In both teaching practices, I have learned and implemented several active learning strategies: questioning, puzzle pieces, differentiation, checking learners' understanding, comparing/contrasting, mix and match, collaborative learning and mentoring (group/pair activity), flipped learning, prior knowledge checking challenge, as well as discussion and reflection. There are many other strategies I can use such as debate, role play, peer review, just-in-time teaching, game-based learning, demonstration, think-pair-share, brainstorming, self-assessment, clarification pauses, hands-on technology, jigsaw discussion, experiential learning, assigning short in-class writing, etc (Maurice-Takerei & Anderson, 2016; Silberman, 1996).

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​Flipped learning was used in the summative teaching. It is "a pedagogical approach which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter" (Flipped Learning Network, 2014). After the mini teaching, Kylie suggested that I turned the reading of handout on referencing as flipped learning activity. The handout was very brief and contained the main ideas about referencing. During the summative teaching practice, I asked learners to read the handout before the session. Other than handout, I can make use of various resources for the flipped learning strategy, such as a short interesting video on referencing. Some teachers convert their lecture into videos, slide shows or audio lessons that can be watched by students at home or anywhere. The benefits include: allowing class time to focus more on customised instruction/project/discussion, promoting and motivating deeper learning, and shepherd-ing students in charge of their own learning, i.e. independent learning (LaFEE, 2013).

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Active learning strategies should be cautiously and purposefully selected in line with the learning outcome/s. In my previous teaching experience, the connection between the two were not explicit. I have used several activities such as quiz, questioning, etc. However, when I think deeper, they may not directly contribute to the learning outcome/s, i.e. what I want learners to achieve at the end of the session. For example, in a lesson plan that I consulted Kylie a few months ago, I used a simple quiz to check learners understanding of what I have covered in class. Kylie commented that the quiz merely directed students to 'recall facts' or 'describe' which is the lowest spectrum in Bloom's Taxonomy. While there is no such thing as 'right or wrong' strategies (as I said there are factors to consider such as duration, level of studies, etc.), I think the selection should be based on suitability and purposefulness, i.e. how it contributes towards achieving the learning outcome. Understanding of the key principles of active learning by Weimer (2011) could help.

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Questioning is an art in teaching and learning. It is closely related to critical thinking, something that teachers want to instill in students. Planning and designing appropriate questioning is a skill. There are many types of questioning techniques such as open/close, broad/narrow, hinge question, analogy examples, rhetorical question, Socratic question, sequencing, anticipating, reflecting, thinking hat, high/low level, etc. (Paul, 1990; Pope, 2014). I view and agree that “quality questioning is at the heart of skillful; and thoughtful student discussion. Teachers who learn to ask quality questions and teach their students to do the same, can transform typical classroom interactions by involving students in purposeful speaking, engaged listening and deep thinking” (Walsh & Sattes, 2015, p. 13).

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'Pose, Pause, Pounce, Bounce' is something that I need to do and practice a lot. It is a kind of AfL (Assessment for Learning) questioning technique that helps teachers to "move from good-to-outstanding. It also helps address differentiation in the classroom and encourages teachers to take risks" (McGill, 2011). In the summative teaching practice, I have implemented this questioning technique allowing learners to share the key differences in APA referencing of various resources types. Learners were engaging in the discussion and the conversation was fruitful.  

 

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References

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Flipped Learning Network (FLN). (2014). The four pillars of F-L-I-P. Retrieved from https://flippedlearning.org/wp-content/uploads/2016/07

       /FLIP_handout_FNL_Web.pdf

LaFEE, S. (2013). Flipped Learning. Education Digest, 79(3), 13-18.

Maurice-Takerei, L. & Anderson, H. (2016). Designs for learning: Teaching in adult, tertiary & vocational education. Auckland, New Zealand:

       Dunmore Publishing.

McGill, R. M. (2011). How to move your lessons from good to outstanding [blogpost]. Retrieved from https://www.theguardian.com/teacher-

       network/2011/nov/17/lessons-good-to-outstanding-afl-questioning

Paul, R. (1990). Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. Rohnert Park, CA: Center for Critical

       Thinking and Moral Critique.

Phillips, K. R., De Miranda, M. A., & Jinseup "Ted", S. (2009). Pedagogical Content Knowledge and Industrial Design Education. Journal Of

       Technology Studies, 35(2), 47-55.

Pope, G. (2014). Questioning Technique Pocketbook (Teachers' Pocketbooks). New York: Management Pocketbooks.

Segall, A. (2004). Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. Teaching and Teacher

       Education, 20, 489-504.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Silberman, M. (1996). Active learning : 101 strategies to teach any subject. Boston: Allyn and Bacon.

Walsh, J., & Sattes, B. (2015). Questioning for classroom discussion : Purposeful speaking, engaged listening, deep thinking. Alexandria:

       ASCD.

Weimer, M. (2011). Learning: Five key principles. The Teaching Professor, 25(3), 2.

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