Blog Post #4

The topic for my group’s interactive learning resource is how to develop a growth mindset. The resource will have an audience of grades 10-12.

1. In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?

Students are likely to make notes while watching this video, but I would take the approach of allowing for flexibility in their response. Students gain the most positive educational experience when they are able to be active in the ways they learn (Bates, 2019). The process of achieving this would be to explain to students that they are able to write down notes, create a drawing or artistic piece, or have a conversation with someone sitting nearby. This process allows for not only adaptability in creating space for students to have options but also creates a social atmosphere that encourages the overall educational journey (Hodges et al., 2020).

2. What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After watching the video, I would suggest that students have time to interact with each other. The activity that would be used, is that students would be asked to create a scenario together and how they would facilitate a growth mindset into their scenario. This provides a student to student interaction (EdTech Admin, 2023). As well as, after the groups are finished with their discussions, the class focus could shift to a larger group discussion where students share what their group discussed. By doing this, it creates teacher to student interactions and lets students learn from each others perspectives (EdTech Admin, 2023). This activity and process can be implemented in either an online or physical environment. Since the focus for my group’s interactive learning resource is an online delivery, this activity would be offered through zoom and using breakout rooms for discussions.

3. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

On an activity such as this one, students would get feedback based on participation and attendance. The feedback in this type of activity would be the comments and questions from other groups as well as the teacher. The way that getting feedback would be achieved is by doing a short survey asking students about the activity and the group participation. This is a way to measure attendance, as well as to provide students with a source to influence their own learning (Bates, 2019).

4. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

To ensure inclusive design, I will critically reflect on my actions as a teacher and the role that plays in a learning environment (Bates, 2019). In a direct reaction to the video activity, the first step would be to evaluate the video to ensure that the subtitles are accurate, or to make sure that the video is appropriate for various intersectionalities, and to acknowledge that there are many other aspects such as these to intentionally be aware of.

References

Bates, A.W. T. (2019). 9.6 interaction. Teaching in a Digital Age Second Edition. Retrieved March 12, 2023, from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/ 

EdTech Admin. (2023). Assessing interaction. EDCI 335. Retrieved March 12, 2023, from https://edtechuvic.ca/edci335/assessing-interaction/ 

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE. Retrieved March 12, 2023, from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning