Category: edci335

This is a video teaching basic English grammar since my group is focusing on teaching beginner English to a group of K-12 students. In this video, the instructor goes over the different parts of speech, the use of nouns, pronouns, adjectives, verbs and adverbs. He also teaches the viewers which order to place adjectives in one sentence if there are multiple. This instructors content does not necessarily incorporate inherent interaction, as for the whole lecture there is not much interaction with the learners. For learners to respond to the video, they are able to take notes. After watching the video, the best activity for the student to fully grasp the material is to create their own examples using everyday situations from what they already know, chat with peers, and test each other. This will develop their cognitive learning and understanding of the material. Students may chat with peers via Zoom call and test themselves through provided online quizzes that the teacher may provide. Feedback can be given through an online discussion forum with the teacher and their peers, or online quizzes marked by the computer with instantaneous feedback, with additional quality feedback provided by the instructor. An online discussion would be beneficial as learners will receive a variety of responses. This video could have been designed to generate better activity for the students by including inherent interaction activities throughout the video, such as fill in the blank examples or questions at the end of the video in order for the student to reflect and test themselves on the information that was taught (adaptive learning). This blog post is also similarly discussed in Olivia’s blog post, as we are in the same group for the interactive learning resource assignment.

Thanks for reading!

Trinh Nguyen

Sources

National Disability Authority, 2020. What is Universal Design. Retrieved from: http://universaldesign.ie/What-is-Universal-Design/

Experiential learning, also known as EXL is the learning process through experience, or “learning through reflection on doing.” It is a form of active learning, where it gives a hands-on approach to learning that moves away from the direct instruction of a teacher at the front of the room and transferring their knowledge to the student in a more involved way. Jennifer A. Moon has explained that experiential learning is most effected when it involves a “reflective learning phase”, a phase of learning resulting from the action inherent to experiential learning, and “a further phase of learning from feedback.” In order to gain knowledge from an experience, the learner must have 4 abilities:

1. The learner must be willing to be actively involved in the experience,
2. The learner must reflect on the experience
3. The learner must possess and use analytical skills to conceptualize the experience; and
4. The learner must possess decision making and problem-solving skills in order to use the new ideas gained from the experience. (Merriam, Caffarella, & Baumgartner, 2007).

My group has decided on teaching English to a group of people in grades K-12. Experiential learning somewhat aligns with our chosen topic because in order to fluently learn the language, one needs experience with speaking the language to other fluent speakers. Experiential learning helps with language learning as it allows the students to be more involved, in contrast to direct instruction teaching, as you may be able to learn the grammar and vocabulary of English, but if you do not physically use the language itself daily then it will be difficult to learn. With experience, learning English will become easier.

References

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco: John Wiley & Sons, Inc.