Findings
Gaps and Patches
By engaging with the classes from the client’s point of view, we were able to identify the “gaps” and begin to determine “patches” that constitute our role in the classroom. The “gaps” were areas we discerned students were struggling with or skills they were lacking. The “patches” were the approaches we constructed to resolve the gaps, via lesson plans, learning resources, and in-class instruction methods. The overarching framework of identifying ‘gaps’ as areas towards which we can direct recommendations, and ‘patches’ as the interventions we implement aligns with the methodology of action research (Arung & Jumardin, 2016). In summation, we found the first two months to be incredibly fruitful with regards to understanding our client’s point of contention, and in which areas our input is most valuable.
Action Based Research Cycles: Theory Application
As previously established, in order to record, monitor and refine interventions made, action research cycles were implemented. In response to each event, lesson or school-week, action cycles were constructed to capture the evolution of each intervention. The ABR cycles were well-suited to the nature of the research, as the loops can be adapted to the individual progression of each addition. Through passive observation and active data collection we noted 'gaps' in the classroom or curriculum, which could benefit from 'patches' to improve coherence or performance in that area. Supported by literature research, academic advisement and anecdotal suppositions, we designed topical interventions which were then trialled in the classroom. The surrounding graphics depict the various adjustments and additions made, and their efficacy.
Learning Types to Anchoring
“Engaging more senses and even the mere repetition certainly makes a difference”
-William Hayes, an Educator and Princeton Review Manager
Learning types is a commonly known conceptualization that is believed to organize how students acquire information. Meant to generalize the techniques / strategies that may categorize students, the theory of learning types has been dismissed as pseudoscience. Studies on the matter provide little objective evidence that students abide by specific learning profiles / perform better when studying with material designed for a particular learning style. Anecdotal evidence suggests that there are benefits to the belief, though unfounded, that learning styles are worthwhile considerations for teaching. while they may not be so categorically organized or distinct they are noteworthy to consider when planning lessons as they can serve as reminder of the various means in which students may acquire information. Recognizing that students may absorb information beyond the traditional means of auditory or visual information presentation can open doors to class structure and hopefully, also increase content retention and student engagement.
Flavin, B. (2019, May 06). Different Types of Learners: What College Students Should Know (1165926776 874879350 Rasmussen College, Ed.). Retrieved January 16, 2021, from https://www.rasmussen.edu/student-experience/college-life/most-common-types-of-learners/
Anchoring: Appealing to Different Learning Types
Through active reflections and attention to curriculum, we adapted and expanded our teaching methodology. After checking off the traditional components of class by creating lesson plans, plenary presentations, and learning resources we began to discover a revolutionary teaching method. As our experience in the classroom grew, we noted the variety through which students absorb and contain information. However, the traditional idea of learning types does not accurately represent the great spectrum of information acquisition practiced by our students. We also noticed that it was very often the case that students exhibited multiple learning styles in tandem or presented a novel learning type not categorizable by the four groups (textual, visual, auditory or kinesthetic). In efforts to appeal to all students and their unique, associated learning styles, we responded by developing the teaching technique of anchoring. We implemented this technique to help communicate a wide range of information ranging from class instructions, definitions, and explanations to more abstract ideas and concepts. Witnessing the response of the students, we can confidently state that this form of instruction results in a consistently high level of student comprehension and retention. By presenting the same message multiple times in different formats, students were able to better familiarize themselves with the content without it feeling monotonous and dull. Thus, anchoring seems to a be a win-win for both students as teachers, as students may be engaged and teachers may communicate necessary content. This method works especially well for the intent of the Global Perspectives course as it assists with the goal of teaching 'transferable skills' to be used in university and beyond. The sensory-engaged learning also helps students to bring energy and attention into what may otherwise become static, passive class attendance. Through anchoring, it is our belief that all students, no matter their style, may benefit from stimulating content and better retain the information for both immediate practice and utilization in the future. After all, any education that expires upon the termination of class is rewarding for neither instructor nor pupil.
For a visual and textual operationalization of 'anchoring' look to the below image. Though we have practice with its use in the Global Perspectives course, the method would be applicable to other courses - no matter the level.
