Participatory Design workshop results of Cycle 2 for The Scenarios 7 and 8
Opinions about the 7th and the 8th Scenarios;
- Did the story generate any thoughts?
- Is this a possible story?
- Is there something you would like to change in it?
- Could you imagine yourself in the role of the teacher?
- What part would you find most difficult to manage if you were in the role of the teacher?
- How would the story continue?
My answers for the 7th scenario;
- Yes, the story generated some applicable thoughts.
- Yes, this is a possible story to practice in Turkish Education system.
- Yes, there are some parts that I would prefer to change;
“At the beginning of the year students and I brainstorm different ways and methods of revising, and how these might be used for different topics. As the year progresses I choose appropriate revision methods to be used during the teaching process. My colleague decides to plan this in advance, but I prefer to choose a method from the list for each part of the curriculum when we get to it. “
“As the year progresses” is a very long period; it is not possible for students to perceive or comprehend all the topics which are going to be studied or learned throughout the year progress. To cover this story effectively, the teacher may introduce the revision techniques to the students. Then, when it is time to start a new topic, the teacher may refer the revision techniques they learned at the beginning of the year and the students to choose a revision technique which is appropriate for their own learning style and which is also appropriate for the topic they will study.
“Divide into groups of five and each team produces a resource. These are then peer reviewed, improved and posted on the revision collections site.
“ peer reviewed, improved” ; here, the peer correction is a very effective way of learning. However, a student/ a learner who is still in learning progress may not get the enough proficiency to make a completely true correction. The revision resource should be put online collection sites after getting the last control by the teacher.
“Each student prepares their resource at home and uploads it to the revision collections site. The students vote for the ones they think will be most useful when they come to the revision period. (eg like/dislike on Facebook, print them out and post comments or votes).”
“Each student prepares their resource” ; this is a very nice idea; however, there will be many misleading parts if the student is not leaded how to prepare and control his own resource by himself. Therefore, a control list or a control table should be provided to the student, or the teacher should control student’s resource before uploading to the revision collection site.
“After exams at the end of the year, the class votes for the resource for each topic that they found most useful. With the consent of the authors, this is also made public on the school website. I am also invited by the head of the school to share my experiences with other teachers in the school. “
“After exams at the end of the year, the class votes for the resource for each topic that they found most useful” ; this will be ineffective because it will be very difficult for students to remember a revision resource which is done at the beginning of the year in order to evaluate and then vote it . It is better to do this evaluation and vote is done just after each topic.
- 4. Yes, I could imagine myself in the role of the teacher who leads the students and monitors them. However, I am not sure that the role of the teacher in this story and the teacher who will put this story into practice in his own classroom matches or not. This question needs to be answered carefully. Or, it should be clearly stated that “the teacher is this story has the role of ………………”
- 5. If I were in the role of the teacher in this story, I would find difficult to manage the part I highlighted down; because it will be very difficult for students to focus on all the topics which are going to be studied/ learnd throughout the year. Therefore, brainstorming different ways and methods of revising might be done just before each topic.
“At the beginning of the year students and I brainstorm different ways and methods of revising, and how these might be used for different topics. As the year progresses I choose appropriate revision methods to be used during the teaching process. My colleague decides to plan this in advance, but I prefer to choose a method from the list for each part of the curriculum when we get to it. “
- This learning story will help students learn how to prepare an online question bank. These students will help other new students in a peer-education system and may take the role of the teacher in out-of class time activities. Therefore, this story will have many many continuing results.
My answers for the 8th scenario;
- Yes, the story generated some applicable thoughts.
- Yes, this is certainly a possible story to practice in Turkish Education system; because I and some colleagues of mine have just being using it.
- No, there is nothing that I would prefer to change in this story.
- Yes, I could imagine myself in the role of a teacher who monitors the students, helps when the students need any and leads them.
- No, I do not find difficult to manage any part in this story.
- This story will continue as the students who will learn how to learn own their own; who will be autonomous learners; help other students around them and share what they learn with them.
