MODIFYING LE INSTRUMENTS
When we want to use Learning Environment Instruments to assess our teaching and learning among our students, we have to be mindful that we do not take the instruments wholesale. We must be prepared to modify or even take out some of the survey questions. Some of the factors that lead to the requirement for modifying or taking out the questions are as follows.
Students from different level and stream would have different level of understanding of the survey questions. So we have to be careful to use simpler language for students in Upper Secondary Vs students in Lower Secondary, and students in the Normal Technical Stream Vs students in the Express Stream. Besides the using simpler language, the total number of items must also be pegged to their level. For secondary school students, I believe 30 questions should be the average number, plus or minus from 30 to suit the different groups of students.
Our students come from different cultural and socio-political background. As such we have to be sensitive to the norms and expectations in our local context. So questions like “It’s OK for me to speak up for my rights” would not be appropriate.
This reminds me of some misunderstand created due to the different understanding of the word “stroke” in different parts of the world. This GCE “O” Level Biology subject specialist set a Biology Practical question that required the candidate to stroke a feather before drawing it; stroke it using the pointing finger and thumb. In some parts of India, the people there understood “stroke” as using the cricket bat to hit the ball. So it quite hilarious when the candidates there were all hitting the feathers against the laboratory bench!
SCALES AND ITEMS
A LE instrument consists of scales and items. So in the WHIHIC, the total of 7 scales would have covered all aspects of the classroom environment. Each scale would have 8 items, but it is not necessary to have an equal number of items to cover each scale. Some items or survey questions could be taken out due to reasons mentioned in my reflection MODIFYING LE INSTRUMENTS. It may be possible to take out a scale in a research study, though it would be more comprehensive if all of the 3 basic types of human environmental dimensions are covered.
I am now clearer that with regard to my last blog: some the 7 instruments are used to measure outcomes, such as achievement tests.
FROM CLASS ENVIRONMENT TO SCHOOL ENVIROMENT
I getting to appreciate better the uses of Learning Environment as this module progressed from class learning environment to school environment. In class, we need to know what is happening, and if we try to do things differently, then what would change. If things changed, then is that a positive or negative change? Research studies in LE thus give us the necessary vocabulary to describe our LE and thus increase our understanding of LE. Then we can use LE instruments to give some form of measurement. What we cannot measure, we cannot manage. If we want to manage our weight, we must have a weighing machine to tell us if we diet or exercise regime is working. If we want to teach more effectively by doing something special, we must have an LE instrument to gauge the “before” and “after” status of the LE due to that something special.
The question posed “Would you put your child in that school?” really brings out the importance of research studies on LEs. Parents want to know which school provides a more conducive LE or their children. MOE needs to know if human and financial resources pumped into the school to create a LE is effectively moulding the future of our nation. When MOE gives awards like the Best Practice Awards, the CHERISH Award, the LKY NE Award, there must be an objective way of assessing the LEs, besides just looking at the KPIs. Thus the uses of LE instruments.
28 November 2008
27 November 2008
MED858: Classroom Environment Instruments
REFLECTIONS READING: "Classroom Interaction Patterns, Teacher and Student Characteristics and Students' Learning Outcomes in Physics" by Iroha Kalu (University of Calabar, Nigeria) and A.N. Ali (University of Nigeria, Nsukka).
It is amazing just how many Classroom Environment Instruments there are.
Within a page, specifically Page 26 or 32 in 5.1 Science Learning Environments: Assessments, Effects and Determinants, Table 1 gives an overview of 9 classroom environment instruments, namely LEI, CES, ICEQ, MCI, CUCEI, QTI, SLEI, CLES and WIHIC.
Thinking that these are already so many Classroom Environment Instruments , I got to know 7 MORE instruments in the research paper "Classroom Interaction Patterns, Teacher and Student Characteristics and Students' Learning Outcomes in Physics" by Iroha Kalu (University of Calabar, Nigeria) and A.N. Ali (University of Nigeria, Nsukka). This research study was designed to study the links among teacher variables, student variables, classroom interaction patterns and students' learning outcomes in physics. Essentially, these are different aspects or components of Classroom Learning Environment. So the 7 instruments of used, in my opinion, are Classroom Environment Instruments. I tried to check if each of these 7 instruments addresses any of Moos's 3 basic dimensions of human environments. I still do not fully understand what are Relationship Dimensions, Personal Developement Dimensions and System Maintenance and System Change Dimensions, so I have much difficulty trying to fit them into the 3 dimensions of human environment.
The 7 instruments used for data collection are:
1. PTQ (Physics Teachers Questionnaire) measures teachers' attitudes towards teaching of physics.
2. SPAS (Students' Physics Attitude Scale) measures students' attitude towards physics.
3. SAMS measures Students' Achievement Motivation (Scale).
4. STUBAQ (Students' Background Questionnaire) measures students' SES (Socio Economic Status).
5. TEMA (Test of Mental Ability) is a non-language, standarized IQ test.
6. PAT is a 30 item MCQ Physics Achievement Test.
7. SIC (Science Interaction Categories) is used to code and analyze the interaction patterns during physic lessons and this consists of 9 categories of teacher behaviours and 7 categories of students behaviours.
I appreciate that lots of work and "blood and sweat" has to be put in to write a research article. But the amount of work done in the research inself is tremendous. To use 7 instruments in data collection is months of hard, backbreaking work. Furthermore, the SIC instrument is not just a paper and pen exercise but it requires classroom observations and coding teacher and student behaviours. To do a comprehensive study of classroom environments is truely not an easy project and it is unlikely to be accomplished alone. It would surely need the involvement of some other team members or fellow researchers.
It is amazing just how many Classroom Environment Instruments there are.
Within a page, specifically Page 26 or 32 in 5.1 Science Learning Environments: Assessments, Effects and Determinants, Table 1 gives an overview of 9 classroom environment instruments, namely LEI, CES, ICEQ, MCI, CUCEI, QTI, SLEI, CLES and WIHIC.
Thinking that these are already so many Classroom Environment Instruments , I got to know 7 MORE instruments in the research paper "Classroom Interaction Patterns, Teacher and Student Characteristics and Students' Learning Outcomes in Physics" by Iroha Kalu (University of Calabar, Nigeria) and A.N. Ali (University of Nigeria, Nsukka). This research study was designed to study the links among teacher variables, student variables, classroom interaction patterns and students' learning outcomes in physics. Essentially, these are different aspects or components of Classroom Learning Environment. So the 7 instruments of used, in my opinion, are Classroom Environment Instruments. I tried to check if each of these 7 instruments addresses any of Moos's 3 basic dimensions of human environments. I still do not fully understand what are Relationship Dimensions, Personal Developement Dimensions and System Maintenance and System Change Dimensions, so I have much difficulty trying to fit them into the 3 dimensions of human environment.
The 7 instruments used for data collection are:
1. PTQ (Physics Teachers Questionnaire) measures teachers' attitudes towards teaching of physics.
2. SPAS (Students' Physics Attitude Scale) measures students' attitude towards physics.
3. SAMS measures Students' Achievement Motivation (Scale).
4. STUBAQ (Students' Background Questionnaire) measures students' SES (Socio Economic Status).
5. TEMA (Test of Mental Ability) is a non-language, standarized IQ test.
6. PAT is a 30 item MCQ Physics Achievement Test.
7. SIC (Science Interaction Categories) is used to code and analyze the interaction patterns during physic lessons and this consists of 9 categories of teacher behaviours and 7 categories of students behaviours.
I appreciate that lots of work and "blood and sweat" has to be put in to write a research article. But the amount of work done in the research inself is tremendous. To use 7 instruments in data collection is months of hard, backbreaking work. Furthermore, the SIC instrument is not just a paper and pen exercise but it requires classroom observations and coding teacher and student behaviours. To do a comprehensive study of classroom environments is truely not an easy project and it is unlikely to be accomplished alone. It would surely need the involvement of some other team members or fellow researchers.
25 November 2008
MED858: REFLECTIONS ON READING
THE DESIGN OF LEARNING ENVIRONMENTS (BRANSFORD, BROWN AND COCKING)
CHANGES IN EDUCATIONAL GOALS
Schooling in the 1800s is what I have learnt to be called Survival Driven Education. In the 1900s, schools are seen as factories, thus the era of Efficiency Driven Education. Today, we are moving into Ability Driven Education, as we learn to appreciate individual differences and talents. I am beginning to appreciate how the evolution of our local education system is aligned to what has been described in this paper.
LEARNER-CENTERED ENVIRONMENTS
In the study of the Kamehameha School in Hawaii, the learner-centered teachers were able to obtain significant improvement in their students’ reading performance. I have observed how Chinese lessons were conducted for the weaker students in the banded group. The teacher often used English Language to explain Chinese phrases, which I felt was pretty cool. Similarly, for Sciences, we should bring in everyday examples that students can identify with to create a learner-centre environment. Like in the topic Moment of the Force, the wheelbarrow and the crow-bar are the very frequently mentioned examples to illustrate the level system. What are the chances of a typical HDB dweller like our student ever come across a wheelbarrow or a crow-bar? No wonder Science is boring!
KNOWLEDGE-CENTERED ENVIRONMENTS
It is important to understand the knowledge-centered environments also include an emphasis of sense-making and helping students meta-cognitive. Thus this great experiment by schools to go into the home-room system. Teachers would be able to create their knowledge-centered environments for students to immerse themselves in.
Many schools have since reverted to the former, which is the present classroom system which many schools are adapting. But it does not have to be all or none. In my school, I am a strong advocate of the IP room system. So far, we have a Math room, an EL/Lit room, a Humanities room and a History room, and we shall try to have a dedicated CPA Lab for the CPA teachers; there will be computer labs for all other subjects.
ASSESSMENT-CENTERED ENVIRONMENTS
This has always been the overrated scapegoat whenever our education system is scrutinized and criticized. But Singaporeans are pragmatic people. So what gets measured gets done. This is still happening in neighbourhood schools. Schools that have consistently great academic results have just got themselves a golden ticket out of this rat race and now “have permission” to venture on to greener pastures like the International Baccalaureate Diploma Programme or the Integrated Programme or the Through-Train Programme.
Nevertheless, we must be mindful that dynamic assessments for learning is also a powerful tools for Teaching and Learning, and should not often associate assessments to summative ones like Mid Year and End of Year Exams driven environments.
COMMUNITY-CENTERED ENVIRONMENTS
The community adding value to the school is not something that many schools are enjoying. Sad but true that the most scarce resource that Singaporeans have is time, money being the second one (“money always not enough”). So in light of such scarcity mentality, many would adapt the “what’s in it for me” approach. But there are always some great (far but few) individuals and organizations that do good to the schools in creating community-centered environments. I have personally come across individuals that donated tens of thousands of dollars to the school for student scholarships but would prefer to remain anonymous.
CONCLUSION
All four perspectives are important in the design of learning environments. It is the degree to which a school is student centered, knowledge centered, assessment centered and community centered that makes each learning environment different and unique.
CHANGES IN EDUCATIONAL GOALS
Schooling in the 1800s is what I have learnt to be called Survival Driven Education. In the 1900s, schools are seen as factories, thus the era of Efficiency Driven Education. Today, we are moving into Ability Driven Education, as we learn to appreciate individual differences and talents. I am beginning to appreciate how the evolution of our local education system is aligned to what has been described in this paper.
LEARNER-CENTERED ENVIRONMENTS
In the study of the Kamehameha School in Hawaii, the learner-centered teachers were able to obtain significant improvement in their students’ reading performance. I have observed how Chinese lessons were conducted for the weaker students in the banded group. The teacher often used English Language to explain Chinese phrases, which I felt was pretty cool. Similarly, for Sciences, we should bring in everyday examples that students can identify with to create a learner-centre environment. Like in the topic Moment of the Force, the wheelbarrow and the crow-bar are the very frequently mentioned examples to illustrate the level system. What are the chances of a typical HDB dweller like our student ever come across a wheelbarrow or a crow-bar? No wonder Science is boring!
KNOWLEDGE-CENTERED ENVIRONMENTS
It is important to understand the knowledge-centered environments also include an emphasis of sense-making and helping students meta-cognitive. Thus this great experiment by schools to go into the home-room system. Teachers would be able to create their knowledge-centered environments for students to immerse themselves in.
Many schools have since reverted to the former, which is the present classroom system which many schools are adapting. But it does not have to be all or none. In my school, I am a strong advocate of the IP room system. So far, we have a Math room, an EL/Lit room, a Humanities room and a History room, and we shall try to have a dedicated CPA Lab for the CPA teachers; there will be computer labs for all other subjects.
ASSESSMENT-CENTERED ENVIRONMENTS
This has always been the overrated scapegoat whenever our education system is scrutinized and criticized. But Singaporeans are pragmatic people. So what gets measured gets done. This is still happening in neighbourhood schools. Schools that have consistently great academic results have just got themselves a golden ticket out of this rat race and now “have permission” to venture on to greener pastures like the International Baccalaureate Diploma Programme or the Integrated Programme or the Through-Train Programme.
Nevertheless, we must be mindful that dynamic assessments for learning is also a powerful tools for Teaching and Learning, and should not often associate assessments to summative ones like Mid Year and End of Year Exams driven environments.
COMMUNITY-CENTERED ENVIRONMENTS
The community adding value to the school is not something that many schools are enjoying. Sad but true that the most scarce resource that Singaporeans have is time, money being the second one (“money always not enough”). So in light of such scarcity mentality, many would adapt the “what’s in it for me” approach. But there are always some great (far but few) individuals and organizations that do good to the schools in creating community-centered environments. I have personally come across individuals that donated tens of thousands of dollars to the school for student scholarships but would prefer to remain anonymous.
CONCLUSION
All four perspectives are important in the design of learning environments. It is the degree to which a school is student centered, knowledge centered, assessment centered and community centered that makes each learning environment different and unique.
MED858 Classroom Learning Environment
The two pictures were used as my PC and notebook Wallpaper for some time.I kind of like green.
I wonder if there's anything to do with the schools I'm in. I was from Evergreen Sec and now in Greendale Sec.
After all, the environment we are in could shape our preference over time.....
I used to like dark blue when I was a student.... my school uniform was dark blue and white for a good ten years.
17 November 2008
MED858 Classroom Learning Environment
Sat in school SEM meeting from 830am to 6.30pm.
Reached home only to find that must go to NIE.
Never done blogging before.
So this is a good chance to start blogging.
Reached home only to find that must go to NIE.
Never done blogging before.
So this is a good chance to start blogging.
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