Diversifying Learner Experience - A kaleidoscope of instructional approaches and strategies

Contents

1 Introduction: Diversifying Learner Experiences to Promote Engagement and Performance

1.1 Diversification, Differentiation and Development

1.2 About This Book

1.3 Part 1—Diversifying Learner Experiences Within the Classroom

1.4 Part 2—Diversifying Learner Experiences Beyond the Classroom

1.5 Part 3—Diversifying Experiences for Learners with Special Needs

1.6 Conclusion

References

Part IDiversifying Learner Experiences Within the Classroom

2 “It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom

2.1 Introduction

2.2 Concepts in the Early Science Classroom

2.3 Conceptual Change in the Science Classroom

2.4 Tacit Knowledge of the Physical World

2.5 Tacit Knowledge Assessment: The Evidence

2.6 Tacit Knowledge Assessment as Pedagogical Tool

2.7 Tacit Knowledge Assessment and Teacher-Student Responsibility

2.8 Tacit Knowledge Assessment as Differentiation Tool

2.9 Conclusion and Future Developments

References

3 Team-Based Learning, Achievement Emotions and Personality Traits

3.1 Introduction

3.2 What is Team-Based Learning?

3.3 Achievement Emotions

3.4 Team-Based Learning and Emotions

3.5 Personality Traits as a Moderator

3.6 Conclusion

References

4 The Effects of Positive Psychology Interventions on School Conduct, Peer Acceptance and Subjective Well-Being

4.1 Introduction

4.2 Desired Outcomes

4.2.1 Peer Acceptance

4.2.2 Factors Affecting Peer Acceptance

4.3 School Conduct

4.3.1 Decreasing Classroom Misbehaviour

4.3.2 Decreasing Conduct Problems

4.3.3 Promoting Pro-social Behaviour

4.4 Subjective Well-Being

4.5 Positive Psychology and Theories of Well-Being

4.6 Diversifying Learner Experiences Through Positive Psychology Interventions

4.6.1 Effects of Positive Interventions

4.6.2 Gratitude-Based Interventions

4.7 Positive Peer Reporting (PPR)

4.8 Use of PPR as a Form of Remediation for Problem Behaviours

4.9 PPR as a Form of School-Wide Positive Behaviour Support

4.10 Conclusion and Future Developments

References

5 The Role of Collaborative Art Class in Promoting Motivation: A Self-Determination Theory Perspective

5.1 Introduction

5.2 Art Education

5.3 Intrinsic Motivation in the Classroom

5.4 Perceived Satisfaction of Need for Competence

5.4.1 Competence and the Artistic Process

5.5 Perceived Satisfaction of Need for Autonomy

5.5.1 Autonomy-Supportive Contexts

5.5.2 Informational Versus Controlling Environment

5.5.3 Art Learning in Autonomy-Supportive Classroom

5.6 Satisfying the Perceived Need for Relatedness

5.6.1 Relatedness and Intrinsic Motivation

5.6.2 Solitude and the Creative Encounter in Art

5.7 Concepts of Collaboration

5.7.1 The Effectiveness of Collaborative Learning

5.8 Diversifying Learner Experiences Through Collaborative Learning in Art Class

5.9 Conclusion

References

6 Diversifying the Experiences of Gifted and Talented Learners: A Review of Recent Trends and Practices

6.1 Introduction

6.2 Defining ‘Gifted’ and ‘Talented’

6.3 Motivating Gifted Learners

6.3.1 Intrinsic Versus Extrinsic Factors

6.3.2 Socio-cognitive Factors

6.3.3 Diversifying Experiences to Motivate Gifted Learners

6.4 Curriculum Design and Ability Grouping

6.4.1 Curriculum Compacting

6.4.2 Ability Grouping

6.4.3 Curriculum Differentiation and Modification

6.5 Application of New Technologies in Gifted Education

6.5.1 Diversifying Gifted Learners’ Experiences Through Technology Literacy

6.6 Conclusion

References

Part IIDiversifying Learner Experiences Beyond the Classroom

7 Learning Beyond Museum Walls: Virtual Excursions at Te Papa Tongarewa

7.1 Museums and Outreach Education

7.2 Outreach at the Museum of New Zealand Te Papa Tongarewa

7.3 Methodology, Methods and Procedure

7.4 Summary of Research Findings

7.4.1 Value Experience Relating to Collaboration, Communication and Cultural Engagement

7.4.2 Observing Key Competencies in Creativity, Curiosity and Critical Thinking

7.4.3 Identifying Learner Engagement in Broader Te Papa Impact Areas

7.5 Conclusion

References

8 Play and Flow: Harnessing Flow Through the Power of Play in Adult Learning

8.1 Introduction

8.2 Play

8.2.1 Definition of Play

8.3 The Value of Play

8.3.1 Benefits of Adult Play on Learning

8.4 Re-examining Play, Work and Learning

8.5 Implications of Play Deprivation

8.6 An Adult Developmental Model of Play

8.6.1 Play Selves and Play Forms

8.6.2 Magical Player

8.6.3 Aggressive Player

8.6.4 Ordered Player

8.6.5 Status Player

8.6.6 Sensitive Player

8.6.7 Complex Player

8.6.8 Dynamic Player

8.6.9 Unitive Player

8.7 Flow

8.8 The Connection Between Flow and Play

8.8.1 Potential Outcomes of Play and Flow in Adult Learning

8.9 Recommendations for Adult Learning Instructors

8.9.1 Conditions for Play

8.9.2 Conditions for Flow

8.10 Future Research Directions

8.11 Conclusion

References

9 Initial Teacher Education in a Neo-liberal System: Making One-Size Fit All

9.1 Introduction

9.2 New Zealand Educational Context

9.3 Making One-Size Fit All

9.3.1 Kathy

9.3.2 Jacqui

9.3.3 Witi

9.4 Conclusions

References

10 Cultivating Learner Experiences: Using Information and Communication Technology to Counter Locational Disadvantage

10.1 Introduction

10.2 The Need for Information and Communication Technology

10.3 Connected Learning for an Effective Educational Program

10.4 Case Study: Google Classroom for Circus Kids

10.5 Methods

10.5.1 Research Questions

10.5.2 Participants

10.5.3 Processes

10.5.4 Analysis

10.6 Results

10.6.1 Learning Diversity

10.6.2 Personal Development

10.6.3 Connectedness

10.6.4 Interaction

10.6.5 Institutional Support

10.6.6 Adaptability

10.7 Discussion

10.8 Recommendations

10.9 Conclusion

References

Part IIIDiversifying Experiences for Learners with Special Needs

11 Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country

11.1 Introduction

11.2 Issues in Catering for Diversity in a Low-Income Country

11.3 Values

11.4 Values Led Education: Catering for Diversity in Learning and Attainment

11.4.1 Independent and Peer Learning

11.4.2 Values-Focused Activities Included in the Pre-prepared Subject Workbooks

11.5 Values-Led Education: Catering for Diversity in Prior Experience and Current Psychosocial Needs

11.5.1 Vertical Tutor Groups and Families

11.5.2 Community Service

11.5.3 EVC: ‘Every Voice Counts’ (EVC)

11.5.4 Restorative Justice Approaches and Peer Mediation

11.5.5 Gender Equality Programming

11.5.6 Leadership Learning

11.6 Discussion: Challenges in Implementation and How They Are Overcome

11.6.1 Consistency Between Schools

11.6.2 Staffing

11.6.3 Funding and Priorities

11.7 Conclusions

11.7.1 Does It Work?

11.7.2 The Wider Context

References

12 Tier 2 Intervention for Students with Internalizing Symptoms

12.1 Introduction

12.2 Limited Access and Low Utilization of Services

12.3 Preventive Role of Schools

12.4 School-Based Models of Intervention

12.5 Tier 2 Intervention Programmes

12.6 Features of Social–Emotional Secondary Prevention Programmes

12.7 Adapting Secondary Prevention Programmes to Become Tier 2 Programmes

12.8 Contextual Considerations When Adapting Secondary Prevention Programmes

12.9 Conclusion

References

13 The Benefits of Video Instruction as a Pedagogical Tool for Students with Moderate to Severe Autism Spectrum Disorder

13.1 Introduction

13.2 Prevalence of ASD in Singapore and Worldwide

13.3 Video Instruction Method

13.3.1 Video Prompting

13.3.2 Video Modelling

13.4 Benefits of Video Instruction as a Pedagogical Tool

13.4.1 Appeal of Video Instructions

13.4.2 Reduction of Attentional Requirements

13.4.3 Adaptation of Instructional Materials

13.4.4 Reduction of Face-to-Face Interactions

13.4.5 Increased Independence and Reduced Stigmatization

13.4.6 Low Costs

13.4.7 Instructional Consistency

13.5 Future Directions: Technology and Self-instruction

13.6 Conclusion

References

14 Using Serious Games to Support Learners with Mobility and Sensory Impairments

14.1 Introduction

14.2 Serious Games

14.3 Impairments and Disabilities

14.4 Sensory Impairments

14.4.1 Diversifying Learning for the Hearing Impaired

14.4.2 Diversifying Learning for the Visually Impaired

14.5 Mobility Impairments

14.5.1 Diversifying Learning for Persons with Mobility Impairments

14.6 Discussion and Conclusion

References

Epilogue

Introduction

Summary

Conclusion