Rooting for Pedagogy Science --- Orientation Day II
- Afnan Khan
- Aug 26, 2021
- 3 min read
Updated: Sep 13, 2021
Rooting for Pedagogy Science - Juurtuminen pedagogiikkaan 26.08.2021
Warmup Session
At the start of day two, the first 30 minutes consisted of a warm-up session and reflection from yesterday's Padlet and the day one learning process. Key terms such as competence, demonstration of competence and reflection was discussed. The teacher also asked if everyone knew what vocational pedagogy and competence meant.
After that, group formation was done, and each group was comprised of four to five people. I was in the yellow group and later changed our group name to, 'Amazing Group'.
In the next portion of the day, tasks were assigned to each group, and were given 30 minutes to prepare a lecture with brainstorming, then we were given 10 minutes to present a lesson to other groups. The Amazing Group got the following task:
Teaching young learners - teaching a subject or fostering vocational growth?
Three group members were available at that time, so we started reading the task a few times individually. After that, we started a discussion in the group, where everyone shared their understanding of the topic. The most critical point everyone agreed upon was for young learners' education to be taught under the 'learning by doing' key concept. It was also vital to start with the theoretical background and introduce it before jumping into practical things. Once the younger learner group was nearly at the same level of understanding about the theme, then project-based learning (PBL) should start. PBL is a good starting point of practical learning as young people must organise and divide many tasks and work in groups. Role-playing and simulation are other ways of learning by doing and helping to develop young people's interest in the learning process. The last step should be a reflection of the overall strategy and writing a learning diary. The description of class brainstorming and its presentation is as follows:
Another important concept, 'Self-Regulated Learning (SRL)' had been discussed and can play an essential role in the overall learning process. Teachers also explained the interlinkages between metacognition, strategic action, and learning motivation. They described how all of these play their part in SRL. The teacher also shared a link to a
Handbook for Teachers – Course Structures, Teaching Methods and Assessment by Olli Hyppönen and Satu Linden.
The book lists various methods, and we can use any of them later to prepare our courses. We, as a team, tried to incorporate these things in the preparation of our lecture.
Group Discussion
Once we had all been divided into break-out rooms in Microsoft Teams, at the presentation's start, I collected the class's opinions and asked participants to write those in the comments in the chat window. Later I introduced our content building process to the team and shared the presentation.
This overall exercise provided an understanding of the systematic approach, group brainstorming, filtering the ideas, respecting each other's opinions, and later presenting and using information the way individuals like to explain. Successful completion of this task somehow provided an exercise to develop and demonstrate the preparation and teaching process.
After everyone had completed his or her lectures in groups, we all went back to General Teams Channel. Everyone reflected on the overall day's experiences, asked questions and took teacher advice. It was the wrap-up of day 2.
The first two days of orientation were conducive to understanding all key concepts such as pedagogy, vocational pedagogy, competence-based learning, demonstration of competence and reflection. I am also hoping that I will be able to practice these skills and master them in upcoming tasks.
References:
Dreyfus, S.E., 2004. The five-stage model of adult skill acquisition. Bulletin of science, technology & society, 24(3), pp.177-181.
College, M., 2021. Blooms Higher Level Verbs | Curriculum | Mesa Community College. [online] Mesacc.edu. Available at: <https://www.mesacc.edu/employees/course-management/curriculum/resources/blooms-higher-level-verbs> [Accessed 13 September 2021].
Oamk.fi. 2021. Professional Teacher Education :: Oulun ammattikorkeakoulu :: Opinto-opas. [online] Available at: <https://www.oamk.fi/opinto-opas/en/school-professional-teacher-education/professional-teacher-education> [Accessed 13 September 2021].
Aaltodoc.aalto.fi. 2021. [online] Available at: <https://aaltodoc.aalto.fi/bitstream/handle/123456789/4755/isbn9789526030357.pdf?sequence=1&isAllowed=y> [Accessed 13 September 2021].
About Author
Afnan is an RDI Specialist at the LAB University of Applied Sciences. His research areas include product and service development, innovations, knowledge creation, brain drain in Finland. He is also a work-life coach and multicultural trainer in Arffman (Barona Oy), Finland. Additionally, he has worked in five different countries and completed multiple university degrees in Finland and abroad. He has also worked as a researcher in Finland and Sweden. His blog series named Rooting for Pedagogy Science is his personal journey to learn pedagogy in Finnish perceptive.
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