Diversifying Learner Experience (eBook)

Contents 5
1 Introduction: Diversifying Learner Experiences to Promote Engagement and Performance 7
1.1 Diversification, Differentiation and Development 7
1.2 About This Book 10
1.3 Part 1—Diversifying Learner Experiences Within the Classroom 11
1.4 Part 2—Diversifying Learner Experiences Beyond the Classroom 12
1.5 Part 3—Diversifying Experiences for Learners with Special Needs 13
1.6 Conclusion 13
References 14
Part IDiversifying Learner Experiences Within the Classroom 16
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 17
2.1 Introduction 17
2.2 Concepts in the Early Science Classroom 18
2.3 Conceptual Change in the Science Classroom 20
2.4 Tacit Knowledge of the Physical World 21
2.5 Tacit Knowledge Assessment: The Evidence 22
2.6 Tacit Knowledge Assessment as Pedagogical Tool 23
2.7 Tacit Knowledge Assessment and Teacher-Student Responsibility 24
2.8 Tacit Knowledge Assessment as Differentiation Tool 26
2.9 Conclusion and Future Developments 27
References 28
3 Team-Based Learning, Achievement Emotions and Personality Traits 33
3.1 Introduction 33
3.2 What is Team-Based Learning? 34
3.3 Achievement Emotions 37
3.4 Team-Based Learning and Emotions 39
3.5 Personality Traits as a Moderator 41
3.6 Conclusion 43
References 44
4 The Effects of Positive Psychology Interventions on School Conduct, Peer Acceptance and Subjective Well-Being 46
4.1 Introduction 46
4.2 Desired Outcomes 48
4.2.1 Peer Acceptance 48
4.2.2 Factors Affecting Peer Acceptance 49
4.3 School Conduct 50
4.3.1 Decreasing Classroom Misbehaviour 50
4.3.2 Decreasing Conduct Problems 52
4.3.3 Promoting Pro-social Behaviour 53
4.4 Subjective Well-Being 54
4.5 Positive Psychology and Theories of Well-Being 56
4.6 Diversifying Learner Experiences Through Positive Psychology Interventions 57
4.6.1 Effects of Positive Interventions 58
4.6.2 Gratitude-Based Interventions 59
4.7 Positive Peer Reporting (PPR) 62
4.8 Use of PPR as a Form of Remediation for Problem Behaviours 63
4.9 PPR as a Form of School-Wide Positive Behaviour Support 66
4.10 Conclusion and Future Developments 69
References 70
5 The Role of Collaborative Art Class in Promoting Motivation: A Self-Determination Theory Perspective 78
5.1 Introduction 78
5.2 Art Education 79
5.3 Intrinsic Motivation in the Classroom 80
5.4 Perceived Satisfaction of Need for Competence 83
5.4.1 Competence and the Artistic Process 84
5.5 Perceived Satisfaction of Need for Autonomy 85
5.5.1 Autonomy-Supportive Contexts 86
5.5.2 Informational Versus Controlling Environment 87
5.5.3 Art Learning in Autonomy-Supportive Classroom 88
5.6 Satisfying the Perceived Need for Relatedness 89
5.6.1 Relatedness and Intrinsic Motivation 89
5.6.2 Solitude and the Creative Encounter in Art 91
5.7 Concepts of Collaboration 92
5.7.1 The Effectiveness of Collaborative Learning 93
5.8 Diversifying Learner Experiences Through Collaborative Learning in Art Class 94
5.9 Conclusion 96
References 96
6 Diversifying the Experiences of Gifted and Talented Learners: A Review of Recent Trends and Practices 102
6.1 Introduction 103
6.2 Defining ‘Gifted’ and ‘Talented’ 103
6.3 Motivating Gifted Learners 104
6.3.1 Intrinsic Versus Extrinsic Factors 105
6.3.2 Socio-cognitive Factors 106
6.3.3 Diversifying Experiences to Motivate Gifted Learners 109
6.4 Curriculum Design and Ability Grouping 111
6.4.1 Curriculum Compacting 111
6.4.2 Ability Grouping 112
6.4.3 Curriculum Differentiation and Modification 113
6.5 Application of New Technologies in Gifted Education 114
6.5.1 Diversifying Gifted Learners’ Experiences Through Technology Literacy 114
6.6 Conclusion 117
References 117
Part IIDiversifying Learner Experiences Beyond the Classroom 121
7 Learning Beyond Museum Walls: Virtual Excursions at Te Papa Tongarewa 122
7.1 Museums and Outreach Education 122
7.2 Outreach at the Museum of New Zealand Te Papa Tongarewa 124
7.3 Methodology, Methods and Procedure 125
7.4 Summary of Research Findings 127
7.4.1 Value Experience Relating to Collaboration, Communication and Cultural Engagement 127
7.4.2 Observing Key Competencies in Creativity, Curiosity and Critical Thinking 130
7.4.3 Identifying Learner Engagement in Broader Te Papa Impact Areas 131
7.5 Conclusion 133
References 135
8 Play and Flow: Harnessing Flow Through the Power of Play in Adult Learning 137
8.1 Introduction 137
8.2 Play 138
8.2.1 Definition of Play 139
8.3 The Value of Play 139
8.3.1 Benefits of Adult Play on Learning 140
8.4 Re-examining Play, Work and Learning 141
8.5 Implications of Play Deprivation 142
8.6 An Adult Developmental Model of Play 142
8.6.1 Play Selves and Play Forms 142
8.6.2 Magical Player 143
8.6.3 Aggressive Player 143
8.6.4 Ordered Player 143
8.6.5 Status Player 144
8.6.6 Sensitive Player 144
8.6.7 Complex Player 144
8.6.8 Dynamic Player 144
8.6.9 Unitive Player 145
8.7 Flow 145
8.8 The Connection Between Flow and Play 146
8.8.1 Potential Outcomes of Play and Flow in Adult Learning 148
8.9 Recommendations for Adult Learning Instructors 149
8.9.1 Conditions for Play 149
8.9.2 Conditions for Flow 150
8.10 Future Research Directions 151
8.11 Conclusion 152
References 153
9 Initial Teacher Education in a Neo-liberal System: Making One-Size Fit All 156
9.1 Introduction 157
9.2 New Zealand Educational Context 161
9.3 Making One-Size Fit All 162
9.3.1 Kathy 162
9.3.2 Jacqui 164
9.3.3 Witi 165
9.4 Conclusions 167
References 169
10 Cultivating Learner Experiences: Using Information and Communication Technology to Counter Locational Disadvantage 171
10.1 Introduction 172
10.2 The Need for Information and Communication Technology 172
10.3 Connected Learning for an Effective Educational Program 173
10.4 Case Study: Google Classroom for Circus Kids 174
10.5 Methods 175
10.5.1 Research Questions 175
10.5.2 Participants 175
10.5.3 Processes 176
10.5.4 Analysis 176
10.6 Results 176
10.6.1 Learning Diversity 177
10.6.2 Personal Development 178
10.6.3 Connectedness 179
10.6.4 Interaction 179
10.6.5 Institutional Support 180
10.6.6 Adaptability 181
10.7 Discussion 181
10.8 Recommendations 182
10.9 Conclusion 183
References 183
Part IIIDiversifying Experiences for Learners with Special Needs 186
11 Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country 187
11.1 Introduction 188
11.2 Issues in Catering for Diversity in a Low-Income Country 189
11.3 Values 190
11.4 Values Led Education: Catering for Diversity in Learning and Attainment 191
11.4.1 Independent and Peer Learning 192
11.4.2 Values-Focused Activities Included in the Pre-prepared Subject Workbooks 193
11.5 Values-Led Education: Catering for Diversity in Prior Experience and Current Psychosocial Needs 193
11.5.1 Vertical Tutor Groups and Families 194
11.5.2 Community Service 194
11.5.3 EVC: ‘Every Voice Counts’ (EVC) 195
11.5.4 Restorative Justice Approaches and Peer Mediation 195
11.5.5 Gender Equality Programming 196
11.5.6 Leadership Learning 196
11.6 Discussion: Challenges in Implementation and How They Are Overcome 198
11.6.1 Consistency Between Schools 198
11.6.2 Staffing 199
11.6.3 Funding and Priorities 199
11.7 Conclusions 199
11.7.1 Does It Work? 199
11.7.2 The Wider Context 200
References 201
12 Tier 2 Intervention for Students with Internalizing Symptoms 203
12.1 Introduction 204
12.2 Limited Access and Low Utilization of Services 205
12.3 Preventive Role of Schools 206
12.4 School-Based Models of Intervention 207
12.5 Tier 2 Intervention Programmes 209
12.6 Features of Social–Emotional Secondary Prevention Programmes 209
12.7 Adapting Secondary Prevention Programmes to Become Tier 2 Programmes 215
12.8 Contextual Considerations When Adapting Secondary Prevention Programmes 216
12.9 Conclusion 216
References 217
13 The Benefits of Video Instruction as a Pedagogical Tool for Students with Moderate to Severe Autism Spectrum Disorder 223
13.1 Introduction 223
13.2 Prevalence of ASD in Singapore and Worldwide 224
13.3 Video Instruction Method 225
13.3.1 Video Prompting 225
13.3.2 Video Modelling 226
13.4 Benefits of Video Instruction as a Pedagogical Tool 227
13.4.1 Appeal of Video Instructions 227
13.4.2 Reduction of Attentional Requirements 228
13.4.3 Adaptation of Instructional Materials 228
13.4.4 Reduction of Face-to-Face Interactions 229
13.4.5 Increased Independence and Reduced Stigmatization 229
13.4.6 Low Costs 230
13.4.7 Instructional Consistency 230
13.5 Future Directions: Technology and Self-instruction 231
13.6 Conclusion 231
References 232
14 Using Serious Games to Support Learners with Mobility and Sensory Impairments 237
14.1 Introduction 237
14.2 Serious Games 238
14.3 Impairments and Disabilities 239
14.4 Sensory Impairments 240
14.4.1 Diversifying Learning for the Hearing Impaired 240
14.4.2 Diversifying Learning for the Visually Impaired 242
14.5 Mobility Impairments 244
14.5.1 Diversifying Learning for Persons with Mobility Impairments 244
14.6 Discussion and Conclusion 246
References 247
Epilogue 250
Introduction 250
Summary 250
Conclusion 252