Learning diary 2 ( teaching practice)
24.10.2024
Teaching topic:
1. Distinguishing between popular culture and different subcultures in Finland
2. Learning and experiences about Korean culture as one of subcultures in Finland
3. Understanding of cultural making facts
Analysis
humanism learning theoretical approach was suitable to apply for cultural experience to students depending on their own will and freedom to try out. Morning information time was limited. Teaching topic as "Distinguishing between popular culture and different subcultures in Finland " could not teach and discuss with students.
Teaching materials preparation
check lists for cooking materials, teaching materials were well prepared but still there was some missed products. Double check is needed always in order not to disturb daily classroom's schedule.
Check list was helpful. Mistakes always found easily and got feedback from others as well. Keep in mind that small mistakes influence to participate in learning.
Padlet: missed student's name
Cooking ingredients: Cacao powder and sugar.
Students and assistant's work allocation
As one of teaching materials preparations, It was necessary to consider students's participation and assistant's help. Each assistant's work allocation and responsibilities, student's work allocation were scheduled in advance. However, both student and assistant's unpredictable absence influenced to reorganise daily schedule. Teacher's coordination and flexibility to organise learning environments are required. I focused on each two student's friendship formation to spent time as study team when they experience Korean culture. And cooking participation time considered mostly safe, unobstacle, calm environments with less noisy. In that case, certain student's friendship preferences was considered how to give spaces to them.
Teacher's role
I would like to say that preparation time was considerable time consuming. It means teacher's efforts and skills to set learning environments are strongest role to provide student's experiences and learning according to humanism learning theory and student centered approach.
Assessment
As formative assessment, student's own learning process, motivation etc are need to follow. Summative assessment should have added to know their own learning evidence results as self evaluation in implementation plan. Padlet link can substitute as self evaluation and reflection with others including picture and texts.
In general
As long as humanism learning theory is focused on self's freedom and automny to learn for life long learning, their will, participation and learning can be hard to measure as assessment. It hardly match to give grade as summative assessment. It needs combination with another learning theory to develop effectively, if there is more specific teaching topic rather than cultural experiences. Cultural experiences's participation could be vary depending on learning theory's approach.
Feedback to keep in mind
Give enough time and easy question for students to answer about question to improve their interpersonal skills with knowledge and proper aptitude.
Double check for buying list or any relevant list.
Cooperation works with assistants and teacher.
Learning process and participation may vary different according to student's motivation, learning difficulties, target, strength and interest.
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