Max Lockwood

Author: maxlockwood

Response to Sasha’s #1 Blog Post

Hello Sasha, congratulations on completing your degree! I really enjoyed reading your blog post. I found really interesting how you went into university math even though you came into it disliking math, but ending up being one of your favourite courses! Teachers can help guide students in their own discipline of learning, as the knowledge is easy to find, but the application and willingness to seek it themselves is something that ties into your text about lifelong learning. I really appreciate your honesty about online classes, as I too agree how they aren’t my preferred method of learning. I like your table comparing the different theories as it was really easy to read and comparable between the three. I like your style of writing as you keep it real! True to yourself and true to others in a form of clear well written text speaks volumes, as your path to become an elementary school teacher this is exactly what I think a school teacher should present and sound like.

Response to Simons’s #1 Blog Post

Hello Simon, congrats on almost being done here at UVIC! I too will be graduating school and its crazy that it has snuck up on me personally, very quickly to whence we started our journeys. I am a big runner myself, having completed the opposite of what you have done (half marathon BMO, full RBC). I really enjoyed reading your blog, but may I suggest using a list or table?

There are so many great constructive thoughts that I think can fit nicely into a table or list to clearly show your understanding of learning process. I listened to some of the podcast you had included on tips and tricks to help improve learning and totally agree with his six steps of scheduling time to study, putting the phone completely away, isolating themselves etc… Those are very attainable and realistic goals that with practice can create success for many students. I like the fact you ask your brother for help and feedback on work for constructive brotherly love criticism as he is honest and open, which is hard for me to do with my brother as it turns most of the time into a wrestling match.

Blog Post #2

Backward Design and Understanding by Design

The UbD model is a framework that states what students should understand and be able to do by the end of a unit or module, then design assessments and learning activities to attain those outcomes. “Who do I want to be” is a question I often ask myself before starting something new. Is this a highly transferrable skill? Will this make me a better person? Does the benefit outweigh the risk and consequences? This shift from being a “forward design” where people plan content and then connect them to learning, is a more intentional process that begins with clearly defined outcomes.

Photo by Yuma on Unsplash
Stages of backwards designDefinition
Identifying desired resultsEstablish the learning goals and outcomes
Determine acceptable evidenceAssessing if people have achieved these learning goals
Plan learning experiences and instructionDesign activities to meet outcomes.

Instead of beginning with content and activities, educators identify the knowledge and skills learners should be able to demonstrate by the end of the experience, determine how learning will be assessed, and design activities that support the outcome. By ensuring that activities and assessments are connected to long-term objectives rather than discrete tasks, this structured method helps maintain instruction’s focus and significance.

In my case, this term I have a couple classes with portfolios that are due at the end of the month. The information, tasks, due dates, exams, and outlines have been posted since the first day of class. I have never had this before in university and have struggled with this in the past. In these classes, I have found success AFTER fully understanding what is required of me, as by working backwards in my thought process and breaking down tasks to make the work load more manageable. I am able to stay focused, organized, reduce my stress levels, and make steady progress towards the final goal.

Design thinking

Education has become one size DOES NOT fit all. Design thinking moves away from delivering content to understanding what learners want and need, designing meaningful experiences that encompass individualized experiences, as well as a solution for the general population.

This video by Sprouts outlines what design thinking is all about.

  • Empathize: Conduct interviews to find out what people care about.
  • Define the problem: Understand the needs of the people.
  • Ideate: Focusing on the problem statement and come up with ideas that solve the problem.
  • Prototype: Reflect on what you’ve learned from the conversations about different ideas, connect the dots, and create.
  • Test: Use the idea with the people themselves, receive feedback, refine, then finalize.

Last winter/spring, I had the opportunity to create a carnival game for my out of school care kids. All of the leaders had to create their own game for their own station. I first started with asking all the kids what the liked about their previous experiences with carnival games, and what could make it better/more fun (empathize). The conclusion was that they wanted more water games, not just a dunk tank, but something that involved many people competing for something. I came up with the idea (defined the problem) of a race that they had to fill up water balloons as quickly as possible without it popping, and the winner was the person that had the most water in their balloon. I started thinking about the cost, the resources, time it would take to make, was it easy to understand, and could everyone participate (ideate)? I then started making prototypes of the race and how it would be set up (prototype).

The material I used was:

  • Low table
  • Hose spigot (multi-way splitter)
  • Hose connectors
  • Garden hose (cut into smaller pieces)
  • Water balloons
  • Extra balloons

I cut up the hose I bought into smaller pieces, then attached the spigot to the main hose, and the connector onto the end of each of each hose I had cut up. The kids had to run up to the table, fit the ends of their balloon over the end of the hose, and whoever filled up their balloon the most without popping won.

It took a-lot of effort and only cost around $55. This process changed my views on problem solving and coming up with creative solutions. By refining and trying different ways to make the game work, using zap straps and crazy glue, as well as different brands of water balloons, I would change how I went about the game in my time management. It took along time to get everything sorted and put together, whereas in the future, designing a prototype online or in a quick sketch would have been a more resourceful solution in managing my time. In the end it was all about the kids reactions and they loved it, showing myself that it was worth my effort and created a memorable experience.

Learning Outcomes and Bloom’s/Solo Taxonomies

Out of the two taxonomies, I find Blooms to be more helpful when describing levels of learning as it shows a straightforward hierarchy that shows the cognitive process that makes the outcomes easier to design and align with assessments.

Photo by technotes

Using Bloom’s Taxonomy verbs, it’s easier to see whether an outcome involves remembering, applying, or the higher levels of thinking. A educator might look at someone’s work, where they are at, and figure out where along the way they might need more time and practice. The pyramid is a great visual tool as well, as someone who is learning needs a solid foundation and understanding of the work and how they learn themselves, as everyone is different. The skills and abilities continue to evolve as they dive in more complex ways of thinking moving onto each step of the pyramid, which is why Bloom’s Taxonomy’s is more helpful in describing the levels of learning.

Using Bloom’s verbs, it becomes clear whether an outcome is asking for recall, application, or higher-order thinking

For example, a weak outcome might be:

“Students will understand the causes of World War ll.”

A strong outcome looks like:

“Students will be able to explain the main causes of World War ll, and evaluate how immediate and underlying conflicts triggered the war.”

Better Learning Design

During my first two years of university, I didn’t know to take notes, to study, heck even know what program I was in or wanted for my career. I took down every single note in class, participated in discussions, went to most of my classes, and every lab I was sure I had a deeper understanding and knowledge of the content. When I didn’t achieve the grades I desired, it took way too long for me to realize things needed to change. I used to read and type out every single detail I needed to remember, regurgitating everything back to myself. The surface learning was there, but no deep learning took place.

According to the Wellbeing Thesis, “students who approach learning at a deeper level generally experience greater overall wellbeing and achieve stronger academic outcomes, while those who rely on surface learning are often more anxious and perform below their potential (Hughes & Kirkman, 2019).” That statement emphasizes how students who experience learning at a deeper understanding have greater success than those that don’t. This led me to practice a deeper level of learning by the time third year rolled around by practicing a more hands on method, self-instructing definitions and tables of information, writing on flashcards and quizzing myself. Those are all ways I learned how to become a better student.

My learning process design was the biggest part in my studies. Taking my initial design, figuring out what needed to change, then adapting to a redesigned approach where I made deeper more meaningful connections and strengthen my understanding of the material.

Me (author) learning to wheelie (2021)

In the last blog, I exclaimed that I am very passionate about mountain biking. Since I picked up mountain biking when I was nine years old, I have always wanted to learn how to wheelie.

This learning by doing method has taken me nearly over a decade to learn how to wheelie a mountain bike. Over and over again, wherever I went I practiced. Where do I put my weight, are my hips over the centre of the bike, are my arms straight, is my chest high, keep one finger on the back brake, are all the components of a wheelie that took a long time to learn how to do.

My environment design was a huge part of my learning for how to wheelie. Structuring my progression, my environment and tools I was using, shaped how safely and effectively I moved from basic attempts to performing the perfect wheelie.

Inquiry and Project – Based Learning

Both of these approaches emphasize learning by doing, reflecting, and applying knowledge. Project-based learning is how I approach my tasks. In the context of becoming an occupational therapist, I will learn through case studies and hands-on projects where I will design interventions for clients with specific needs. Rather then memorizing treatment techniques, asking open-ended questions such as, “How might this client’s environment impact the quality and quantity of their work?” or “What changes could be made to make tying shoes easier?” This is an example of project based learning, where exploration and problem solving can help create a deeper understanding of what connects my learning to authentic, real-world challenges.

A clear benefit of exploration and problem solving on the spot is that it pushes learners to think more critically and apply knowledge in meaningful ways. On the other hand, a challenge around open-ended questions is that can feel overwhelming without enough structured support, and it can be hard to evaluate objectively. Having a balance of both freedom and structure is the solution to making inquiry and project-based learning successful.

References

Hughes, G., & Kirkman, A. (2019). Deep and surface learning. The Wellbeing Thesis. https://thewellbeingthesis.org.uk/why-you-are-engaging-in-pgr-study/deep-and-surface-learning/

Western Michigan University. (n.d.). Backward design. Teaching & Learning. https://wmich.edu/x/teaching-learning/teaching-resources/backward-design#:~:text=Brief%20Overview,by%20Design%20Workshop%20Series%20recording.

Lucas, J. (2017, September 12). STEM Teaching Essentials – Backward Design [Video]. YouTube. https://www.youtube.com/watch?v=_r0VX-aU_T8

TCEA Blog. (2021, September 9). Why it may be time to dump Bloom’s taxonomy. https://blog.tcea.org/why-it-may-be-time-to-dump-blooms-taxonomy/

Response to Emma’s #1 Blog Post

Hello Emma, congrats on getting through the first of many blog posts. I grew up dancing taking tap, ballet, and hip hop, and I can also say how much alike I learn when it comes to dance. Constructivism comes with interacting with our environments, where over and over again repeating the moves and dances to finally perfect it, is really rewarding.

When you talk about your motivation in regards to the ARCS model, you said the biggest motivator is Attention, but I wonder if it could also be satisfaction? You mention that rising to a challenge excites you far more than taking on something easy, and that when you complete a difficult task, I would say you feel satisfied with both the quality and quantity of your work over the attention aspect of being challenged to do hard work?

I really enjoyed looking through your open etc site, as it seems with all these EDCI courses you know your way around this site with your background colour, menu layout, and feature image. Could you check the rubric about tables and lists to be sure you’ve included it? It’ll make your site pop with some information laid out in a table or list. Maybe include a photo or video of you dancing?

Blog Post #1

Understanding of Learning

Learning to me is based on reputation and practice. By applying knowledge or skills in real life situations, wherever if it’s at school or elsewhere, I can contribute to society in a meaningful and impactful way. From an early age my family has stated that knowledge is power, and how I can achieve said power is by having a higher form of education.

Example:

When studying for human anatomy, what I figured out what worked best for me was:

  • Going into the anatomy labs early in the week and studying the content for the week everyday and taking pictures of the models and laminated sheets.
  • Watching tutorials on anatomy specifically crash course to help me understand.
  • Going to each lecture and taking notes by hand which helped embed the content into my mind.
  • Practicing each week going over notes and writing down key points.

This helped me feel more confident and prepared going into the quizzes every week. I no longer felt helpless and unprepared as I knew what was expected of me and holding myself to higher expectations.

Learning Theories and How You Learn Best

The approach that aligns with me the most is cognitivism, as I learn best when the information is organized clearly, and how the project/task fits together that makes it easy to remember. Breaking down the steps and completing them in an organized list helps me to clarify and solve any issues that come up. If criteria is spread out in sentences or paragraphs and involves visuals and links that take me to other resources, instead of it being laid out in single clear document, becomes difficult for me to follow.

JobsApplicationTakeaways
Mountain bike coachInstead of a google sheet in which it was shared with all the coaches, I would create a google doc with images and type out hour by hour the plans for the day.Being able to see the plan laid out each day in a quick format that I was familiar with allowed for smooth classes and easy transitions to each activity without worry.
Out of school care leaderMy boss had set the agenda for each week but my co-worker and I where tasked with planning out each days activities that weren’t planned out by my boss. We would meet and had a google doc with a template for the days that weren’t already planned. By having a document with the materials outlined that was needed, and time stamps when activities where happening, was easy to memorize and allowed the leaders to play with kids and prep games and snacks without it being overly complicated.

In my educational experiences the cognitivist approach keeps me more engaged as I’m constantly looking for structure and strategies to help me retain and apply what I’ve learned. Adults and children these days have shorter and shorter attention spans. By communicating and transferring my knowledge to the students based on what I’ve learned and past life experiences, it becomes easier and easier overtime to explain concepts clearly, adapt to different learning styles, and build confidence in my ability to teach.

Modeling appropriate behavioural skills for kids at playgrounds.

Motivation in Learning (ARCS Model)

Out of the four elements of motivation in learning from the ARCS Model, relevance is the most important factor in keeping me engaged.

If I can see what I’m learning and how it connects to my goals and real-life situations, I stay motivated to work hard. Teachfloor states that you need to make the material relevant. This means the material should relate directly to the needs and interests of the audience. (Teachfloor, n.d.)

From the ARCS model, I believe relevance is the most important when it comes to keeping me engaged. I incorporate my parents teachings and how they modeled their behaviour when I was growing up. My mom, a teacher, and my dad who worked in construction, had very different jobs. I see myself connecting with them because of their work ethic and how they each take responsibility. Their work ethic shaped the lifestyle they provided for our family, which is directly relevant to my own goals. It is something I hope to replicate one day for my kids. When I am in school studying, I take it upon myself as a path to connect my future to a career, to provide the same opportunities in life as my parents did for me.

Adult Learning and Prior Knowledge

It seems the old saying, “you can’t teach an old dog new tricks”, is far from the truth after all. In this video, Harry from Growth Engineering (Adult Learning Theory, 2021) explains why before World War ll, therapists focused on the different ways children learn, but states how crucial it is how we learn as adults, compared to when we where younger. He says there as six assumptions of adult learners:

  • Need to know – Adults need to know the reason why they are learning something.
  • Self concept – Adults need to be more self-directed and independent learners.
  • Adult learner experience – Learning from previous experience.
  • Readiness to learn – New material must be highly relevant.
  • Orientation of learning – Problem centered and task orientated.
  • Motivation to learn – Intrinsic factors or internal motivators.

How I see my prior knowledge influencing the way I approach new learning is self-concept and how adults need to be more independent learners. How I have learn’t best is by going at a task on my own and not asking questions all the time. However, when I get in a rut I need a way out which is why I ask for help. For example, in this class I was stuck trying to navigate tasks and complete everything thoroughly and to a high standard. When I tried on my own I had to reach out for help, and when I got past that part of feeling “stuck” I persevered on my own. The application of self-concept will help me overcome barriers and challenges that I face in this class, as the tools are laid out in front of me.

References

Adult Learning Theory: How Do Adults Learn Best? [Video]. (2021, December 7). YouTube. https://www.youtube.com/watch?v=Mx1uOCsy72k

Crash Course. (n.d.). Anatomy & physiology. Crash Course. https://thecrashcourse.com/topic/anatomy/

Teachfloor. (n.d.). What is ARCS (Attention, Relevance, Confidence, Satisfaction)? Teachfloor. https://www.teachfloor.com/elearning-glossary/what-is-arcs-attention-relevance-confidence-satisfaction

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