.6.2 Magical Player;143
11.6.3;8.6.3 Aggressive Player;143
11.6.4;8.6.4 Ordered Player;143
11.6.5;8.6.5 Status Player;144
11.6.6;8.6.6 Sensitive Player;144
11.6.7;8.6.7 Complex Player;144
11.6.8;8.6.8 Dynamic Player;144
11.6.9;8.6.9 Unitive Player;145
11.7;8.7 Flow;145
11.8;8.8 The Connection Between Flow and Play;146
11.8.1;8.8.1 Potential Outcomes of Play and Flow in Adult Learning;148
11.9;8.9 Recommendations for Adult Learning Instructors;149
11.9.1;8.9.1 Conditions for Play;149
11.9.2;8.9.2 Conditions for Flow;150
11.10;8.10 Future Research Directions;151
11.11;8.11 Conclusion;152
11.12;References;153
12;9 Initial Teacher Education in a Neo-liberal System: Making One-Size Fit All;156
12.1;9.1 Introduction;157
12.2;9.2 New Zealand Educational Context;161
12.3;9.3 Making One-Size Fit All;162
12.3.1;9.3.1 Kathy;162
12.3.2;9.3.2 Jacqui;164
12.3.3;9.3.3 Witi;165
12.4;9.4 Conclusions;167
12.5;References;169
13;10 Cultivating Learner Experiences: Using Information and Communication Technology to Counter Locational Disadvantage;171
13.1;10.1 Introduction;172
13.2;10.2 The Need for Information and Communication Technology;172
13.3;10.3 Connected Learning for an Effective Educational Program;173
13.4;10.4 Case Study: Google Classroom for Circus Kids;174
13.5;10.5 Methods;175
13.5.1;10.5.1 Research Questions;175
13.5.2;10.5.2 Participants;175
13.5.3;10.5.3 Processes;176
13.5.4;10.5.4 Analysis;176
13.6;10.6 Results;176
13.6.1;10.6.1 Learning Diversity;177
13.6.2;10.6.2 Personal Development;178
13.6.3;10.6.3 Connectedness;179
13.6.4;10.6.4 Interaction;179
13.6.5;10.6.5 Institutional Support;180
13.6.6;10.6.6 Adaptability;181
13.7;10.7 Discussion;181
13.8;10.8 Recommendations;182
13.9;10.9 Conclusion;183
13.10;References;183
14;Part IIIDiversifying Experiences for Learners with Special Needs;186
15;11 Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country;187
15.1;11.1 Introduction;188
15.2;11.2 Issues in Catering for Diversity in a Low-Income Country;189
15.3;11.3 Values;190
15.4;11.4 Values Led Education: Catering for Diversity in Learning and Attainment;191
15.4.1;11.4.1 Independent and Peer Learning;192
15.4.2;11.4.2 Values-Focused Activities Included in the Pre-prepared Subject Workbooks;193
15.5;11.5 Values-Led Education: Catering for Diversity in Prior Experience and Current Psychosocial Needs;193
15.5.1;11.5.1 Vertical Tutor Groups and Families;194
15.5.2;11.5.2 Community Service;194
15.5.3;11.5.3 EVC: ‘Every Voice Counts’ (EVC);195
15.5.4;11.5.4 Restorative Justice Approaches and Peer Mediation;195
15.5.5;11.5.5 Gender Equality Programming;196
15.5.6;11.5.6 Leadership Learning;196
15.6;11.6 Discussion: Challenges in Implementation and How They Are Overcome;198
15.6.1;11.6.1 Consistency Between Schools;198
15.6.2;11.6.2 Staffing;199
15.6.3;11.6.3 Funding and Priorities;199
15.7;11.7 Conclusions;199
15.7.1;11.7.1 Does It Work?;199
15.7.2;11.7.2 The Wider Context;200
15.8;References;201
16;12 Tier 2 Intervention for Students with Internalizing Symptoms;203
16.1;12.1 Introduction;204
16.2;12.2 Limited Access and Low Utilization of Services;205
16.3;12.3 Preventive Role of Schools;206
16.4;12.4 School-Based Models of Intervention;207
16.5;12.5 Tier 2 Intervention Programmes;209
16.6;12.6 Features of Social–Emotional Secondary Prevention Programmes;209
16.7;12.7 Adapting Secondary Prevention Programmes to Become Tier 2 Programmes;215
16.8;12.8 Contextual Considerations When Adapting Secondary Prevention Programmes;216
16.9;12.9 Conclusion;216
16.10;References;217
17;13 The Benefits of Video Instruction as a Pedagogical Tool for Students with Moderate to Severe Autism Spectrum Disorder;223
17.1;13.1 Introduction;223
17.2;13.2 Prevalence of ASD in Singapore and Worldwide;224
17.3;13.3 Video Instruction Method;225
17.3.1;13.3.1 Video Prompting;225
17.3.2;13.3.2 Video Modelling;226
17.4;13.4 Benefits of Video Instruction as a Pedagogical Tool;227
17.4.1;13.4.1 Appeal of Video Instructions;227
17.4.2;13.4.2 Reduction of Attentional Requirements;228
17.4.3;13.4.3 Adaptation of Instructional Materials;228
17.4.4;13.4.4 Reduction of Face-to-Face Interactions;229
17.4.5;13.4.5 Increased Independence and Reduced Stigmatization;229
17.4.6;13.4.6 Low Costs;230
17.4.7;13.4.7 Instructional Consistency;230
17.5;13.5 Future Directions: Technology and Self-instruction;231
17.6;13.6 Conclusion;231
17.7;References;232
18;14 Using Serious Games to Support Learners with Mobility and Sensory Impairments;237
18.1;14.1 Introduction;237
18.2;14.2 Serious Games;238
18.3;14.3 Impairments and Disabilities;239
18.4;14.4 Sensory Impairments;240
18.4.1;14.4.1 Diversifying Learning for the Hearing Impaired;240
18.4.2;14.4.2 Diversifying Learning for the Visually Impaired;242
18.5;14.5 Mobility Impairments;244
18.5.1;14.5.1 Diversifying Learning for Persons with Mobility Impairments;244
18.6;14.6 Discussion and Conclusion;246
18.7;References;247
19; Epilogue;250
20;Introduction;250
21;Summary;250
22;Conclusion;252