Pedagogical tinkering

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This is a presentation and case study on what pedagogy is and some ideas on pedagogical tinkering. Using a qualitative survey of students on their music montage history production, the case study reports findings of student engagement and makes the argument for ICT-based pedagogy using such psychological effects of flow, le collaboration and pedagogical affect/ motivation to design history-based ICT lessons

Text of Pedagogical tinkering

  • 1. Pedagogical Tinkering: Using Multimedia in the Learning of History Presenter: Mr Lloyd Yeo Lead Teacher St Gabriels Secondary School

2. Video on the Cold War SjYs 3. Student-made Video on the Cold War 4. Harnessing of Students ICT Literacy 3 important characteristics of good quality T&L in ICT are: autonomy adaptability creativity (Lowther et al.,2008) 5. Inquiry-based teaching Inquiry-based learning Area for comparison Pre-Innovation Whats new Pedagogy / Pattern of Learning Lecture/Direct Instruction Guided / Structured inquiry Group Investigation/ Doing History More open inquiry Procedures [6 wk] a. Trigger b. Content Emphasis c. Assessment a. Inquiry/ Curiosity (3-2- 1) b. Content background c. Demonstration/ exemplar d. Dialogic/discussion Resources Print material Open Source ICT and creativity Music as a trigger Student product and outcome 6. Print materials ICT at the periphery Teacher as gatekeeper Student as apprentice Know historical facts & procedural skills Apply them ; written assessments Culture of isolation Hierarchical Uni-dimensional Positivist and cognitivist measures of student learning 7. Some thoughts on Pedagogical Tinkering Student-Teacher Interaction Teacher Responsiveness Content Organization Likeability/ Concern Pedagogical Affect Student Interest Learning Performance Perceived Learning Adapted from Abrantes et al (2006) Pedagogical affect, student interest and learning performance 8. Case Study: What was the experience and use of doing your own history music video? Multiple Perspectives Complex discussions There are so many ways to do this project, by dates or by countries. We had to discuss the format, how to approach this video, how are we going to showcase this video. 9. Case Study: What was the experience and use of doing your own history music video? Open source and broad understanding When you read your textbook, all the things that you are going to say for O levels is just from the textbook. It doesnt go beyond that. But this project, the research, it helps you to bring in material from other sources. From the internet. From other study books. And it gives you a broader understanding even though it might not be directly relevant to your O levels. A broader understanding is I feel much more important and will definitely help you in your O levels when you show that actually have the gist, the understanding of what really happened in the Cold War. What really happened during the fall of the USSR. 10. Pedagogical Affect: Active and student-centric learning I learnt a lot during the making of the video. Most of the things Mr Yeo teaches in classroom is like go in one ear, then come out the other ear. Then its like okay. You just sit down drone in class. But when you actually hands-on, you read about the Yalta Conference on-line. You type it down. You look at footage of it. I think both my group members and I benefitted from that. Its easier to capture in memory. Its easier to remember the facts. Case Study: What was the experience and use of doing your own history music video? 11. Student Interest: Flow When we were putting it together, we slept little. Its like something we have never done before. Its not the real studying kind of project. Its very, very practical. And we made a video that can be shown to other classes to future generations of Sec 4 classes. That feeling in itself is very gratifying. We made something. Learning Performance: Procedural processes For me, the right way to do it is by sieving out the important events, studying the events properly and trying to sieve out the important points. Studying means understanding the content. Then summarizing it. Then we tend to remember it better because we put it in our own words. 12. Perceived Learning: Transfer of Learning in a new context Its not the video itself that help me. Its the process, the research that you did is really helpful. So, when I made the video, my understanding of the Cold War is deeper than what I previously had. For me, it wasnt the video but the process of making the video. 13. ICT: Research and creativity tool at the center Print material: In the periphery Student as a co-producer and creator Teacher as a facilitator Choice & awareness of historical images, own language, music for historical narrative Culture of Collaboration Collaborative & open inquiry Multi-dimensional Affective and social constructivist measures Creation and process-oriented