eJournal # 5 My Learning Experience: Audio Materials

Every week is always a hectic week for me. Juggling having a full-time work, being a full-time mom, and studying in a distance learning is still  a challenge for me. I was actually thinking not enrolling anymore on the next semester. But then I realized a lot of things when I was researching for answers for the fora.

When I was researching on the questions on the fora about audio materials, I came across several articles and paper on how audio materials can help out the blind on how to read Braille eventually. It's really a challenge for those teachers who teach students with disabilities. I remember Roselle Ambubuyog, the blind valedictorian, a fellow Atenean, who was one batch lower than me. I see her all the time with her mother assisting her in going to the classroom. She had special materials and equipment so she could take notes. Her motivation to really excel despite her situation is really inspiring. 

I know that it would be difficult for teachers to teach, since each student, in one way or another has their own "disabilities". Whether they easily bored, or they don't have the motivation to learn. 

I know I want to be a teacher who could change and improve her students. The one who could inspire them to reach their full potential and not let obstacles get in their way. 

When I saw our assignment on creating an audio material, I wondered how effective that would be since it was said before, that we retain only 10% of what we hear. I realized as well, what would be the best way to teach sonnets than to let them hear it. Of course, in creating the lesson plan, it wouldn't be all auditory all the time. It should be mixed up with other activities as well to make it more effective.

I had fun creating the audio material. Audio materials would be great for distance learners as well, since as a student I know I would hang on to every word my teacher would say so I  could better understand the lesson. It would help very much to have audio materials for those learning a new language. It would be a great supplement and you can even listen to the audio when you are in bed or when commuting going to school or work.

Listening is a skill that most people need to develop. It is something that would be very useful in this day and age where people just talk a lot, and listen less.

Until the next eJournal! 

eJournal # 4 Thoughts & Reflections

When I was in college, I joined an organization that teaches catechism to children in informal settlements. I was nominated to be the Instruction Officer of the organization. I know one of my responsibilities was to keep tab of the books, activity materials and visual aids so that it's returned once someone uses it. 

Also, another responsibility, was to create new visual aids. I could have used my knowledge of Instructional Media and a little bit of Instructional Design back then. I could have developed materials and visual aids that will help my fellow org-mates in teaching.

When we were teaching the children, we didn't have a sheltered classroom. Most of the teaching was done on an open field, or under a tree. It was so disorganized because the focus of the children was not on what we were saying. 

A non-projected visual aid could have helped in having the children focus. Also, we could have brought realia as well since we had to be resourceful of what we had. In order to teach the parables, we drew cartoon strips on Manila paper and afterwards we did an activity like a play to re-enact the events in the story. Time was a limited resource for us as well. We only teach every Saturday in areas like San Mateo and Escopa. We lack the technology and budget back then to just print out materials or banners. 

Now, it's so easy to find materials and the software technology to create non-projected visual materials. I realized as well, as teachers, we should continually keep up with the changes in technology. Students now have iPads, mobile phones, tablets, etc. We cannot stop these technology, we have to be a few steps ahead on knowing how these can help us and help the children learn.  

I'm even seeing now a lot of mobile applications (from Apple and Android) that are meant to help in learning. These are instructional media as well. Later on, we might see, holographic and 3D projections of the atomic structure being taught and used inside the classroom. I would love to be there when this happens! 

I'm closing this journal entry with the quote below that made me think and come up with a lot of possibilities.... 

“Curriculum tells you what to teach, but doesn’t tell you HOW you have to make the shift to the 21st century learning environment.” – Stacy Behmer

eJournal# 3 Creating Handouts

Time flies! 


The 3rd week of class in EDS 151 went by so quickly. I learned a lot on this week about creating handouts. Sadly, I had no time to answer the questions on the fora (by the way, I should be able to catch up this week on answering  the fora).  Again, I plan to fulfill at least 100% of the requirements of this course. 

I enjoyed creating the handout and also evaluating my peers' work. I learned that creating a handout is not just copying and pasting the text off the book (or resource) and putting them on paper. It should be well-thought of, clear, understandable and most of all the information should be accurate. 

Whenever I get positive feedback from my classmates, I feel more confident that I'm on the right track. When I do get constructive criticism, I get more motivated to do my best and learn more. 

There's been a confusion as well on the fora between printed materials and visuals. I believe printed materials offer more text than graphics/pictures. Reflecting on this further, I believe printed materials (those that were published) provide more accuracy than those information from the internet. 

Whenever a book/magazine/newspaper is published it undergoes scrutiny of several editors, and it is being revised several times. In the internet, take for example, Wikipedia, it's actually an open resource where anyone can edit or add. The internet is open for everyone, and may be difficult to filter which information is accurate and which is not. 

It would be up to the reader to judge and double-check on the information.

Let me share a quote that I found funny...

The Internet is just a world passing around notes in a classroom.  ~Jon Stewart

Maybe not notes, but ideas :-) 

Until then...

eJournal # 2 My Hectic 2nd Week

My 2nd week in the EDS 151 class was anything but uneventful. I was able to start my class with good comments from Teacher Roja and my classmates. I was at my momentum, however, it seems I was delayed for a week with my requirements. 

I don't want to make excuses because this was a commitment I made and I plan to see it from start to finish. 

I did learn a lot from my 2nd week. It was actually overwhelming for me to see a lot of resources. I wanted to read them all, but it's not possible. I was used to having to read books, not ebooks, when I was studying in school. Some of the tips I learned from my previous class really helped though in making me understand what I was reading. 

I learned about the difference between Instructional Technology and Instructional Media. One thing I learned that was interesting for me was that Instructional Technology was a whole new field of study. Like some of my classmates in the forum, I was confused as well  on the definition.

I took an elective subject in college on "Introduction to Graphic Design", and I think it maybe useful as well in this course. I know now that there are a lot of factors to consider in making instructional materials.We have a lot of resources around us that we can use. More so with the boom of technology, computers, mobile applications, and software. 

I will make sure to double my pace in order to catch up with the requirements of this course. It takes a lot of self-regulation to be in an online distance learning, but I see that I have a lot of support. 

Until my next eJournal, thanks for reading! Comments are very much appreciated. 

eJournal Entry #1 First Impressions

1. What is your first impression of the class ?

My first impression of the class was that it's very organized. The modules are arranged  chronologically and to it is very user-friendly to navigate.  Teacher Roja is a very young teacher so I'm certain she has a good grasp of online teaching and online teachnology. 
I saw that the class has a smaller number of students. For me I work better with a smaller group, I'm not overwhelmed by a lot of ideas. I am able to read almost all of the comments and entries that my classmates do. 

2. What are your expectations from a) the class, b) your FIC, c) your classmates, and d) yourself?

I expect my FIC to be on top of things. She will be able to address posts immediately. Also, I do hope that we get to see the progress in our grades so that we can see if we are doing great or not.

I expect my classmates to be interactive, and will contribute meaningful insignts and ideas. 

I expect myself to be fully committed to this course, even if I work a full-time job and being a full-time mom. I only want to give 100% to this course. 

3. What are your ideas about instructional media resources, educational technology, and instructional/teaching materials?

My idea of instructional media resources is the process of creating effective audio-visual materials and integrating technology for students to facilitate their learning. 

My idea of educational technology is integrating learning by making use of the current technology that's emerging (e.g. television, internet, mobile technology).

For me, instructional/teaching materials are those audio-visual materials that helps teachers teach their students effectively. 

4. How do you think this course will help you become better teachers?

To become a better teacher, you have to become a perpetual student. This course is a way for me to learn more and see how technology can help us would-be teachers to be more effective and even, efficient in our methods of teaching.

5. What is your commitment to this class?  What are you willing to do for you to have an abundant and a deep learning from this course?

I commit to be able to submit all the requirements within the deadline. I also am willing to read more ebook and online resources to further my knowledge. 

EDS 103 Theories of Learning

Too Soon to End...

I'm very happy that the first course I chose for PTC was EDS 103 Theories of Learning. However, I think 12 weeks was  not enough to learn the subject deeply. 

Now, I know now that self-regulation is very important in doing distance learning. You have to make time religiously everyday so you can really reflect and give meaningful insights on the topics. 

I really enjoyed the new concepts that I've learned. I like the thought of creating eJournals and answering mostly based on my experiences. This self-reflection affirmed the goals I want for myself and my purpose. 

I met my best friend for coffee earlier, and she told me about the book she was reading on motivation. It was entitled "Drive" by David H. Pink. She was telling me all about the carrot-and-stick theory and how there have been a lot of research done about it and why it doesn't work in the long run. And I instantly told her about the Motivation Theories I've learned as well, and how internal motivation is the key. So, a teacher or a manager will not really be able to motivate students or their employees, but they should create an environment and opportunities that that would lead to internal motivation.

That's the great thing about the things I learned here, I'm able to apply them in different fields, whether in a school or work setting. 

Reading the past eJournals I wrote, I realized I had a very good experience in school. I liked school not because of the subjects or that I get high grades, but because of my teachers and my classmates. The constructivist theory was applicable in my learning. 

During the course, I get in touch with my groupmates via email, and I want to reached out to them because I realize now that I'm more of a social learner. 

I went through a lot of personal hurdles during the past months, and I know I wasn't able to follow through with some of the forums, however I dug deep into my purpose and goal in order to find that motivation again. 

I would like to thank my groupmates, Ms. Aleli Sharon Fajardo and Ms. Armida Rhea Cruz. We were able to exchange a few correspondences and they were able to help me in some way. Also, Ms. Malou Juanchon, thank you for a memorable semester. 

I will continue my blog for the rest of my PTC course. The journey doesn't stop here...

Complex Cognitive Processes

Reflect on your learning habits and strategies. In what ways might you have you been either nurturing or neglecting your own complex thinking processes?
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I've been working in technical accounts for almost 10 years now. I went to work in the BPO industry straight off from college. All the accounts I've worked for needed technical and analytical skills. We were in the industry where you have to memorize a lot of terms and know the jargon. 

As part of the the management team, I should always be on top of issues that come up, and problem solving and decision making skill is a must. So, I honed these skills. 

Whenever I take psychological tests back in college, most of the time the results would say that I'm a right-brained person, that I  should be into journalism, nursing or a teacher. 

I believe these occupations really require mostly creativity and the nurturing skill. I used to love painting when I was in grade school and high school. I can spend time trying to finish an art project rather than a chemistry project. 

I guess this is one of the complex thinking process that I have been neglecting. I believe that we should nurture all our complex thinking processes. The only way to do it is to find ways and practice them. 

I will put this as one of the goals I have for this PTC course. 

I truly enjoyed the EDS 103 Theories of Learning course. There were several distractions I encountered when I was taking this course, however I tried to go past them. Now, I know better and this makes me want to take the challenge more. 

Don't aim for success if you want it; just do what you love and believe in, and it will come naturally.
David Frost 

Information Processing Theory

Who was your first teacher? What was your first classroom like? What is you remotest childhood memory? How long did it take you to retrieve those information? What does that reveal about the nature of long-term memory?

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I remember vividly my first teacher, my first classroom and even the first name of a classmate that I read from the Attendance Board. My first teacher, Ma'am Rile, was in kindergarten, she was a bubbly and animated. Our first classroom was very airy, we have to sit on the carpet in the middle of the room when in class. We have several small chairs and tables, but mostly for eating during snack time or for activities.

My remotest childhood memory was when I was about 2 or 3 years old. We were in my maternal grandparents' ancestral house in Barotac Viejo, Iloilo. They have a large garden in the front and I remember playing with the plants and the grass. I also remember thinking that I exist in the world as a person. It was sort of an existential enlightenment, I remembered the feeling vividly.

Most of the things I remember very well in my long-term memory are episodic memory. They are already etched in my memory and I can easily recall them as if they happened yesterday. I can easily retrieve them since I treasure those memorable events in my life.

This shows that somehow the long-term memory may be linked to your emotions. If the memories are not tragic or traumatic, you will be more likely to remember them.


“..the heart's memory eliminates the bad and magnifies the good, and that thanks to this artifice we manage to endure the burden of the past.” 
― Gabriel Garcí­a Márquez, Love in the Time of Cholera

Constructivism: On Scaffolding

Scaffolding is like the opposite of "spoon-feeding". It is a guided learning that I, sometimes,use as a mother teaching her one-and-a-half year old son. 
I would teach him the ABCs everyday, then at one point, I would just stop at A and B, so he would fill in the C. 

I remember having a piano teacher when I was 8 years old. She was really quite old, and she didn't speak a lot. She would just show me how to do the song and I will just follow, she would have me do it again and again, but even if I get the song, there's no explanation why it was done like that. 

There's no scaffolding that happened there. There was one summer that I studied Physics outside our school. It was really an advanced class, but somehow I was able to understand most concepts. The professor allowed us to analyze and see how the formula  works after he lectures. He would go beside us and check to see how we were doing it. He would point out some details. He usually gives simple examples first before going to the more complex and difficult one. He was certainly more effective than my piano teacher.

Scaffolding, like in building buildings, are needed at the start. But at the end, the building will be able to stand without it. It is quite a good concept that teachers should keep in mind. As teachers, you would want your students to be able to be independent thinkers in the future. 

Behaviorism

 What are predominant practices in your home with respect to reinforcing behaviors and for modifying behaviors?  How would you prefer behaviors regulated at home or in school?
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I believe we grew up in the country where we see parents applying positive  punishment to their children. I think it is somehow passed down from our ancestors and that we see it as normal and fitting way to enforce discipline. I remember my mom telling me stories how my grandfather would ask them to kneel in a layer of rock salt when they misbehave. 

I also saw how my uncles and aunts use their belts, slippers, newspapers and anything their hands can grab to slap it on the rears of my cousins. We saw it as normal way to discipline because we believe our parents would want us to grew up to be better persons. 

My mom only hit me with a garden hose once when I was 7 years old. I went to the perya in our town plaza and didn't tell her about it. She was worried sick because she didn't know where  I was. 

Eventually when we grew older there were less physical punishments and mostly it was a negative punishment (lowering down our allowances, not buying us the toys that we want, etc). Sometimes they would use the "pakonsensya" effect to try to modify our behavior. For example, I really want to eat chocolates, then my mom would say, "Ok, I will buy you chocolates, but your sisters and I will not have anything to eat for a week." Well, it works for me, since my heart can't bear to see them suffer. 

I believe behaviors are best regulated at home. At home, is where the child will start to learn his values and attitude. The school can also reinforce behavior but to a certain extent only. There should not be a disconnect between the teachings in school and at home. There should be consistency in order to see change. It is important that teachers talk to parents and vice versa. 

“Good and evil, reward and punishment, are the only motives to a rational creature: these are the spur and reins whereby all mankind are set on work, and guided”

John Locke

Social Learning: On Role Models and Mentors

My Role Models and Mentors   and  Their Contributions 

My Mother              

  My mom was my motivator and supporter in my learning. She's always there in the background trying her best to make sure I grow up to be a strong person. Whenever, I failed on something or express my disappointments, she would always comfort me by saying that I have a choice to just drop it and look for another alternative. She always trusts me in all my decisions, and of course as a parent, you know that they only have unconditional love for you. She will always be my epitome of strength and optimism. I guess she is my biggest mentor and role model.                                    

Ma'am Rile
(My Kindergarten Teacher)

My kindergarten teacher was always full of energy, as a shy child, I always look up and admire people who are full of enthusiasm and are assertive. When she teaches us a song or reads us a story, she was always very animated. She gave life to the storybook characters and tickled our imagination.
I believe I looked up to her as my role model, because being animated and enthusiastic was not a trait I had before, and I would want to have that when I teach in the future.

Ma'am Giner
(My Grade 6 English Teacher)

Ma'am Giner was a great English teacher. She explains everything with ease. I never knew that I would be good in this subject. She encourages us to read a lot. I think I read all the Nancy Drew and Hardy Boys books from our school library before. I would want to be like a teacher like her, she does not impose herself to her students, but instead she brings out the potential in them and nurtures the potential. Her goal in teaching was clear and that was for her students to master the subject.

Mr. Calambro
(High School Drafting Teacher)

Mr. Calambro is one unforgettable teacher. He teaches us our Drafting subject in school. He has a very keen eye for details. I remember repeating the drafting plates several times in order to perfect them. But he doesn't immediate deadlines, he knows that we are trying to learn a skill. One thing I really admire about him is that he takes time to get to know his students, he tries to level with us.
He was not the authoritative type when outside the classroom. I would want to be that type of teacher as well, someone who can be a friend to them and someone who truly cares.

Stephen Covey
(Author of "Seven Habits of Highly Effective People")

When I was on my second year as a working employee, I was sent to do training on Stephen Covey's Seven Habits of Highly Effective People. His works and his book really opened my eyes that it is possible to be a self-regulated person and succeed in it. His ideas were easy to follow and easy to remember. But it's not something that is oversimplified since it still is complex and difficult at the same time. His principles really inspired and motivated me. Sometimes, I would find myself unconsciously quoting him when working on a certain task, like his famous "First things first." habit.

Learning Strategy

Am I a self-regulated learner? Why can’t I think like an expert? Will my participation in forum discussions facilitate the transfer of my learning?
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I believe it's difficult to master self-regulation. Basing on my experience, there's always a gap on what you know, what you want and what you do. For example, I know I need to do my eJournals, I wanted to ace the course, however, self-reinforcement is lacking.

Reflecting more about it, self-regulation is like being the legislative, executive and judicial branches of the government all at the same time. You make your own rules, you execute them, and you judge yourself on what you did.

I would like to think that I'm a self-regulated learner. Self-regulation should be a requirement for distance learning. There should be a test that should be done before diving into distance learning.

On being an expert, there should be exposure to a certain field of specialization. I believe experts have the extensive  knowledge that can be acquired through practice and experience. Also, there should be focus and understanding to be able to effectively see the "patterns" and analyze them.

For example, we go to doctors to have a medical check up. However, sometimes, we are more confident to go to doctors who specialize on a certain area. If you seem to have colds for weeks now, you might want to see a EENT doctor rather than a general practitioner.

I know I can't think like an expert in this course, because this is something new to me. I have yet to really experience putting things into practice. This is where transfer will take place. Practicing learning transfer in the forum discussions would really enhance your learning. For me though, time is essential and I didn't have the time to do so. Also, most of the time, different ideas emerge in the forums and it confuses me and diverts me more.

I believe if time is not of the essence, then learning can be transferred more effectively. Take for example, when I was in grade school, I had almost ten subjects that I needed to study. It would be difficult for students to really transfer what they've learn if they are doing too many tasks.

It's a challenge for teachers to balance learning and transfer. Time does play an important factor, and it's something that we cannot avoid. As teachers, we have to


“Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is strength; mastering yourself is true power. If you realize that you have enough, you are truly rich.” ― Lao Tzu

On Motivation and the Flow

Describe the circumstances behind learning situations wherein you were (a) highly motivated to pursue your goal and (b) strongly unmotivated to achieve at all. Use motivation theories to help you understand or explain why your motivations differ in each of the circumstances.
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My Highly Motivating Experience :

When I was in grade school, I was highly motivated to learn in my English subject. The extrinsic motivations I had were to get high grades and to please my parents. I know that the performance goals that I wanted to get is a big part of my learning. However, I knew that I also want to master the subject because I really liked reading pocket books and novels in grade school, particularly the mystery books. 

I borrowed books in our library every week so  I could read the Nancy Drew series, Hardy Boys, and especially books with nice pictures. I was a visual learner. I also loved the smell of books, now I know that I might have been a little bit of an olfactory learner (I never thought of this before, until now, how one can be an olfactory learner). 
My intrinsic motivation may have been because I like reading novels. It takes me to a different place and I could get lost in my imagination. 

My Highly Unmotivating Experience:

When I was in my first year high school, I didn't like the Earth Science subject. Looking back, I see that there were several reasons why it wasn't my favorite subject. 

1. First, the subject was once a week, three hours on a Saturday morning. 
2. Second, the teacher was really old and talks very slow. 
3. Third, the classroom was inside our dormitory (since our classrooms were being renovated that time). 

I love learning about science, however, the environment and situation was not really conducive for learning. External factors in motivation play a really big part in my learning. 
I guess the carrot and stick is something that it easily seen and can easily influence behavior. 

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Reflect on your own experiences of flow. What were important features of the task that facilitated the experience? What was it like for you to experience flow?
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My FLOW Experience:

   As I've mentioned before in my previous post, I'm more of a creative person. I don't have the best drawing skills, although I really enjoy painting and drawing.(Arousal moment) When I was in college, my course was far from the arts. I was enrolled in BS Management of Applied Chemistry program (and every time I mention my course, people's faces go blank). 
    However, in my elective subject, I took up "Introduction to Painting". I really enjoyed the activities given by my teacher. He would ask us to draw still life, do collage and even do a painting. I could spend days and sleepless nights just trying to create the perfect work of art. (Flow moment)  And every time I get an "A" on my work, I would be floating in air! 
    Since I didn't have the best drawing skills at the start, I was still motivated to do well. So, I listened the teacher's techniques on how to improve more. We also studied the works of the famous artists and painters. I also did research on my own and I was interested mostly with abstract and modern artists. 
   By increasing my knowledge and skills, I was able as well to do the more difficult activities that were taught to us. We had to do watercolor painting, and I wasn't good with that medium. (Anxiety moment) I really wanted to get "A" as my final mark, because it will reaffirm my feeling that I'm a creative person.

The Flow moment for me was when I lose track of time while doing a portrait, a painting or a collage. I was so engrossed in what I was doing and I enjoy doing it that if given a chance it was what I would have wanted to do all my life. 

References:

Juanchon, Malou, Module 3 Handout, Motivation.

Intelligence

My strategy in learning has always been that I take my time to understand the topics. If I'm not able to understand one topic, then I have difficulty going to the next one. When I was in grade school, I know that I've learned because I was able to get a high score in the exam. Sometimes, there were times when I get a high score or even just pass an exam without much effort. When I was in grade 6, we were asked to get an IQ test, and I always get higher than the classmates I had. There where other classmates I had who scored well in General History or Math, but I got higher in IQ tests than them.

This may mean the IQ tests may not really measure the ability of a person to memorize dates and names of people or logical-mathematical intelligence of a person.

I didn't come from a family with high IQs (as far as I know). However, I would think that intelligence is 80% nurture. My mom played a big part in my learning. In our house, she would put up handmade posters of the alphabet and the multiplication table so we can memorize them. I grew up watching Sesame Street and Batibot. Those TV shows contributed a lot to my knowledge of the English and Filipino language.

We lived in my aunt's house during my formative years. In their house, there were a lot of magazines and newspapers, and I got interested in reading them, even just looking at the pictures. Looking back now, I see that there were a lot of available resources in our house that contributed to my learning.

However, I noticed that some of my classmates were really good in playing the piano or in singing. Even though I tried learning to play piano and even singing in the choir, there are really people who are naturally musically inclined. I guess looking at Gardner's Multiple Intelligence theory, these are people who developed their musical intelligence.

In this course, I would be tapping in to my linguistic intelligence, since this PTC course is more on writing and discourse. Also, in writing these journals, David Perkin's theory on experiential and reflective intelligence also would be put to good use. I reflect a lot about my personal experiences this also helps facilitate my learning.

Evidence and Bias

Force, M. (2011). Learning Styles Research – The Difference between Evidence and Bias http://cps.regis.edu/blog/learning-styles-research-%E2%80%93-the-difference-between-evidence-and-bias/ What is essentially Force’s argument? What position would you prefer to take, and on what justification(s)?
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Just to briefly summarize, Force's article was meant to criticize the article of Neighmond who said that  according to Doug Rohrer, a psychologist at the University of South Florida, after reviewing studies of learning styles (specifically on visual and auditory), found no scientific evidence backing up the idea.

I think Force was harsh to say that Neighmond was biased when all she did was just summarize another article of a study made by researchers. I understand that Force was trying to say that we cannot discredit that there are visual and auditory learners because at one end of the spectrum, there are extreme cases and people with real difficulties coping with the normal learning. 

Force cited examples of people in military with PTSD and those with mental disabilities (like autism) learn differently and they should not be excluded. 

I believe that if Force is referring to extreme cases, of course, they have to be given special attention and special education. Of course, people with extreme psychological cases should be treated under a special guidance. 

I also know that learning styles are helpful for teachers to simplify their teaching styles with a large number of students. In a classroom, there maybe some extreme students, and they have to be given more time to learn and  teachers can do special classes for them so they can catch up, once the teacher identifies them.

Now, I believe that identifying and profiling what type of learner a student is will be time-consuming for a teacher. I believe as well that as per Neighmond's article that variety in your teaching will keep the students interested. 

When I was studying, I know I was interested in reading a book that has a lot of nice pictures in it. However, the teachers I had did not always have visual presentations. I still try to learn to listen and focus and imagine what the teacher was saying. I may fall asleep or get bored sometimes in really long lecture. But the teacher, didn't stop and say she has to stop the lecture because of this. 

I believe we can develop our other senses in order to learn. I still believe that learning in all aspects (whether visual or auditory) should be developed, it's not because it's a must, it's because we can. 



References:

http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely

http://www.psychologicalscience.org/index.php/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html

Learning Styles Tests

I was curious about the results of the different learning styles test. Most of the time I do enjoy these "self-discovery" tests. It actually feels like going to the fortune teller and telling you what you will be in the future or what's going on with you now. 

I don't mean this in a negative way for learning theories, of course fortune tellers base their predictions on perhaps how you look or say things. Maybe, they will even give you a very broad and general answer that most of the time applies to 90% of the population.

Now on these tests, they are most of the time general, but they have specific targets for categorizing your learning style. It's not a prediction, but it's based on how you answer the questions. Like in any qualitative researches and theories, it's not easy to really quantify the exact number to be able to categorize a person. 

What I'm trying to say, perhaps, is best summarized by Clark, D. in  Learning Styles & Preferences:

"So the traits these assessments measure cannot determine which traits are consistent, and even if the trait is quite consistent, it has no real impact in how we will react when dealing with a given situation. When you add in the large test measurement error rate, the instability of traits due to aging, then it simply becomes very difficult, if not downright impossible to crate a valid assessment for learning styles."

Most of the readings about learning styles, theories and models will most of the time boil down to the same conclusion. 

However, I think it is still best to try to understand and put structure in trying to know more about the human mind and personality. We may not understand the whole thing, it may be inconsistent, it may change, however, awareness is the key to unlock more answers, and even more questions. 

By the way, the results of some of my tests are below. Quite interesting, and made me think and reflect on myself as a learner. 

Learning Styles Test Results (based on Honey and Mumford's Model)

Doing - 6
Watching - 3

Thinking - 4
Feeling - 5

If you prefer Doing and Feeling then you are in the organizing category:

• Good at adapting to changing circumstances and solves problems in an intuitive, trial-and-error manner, such as discovery learning.
• Tends to be at ease with people.
• Prefers the challenges of new experiences, involvement with others, assimilation, and role-playing.
• Likes anything new, problem solving, and small group discussions.

Seven Perceptual Test Results

Scores - Subject 1                                                   Learning Activities:
======
Visual: 24   -  Strong Acceptance                   Viewing movies, slides, demonstrations     
Kinesthetic: 20 - Strong Acceptance            Gross motor movement like in athletics
Print: 4 -  Minimum Acceptance                     Reading
Interactive: -1 - Mininum Rejection               Talking with others, Asking questions
Haptic: -4 - Mininum Rejection                      Touching, holding, or other fine motor activities
Aural: -7 - Mininum Rejection                         Listening
Olfactory: -35 - Very Strong Rejection            Smelling or tasting


References: 

http://www.nwlink.com/~donclark/hrd/styles/perspective.html


http://www.nwlink.com/~donclark/hrd/styles/learn_style_survey.html  (based on Honey and Mumford's Model)

http://www.learningstyles.org/ (Perceptual Styles)

Epistemology

Reflect on your personal epistemologies, using Schommer’s dimensions. How do your personal beliefs influence:  the way you approach learning? (How do you study?)  the choices you make about what to learn? (What do you study)  the kinds of knowledge you intentionally acquire? (What do you learn?)
the goals that you set? (for mastery or for recognition?)
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How Do I Study? 

My mother told me that when I was little, I would already open a book and flip through the pages even if I can't yet read them. What my mom doesn't know was that I was really interested more about the pictures that were on the books. 

Whenever I read a book, I would visualize in my mind what I'm reading. I've been more of the visual learner. I grew up watching "Sesame Street" and Batibot. I learned the bible stories in cartoons called "Flying House" and "Superbook."  Both reading and watching TV gave me that "movie theater experience" feeling. 

In college, when I felt that all the subjects in my Chemistry classes were all theoretical, I would not take interest in them. But during Chem Lab, I would enjoy doing lab experiments because I know I'm learning something practical.  This makes me a kinesthetic learner. I've aced my PE classes and electives like Painting and Graphic Design. 

What Do I Study?

I believed that in my heart I'm really an artist, and not a pragmatic scientist. I enjoy creating something with my hands. Arts and crafts was one subject that would never bore me, and I can stay up all night just trying to perfect a painting. Back in high school, we had an art exhibit in school. My art teacher told me after the exhibit that someone bought my painting. For me, that event validated my artistic skills. 

Back in my college days, I was also interested in subjects concerning human behavior. Psychology, marketing, organizational behavior, operations management are just some of the subjects that I wanted to learn more about. 

What Do I Learn? 

When I was 10 years old, my parents would not allow me to ride a bike. They said that I'm a girl and I shouldn't ride bikes. However, I didn't see the logic of their reasoning. So, what happened was I borrowed my neighbor's bike and learned to ride the bike myself without my parents' knowing, of course. After several bruises and scratches, I was able to bike around our subdivision. (I'm more of a thinking and doing person, converging style based on Kolb's theory, a pragmatist based on Honey and Mumford's theory).

In the 90s, during the boom of computers, I was fascinated by the new technology. I thought that time that it was one of the practical invention and made our lives so much easier. I dedicated my time in learning to use the computer and mastering the use of different software and applications. I didn't have to take up a course to study computers. I was interested in them and I learned easily.

The knowledge and skills that I try to intentionally learn are those that I see will be useful for me in the future. 


For mastery or for recognition?

As I grew older, I noticed that the goals that I set for myself changes. Before, my goal was to experience the world and different cultures, I wanted to travel and meet different people. I wanted to be physically in a place and not just read about it. I wanted to learn a lot of things, but I was spreading myself too thin. I was a jack of all trades and master of none. 

Now, my goal is to become a useful member of the society, to be able to share my experience and reach out to others. I believe that  I should focus my time and energy to things that really matter and that I'm passionate about. 

We only have one life to live, and I believe we should make use of it wisely. 

Will I be a good teacher?

What kind of teacher do I want to become? What strengths do you want to have? What kinds of potential weaknesses might you need to overcome? 
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I was reflecting deeply on the questions above that came from our module. It's difficult to say what kind of teacher I would like to be. 

I was able to encounter this kind of dilemma before when I got pregnant. When I got pregnant though, it wasn't planned, and I was in the situation before I was able to react. However, I did have a choice, and I chose to raise my son the best possible way I know how. I wanted to be a good mother, I wanted to give him unconditional love, and yet instill in him good values. I want him to grow up and be a well-balanced person, and that he knows that, as his parents, we will always love him and be there for him. I read books on how to raise my kid, I look to my parents and parents-in-law for advice as well. 

Now, as a teacher, I want to be the one who will be able to make a difference and instill good study habits to my students. I want to share and create experiences with them, teach them the realities of life, and let them know that they have a power to change themselves and change the world in the process. I would encourage them to discover and be curious about everything around them. 

One of my strengths, I believe, is that I am able to immerse my self and empathize with the situation of others. However, I am always positive that whenever there is adversity, there's opportunity to for growth, learning and be able to work with others. 

I saw a documentary in GMA News TV about poor and far flung provinces, where they lack basic school facilities and they lack licensed teachers. It was really sad, but I admired the courage and strength of this one teacher who, despite all adversities, managed to travel from her house to school using a boat for 2 hours, in order to teach the children. Her meager salary was not even enough to cover transportation costs. However, she made it her mission and vocation to provide these kids education. 

Situations like this are not impossible and it can easily be resolved if people work together for a common cause. If one person can do it, how much more with three or more people?

Another strength that I have would be that I am a good observer of people. I can easily notice if one person has a problem. Also, I can easily adapt to a different environment and different kinds of people. 

In my strengths,  there may lie my possible weakness as well, sometimes I may divert from structure. I may not always stick to schedules or deadlines, just because I think that learning should not be forced or some may take time. I will be the teacher who would want to break from traditional teaching, since I believe students will remember better if they are motivated and having fun. 

I may not have experience yet with formal teaching, however, I know I would need to strike a balance between my strengths and weaknesses.

Sometimes, like a mother, a teacher will be able to just know what's best for her students.  

Quotes by Carla

We were asked to create some positive quotes about teaching. Here are some that I thought about:

Teaching others help us learn about ourselves as well. 

Sharpen the saw, learn. Teach what you've learned, in order to learn more. 

To make the world a better place, teach children to appreciate the world.

I will try to come up with more quotes. Just to explain how I came up with those thoughts, I believe that a teacher will not know everything, that a teacher can make a mistake. I had this notion before that teachers know everything, but as I grew older, I know that no one is perfect. No one can know everything. So, a teacher should continually learn in order to be better. 

The Teacher and Learner in Me

How have I myself (i.e., the teacher candidate) learned in school and how do I learn most effectively? Why do some people  learn better than I and I better than others? 

How do we know if a person has successfully learned? Can you suggest a "fairer definition of learning and academic achievement? 
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I was 5 years old when I enrolled in kindergarten in our provincial university, also a laboratory school. (By the way, I didn't really know back then why it was called a laboratory school. Now, I know it's because we had student teachers who were teaching us and they are learning to become teachers as well.)

Even if kindergarten was 25 years ago, I still remember vividly, the activities we had. I sang and loved the songs my teacher taught us. Just to name a few, I remember, "My Bonnie Lies over the Ocean" and  "Father Abraham" were among my favorites. We also had a production number, and it was about Pinocchio. 

I remember I celebrated my birthday (which fell in the month of September) in class. I dressed up and I blew the candles on my cake. After that, I wanted to stay in class, but apparently those who had their birthdays, can go home and skip class. 
Also, it was during that time that I learned to read, the first name I read was "Carmela".

I had the most memorable moments in kindergarten. However, I felt that my grades 1 to 6 years passed by so quickly. There were a lot of great memories there as well. During these years, my teachers always gives me comment in my report card, that I was too quiet that I should participate more in class. I know now, upon learning the Theories of Learning, that teachers need to observe as well the students. In a class of 30 or more students, it would be difficult for a teacher to really know and understand each or their students.  

In my mind, I wasn't really that "bibo" kid in school, however I learn very well, and was consistently in the honor roll. Many teachers associate being "bibo" with the success of a student in class. However,  I think since each student has a differently personality, it could be that he just has an introvert personality, but still is able to observe and listen well. 

When I was in grade school, we were divided into sections every year. So the students with the highest grades, goes to Section A, the next goes to Section B, and the lowest goes to Section C. A student can move to a higher section once his grades are higher. I think this creates a notion to those in the lower section that they are not good enough, thus they may not be motivated to learn. I was in Section A, and it's good because you are always being praised by your teachers. The praises I got from my teachers and getting high grades, really motivated me to learn and do well in school. 

Now looking back, I think it's not the best way to learn. Praises and avoiding to be in a lower section are just social fears of not being accepted if you are not good enough. 

I think a "fairer definition of learning and academic achievement" would be to allow students to interact freely with each other. I think we should do away with labeling. I think that a person who is good in sports, should not be "punished" because he doesn't do well in math. The role of the teachers should be to let the students find their interests and not pushing it to them. Also, lessons should be made interesting so that it captures the attention of different types of learners.

Now, I know I wrote a lot of things on this post in my eJournal. I would want to actually elaborate more in most of the topics I brought up here. Maybe, I would do more entries about them once I have the time. 

Research Methods

What phenomena (events, situations, or conditions) might you be interested to investigate? What research method do you think would be appropriate?
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When I was young, I had dreams of becoming an astronomer so I could discover new stars and planets. Now, it seems that a lot of things have been discovered and it seems there's only a few "unknown things" left. It's amazing how in just a few thousand years, people evolved exponentially. From living in caves to living in condominiums, from creating fire through sticks to having electric stove tops, discoveries and inventions happened so fast. 

Research and experiments made it possible to create new theories. These theories serves as a map as well for others to follow. Henry Bauer's map metaphor indeed is very helpful and precise in explaining what theories are and how they serve us. 

As with Bauer's map metaphor "when theories contradict each other, the difference can be resolved by gathering evidence." Imagine this, what if Ptolemy's theory that the earth was the center of the universe was never contested by Copernicus? It would probably have delayed a lot of discoveries and inventions.

One event I would probably want to research about is the development of a child's self-esteem through education, how it relates to his learning and later on, his success in life. I'm sure a lot of educational psychologists already researched on this. Basing this on Culatta (2011) on "Types of Educational Research", research methods that I would use on this would be descriptive and correlational. I would be observing students with low self-esteem, then by gathering information in the classroom, I can also use them and correlate them in the future success. 

I know there are a lot of factors in play on this event, that it may be difficult to get a controlled group. I know that when it comes to research there, you invest a lot of time, resources and patience in order to come up with a very good result. 

I know that even if a lot of new things have been discovered and invented, there is still a lot of opportunity to discover and invent. We don't have to go beyond space, because the human mind and behavior has more mysteries than the outer space. 

References:
http://www.intropsych.com/ch01_psychology_and_science/model_building_and_mapping_reality.html
http://www.innovativelearning.com/educational_psychology/educational_research.html

Teaching and the Role of Teachers

When I defined my idea about teaching and the role of teachers, it was straight to the point and simple. After reading the answers of my classmates, I saw that actually, it's more than what I thought. For example, teaching is not simple, as per my classmate, Vanessa Jones Enrera,  it is a "complex process". This was further clarified by Gloriecar Amor Alvarico that we have a lot of roles to play as a teacher.

It is a process because as teachers we prepare for teaching and this preparation requires a lot of researching, experimenting, organizing, evaluating and re-evaluating. 

With the onset of technology, it is indeed true, that "students are more open to learn using the computer and less receptive to teacher-student setup." This was mentioned by Christine Rose Padayhag-Bersales on her post in the forum. I think this is a challenge for teachers and would-be teachers, like me. We should be able adapt our teaching styles accordingly, maybe even use technology to our advantage, to be able to help our students learn. 

A teacher's goal is for her students to learn and be able to guide them. In order for this to happen, she has to adjust and adapt to her students' level. Because when you understand how a person, thinks and feels, then you would be able to understand as well the best way to teach him. 





I always thought the idea of education was to learn to think for yourself.   
                                                   - John Keating (From the movie, "Dead Poets' Society)