Week 1 Discussion Points
My approach to teaching and learning: Am I committed to the delivery of information with myself in control of all learning?
The delivery of learning should be make all students feel as though they have a certain level of independence where they can ultimately guide their own learning. My personal approach to teaching can be identified by a student-directed classroom, whilst I still control the content of the learning, the context and the ways about finding the answers will be open to the students.
Letting go of control: Am I willing to let go of some control over what my learnings learn and how they learn it?
I am willing to let go of some control of what my students learn and how they learn it. While they still need to meet requirements and learning goals through set teaching content, I am not opposed to the idea that new information will be learnt and discussed along the way. As mentioned before, the way that my students' knowledge is found will be flexible and a variety of resources can be used to get there.
Challenging my initial beliefs: How will I respond to this unit challenging my beliefs?
I am prepared to have my beliefs challenged as I enter this unit as I know that this is how learning occurs. Challenging my beliefs will either strengthen my initial ideas by allowing my to see another side of it, or even change my ideas and ultimately allow me to be a more open-minded educator.
ICT experiences: What are my experiences in the classroom as a student and an educator?
My experience of ICT in the classroom as a student is extensive, especially in high school, where I am familiar with utilising devices such as laptops and iPads, online learning platforms and resources and in-class idea sharing through the use of an interactive whiteboard. However, I have not had much experience utilising these forms of ICT as an educator where I will need to have more control of the platform to ensure it is utilised in a safe and efficient way for learning.
The delivery of learning should be make all students feel as though they have a certain level of independence where they can ultimately guide their own learning. My personal approach to teaching can be identified by a student-directed classroom, whilst I still control the content of the learning, the context and the ways about finding the answers will be open to the students.
Letting go of control: Am I willing to let go of some control over what my learnings learn and how they learn it?
I am willing to let go of some control of what my students learn and how they learn it. While they still need to meet requirements and learning goals through set teaching content, I am not opposed to the idea that new information will be learnt and discussed along the way. As mentioned before, the way that my students' knowledge is found will be flexible and a variety of resources can be used to get there.
Challenging my initial beliefs: How will I respond to this unit challenging my beliefs?
I am prepared to have my beliefs challenged as I enter this unit as I know that this is how learning occurs. Challenging my beliefs will either strengthen my initial ideas by allowing my to see another side of it, or even change my ideas and ultimately allow me to be a more open-minded educator.
ICT experiences: What are my experiences in the classroom as a student and an educator?
My experience of ICT in the classroom as a student is extensive, especially in high school, where I am familiar with utilising devices such as laptops and iPads, online learning platforms and resources and in-class idea sharing through the use of an interactive whiteboard. However, I have not had much experience utilising these forms of ICT as an educator where I will need to have more control of the platform to ensure it is utilised in a safe and efficient way for learning.
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