a) http://equalityanddifference.pbwiki.com/
b)
- One issue we had was that we were unsure as to what topic to do the project on. We had a fair idea of the subject area, but we spent a lot of time discussing on the specific topic for the project, because we wanted to make sure we could create enough activities to keep the students interested.
- We created the online learning project on a wiki, so one of the issues we faced used this Web 2.0 software was the inability of all of us to access the project at one time, due to the software only allowing one editor at one time. However, as we developed ideas for the project, we realized that each of us could be working on different sections of the project at the one time. Therefore, due to the collaborative nature of working on the project we were able to overcome this problem by being more cooperative, and sharing the tasks. This also allowed us to finish the task more quickly.
- This leads on to the next issue we faced, being the allocation of jobs. We wanted to make sure that we all played an equal role in the creation of the learning project, so we spent a significant amount of time choosing what aspects of the project each of us were to contribute to, so that the collaboration was equal.
- Another issues was that we all have different teaching styles, so we had to come to a consensus on how to incorporate all these teaching styles into the learning project. Our different learning styles didn’t result in conflict, however it was challenging to create activities which would suit the way each of us would teach it individually. So we tried to include a variety of tasks so that it would address each of our teaching styles.
- The final issue we had was choosing the activities to put in the project which would cater for different students learning styles. As part of Gardner’s multiple intelligences theory, students have different ways of learning, so we addressed this by providing a range of tasks. We included, videos, written questions, pictures, and role plays so that all students have the opportunity to maximize their learning to the best of their ability. Most importantly, we included creative tasks so as to promote the students higher order thinking.
c)
Rudolf Dreikurs’ model of classroom management is based on the idea of democratic discipline. A key characteristic of this model is that students should be given a choice rather than be forced to behave as directed. It is important in this model that the teachers provide firm guidance, yet students are to assume their own responsibility for their actions. Based on this model, and as a basis for evaluation for the online learning project, the key human driver for which Dreikurs’ identifies for motivation for learning is individual self-determination. Students like to feel that they have a sense of control and responsibility for their actions, and a key way in which this sense of purpose and responsibility is achieved is through collaborative and cooperative learning experiences.
For the online learning project we created, students are given to the opportunity to choose how they want to present their work. The project gives guidelines and expectations as to what is to be completed so to satisfy syllabus outcomes, however the range of activities and elements of reflection allow students to explore, discover and choose their own way of completing the project. There is also the important element of control, as the students have to assume control over completion of the project, rather than the teacher directing them to when the project is due. This project was created with this sense of responsibility in mind, as we believe that the higher order thinking occurs, and also student enjoyment for learning is achieved when the students feel a sense of control and autonomy over their learning. There are a wide range of activities in the project to be completed in a collaborative and cooperative environment, whereby the teacher only acts to facilitate the class – students are in control for completing the projects by themselves.
