Shiwei

Last week, we had one lecture and one tutorial in total. During the first lecture, we had a self-introduction session and everyone was required to make PowerPoint slides to present. All of us made extremely excellent PowerPoint slides to present ourselves, which was an opportunity for us to have a holistic understanding of each other as well as make friends who have the same interests or dreams to pursue together. I made one relatively good slide for myself as well and presented my interests, dreams, and others as well. Shortly afterward, we had a fun quiz using the Mentimere within which there are some interesting questions that have no standard questions to smoothly step into the overview of the course. 

While in the tutorial, we were firstly divided into various groups and we meticulously learned the procedures of creating a blog through Dr. Lina's detailed demonstration for our assignment. To further acquire all-sides comprehension of reflective writing, we delved into reflective writing especially for the 5Rs model through Dr. Lina's explanation. We learned what the meaning of the 5Rs model is and what we were required to write the reflective writing according to the 5Rs model. 

In the beginning, I noticed the commons between the 5Rs model and the DIEP model that we learned before in the other modules, which confused me at that time. As a result, I asked Dr. Lina to discuss the two different models after the tutorial and I left without concerns. 

During both sessions, I felt a sense of anxiety and fear because it was the first lecture of this module this semester and I had never seen new classmates before. The unknown situations referring to the course and classmates led to such negative feelings. Subsequently, I felt passionately welcomed. I thought I felt that way because the self-introduction session made the relationship between my classmates and me closer as well as made the environment more friendly than before. Afterward, I no longer felt anxious and scared as Dr. Lina clearly explained the overview of the course, blogger, and reflective writing based on the 5Rs model. Finally, I was unhesitant to say that I was ready and confident for the coming classes.

In addition, I realize that similar things have happened before when I was taking other modules such as using the Mentimere to do a game-like activity, which actually creates a game for students to participate in. This reminds me of the game-based learning methodology that we learned before and it effectively assists in reinforcing students' participation, motivation, and happiness during the class through my observation. According to Hartt et al. (2020), Game-based learning as an innovative learning methodology could enhance students' motivation, emotional engagement, and enjoyment. Added as well by Liu & Chen (2013), game-based learning is effective in fostering positive attitudes towards learning. Nevertheless, Greipl et al. (2020) supplemented the importance of appropriately applying gamification to help students and enhancing traditional educational approaches, avoiding excessive gamification. Besides, the game contains competition which specifically refers to the ranking in the Mentimere and it can be considered to be intrinsic motivation that we learned previously as it provides opportunities to present challenges, further leading to higher achievements. If we consider it from the student's perspective and pretend we were students during the game-based learning environment, we will be aware of its importance and be professional in the utilization of it. 

Furthermore, the group that we have during the tutorial is associated with Vygotsky's sociocultural theory. Previously, we all would like to form a group with classmates who have relatively higher ability and it caused a situation where students with high ability preferred to sit together as well as form a group when needed. Unlike the group chosen by ourselves, the groups are randomly assigned which causes group members with mixed abilities. I can understand it and link it to Vygotsky's sociocultural theory, students master problem-solving strategies through cooperative interactions with high-performing students and internalize that information to guide their performance. It is demonstrated by Saleth et al. (2007) that, building collaboration in mixed-ability groups can enhance students with average ability in verbal communication, learning, and motivation. Likewise, this is also linked to students' zone of proximal development (ZPD) and scaffolding because, in the group with mixed ability, students with lower ability can achieve higher achievements under the scaffolding of students with higher ability. Similarly, the group is also related to one concept called More Knowledgeable Other (MKO), where students with high ability can help students with low ability. This can be seen through group discussion as it requires building consensus and sharing ideas and if I consider it from our module convenor's perspective as well as imagining I was the lecturer, is necessary to utilize the concept and theory because it successfully improves comprehension of students which is an important process according to Bloom's hierarchical taxonomy of cognitive domains. 

Lastly, the reflective writing based on the 5Rs model reminds me of the previous reflective writing based on the DIEP model. Formerly, I used the DIEP model to write reflective writing and after the tutorial, I noticed commons and differences between the DIEP model and the 5Rs model. From my perspective, both focused on gaining deep insights that go beyond incidents and making connections between incidents and theories or experiences to make effective reflections. However, there are some differences as well. Bain et al. (2002) argued that the 5Rs emphasize understanding what is involved in serious reflections and enhancing the ability to self-assess while Boud et al. (1985) highlighted the significance and future action for the DIEP model. For the differences between the two reflective models, If I were the lecturer, I would let students choose proper reflective models according to their different situations because it depends on what the requirements are when writing reflections (someone prefers actual plans for the future while someone prefers analyzing).  

Based on the previous reflections, I have learned the importance of educational theories and appropriately apply these theories when teaching in the future. What's more, I hope to incorporate some accommodations for students with special educational needs (SEN) because most teachers will not take these students into account when designing the curriculum and teaching during the class. Moreover, limited implements and interventions were delivered for students with SEN in middle and high school settings (DuPaul & Eckert, 1997; Dupaul et al., 2012). I will also establish more activities or methods using multiple educational theories to help students make further progress in all aspects as much as I can. 

Reference list:

Bain, J. D., Ballantyne R., Mills, C. & Lester, N. C. (2002). Reflecting on Practice: Student Teachers' Perspectives. Flaxton: Post Pressed. 

Boud, D., Keogh, R. & Walker, D. (1985). Reflection: turning experience into learning. London: Kogan Page.

DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions for Attention Deficit Hyperactivity Disorder: A meta-analysis. School Psychology Review, 26(1), 5-27.

      https://psycnet.apa.org/record/1997-04328-001

DuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis 1996-2010. School Psychology Review, 41(4), 387-412.

      http://psycnet.apa.org/record/2012-34477-002 

Greipl, S., & Moeller K., & Ninaus M. (2020). Potential and limits of game-based learning. International Journal of Technology Enhanced Learning, 12(4), 363-389.

      https://doi.org/10.1504/IJTEL.2020.110047

Harrt M., Hosseini, H. & Mostafapour M. (2020). Game On: Exploring the Effectiveness of Game-based Learning. Planning Practice and Research. 35(1), 1-16.

      http://doi.org/10.1080/02697459.2020.1778859

Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students' learning performance in science learning- A case of "conveyance go". Procedia-Social and Behavioral Sciences, 103, 1044-1051. 

      https://doi.org/10.1016/j.sbspro.2013.10.430

Saleh, M., Lazonder, A. W., & Jong, T. D. (2007). Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students. Contemporary Educational Psychology, 32(3), 314-331.

      https://doi.org/10.1016/j.cedpsych.2006.05.001