Blog #1:

POST 1

Hi Ella,

I really enjoyed reading your post! I also appreciate the constructivist approach to teaching and agree that hands-on, real-world applications help students absorb information more effectively. The sensory activity you described for teaching the senses sounds like a fantastic way to engage students in a memorable and meaningful way. It’s clear that you’re focused on creating learning experiences that connect with students’ everyday lives, which is so important for making concepts stick.

Since you mentioned how much you remember from similar activities in your own childhood, I’m curious—how would you adapt this type of hands-on activity for a virtual or hybrid classroom setting, where students might not have easy access to physical materials? Could there be a way to replicate this kind of sensory experience using digital tools or virtual activities?

I really admire how you’re shaping your teaching philosophy, and I’m excited to see how your constructivist approach will come to life in the classroom. Keep up the great work!

Blog #2:

Blog Post #2: Direct Instruction & Open Pedagogy

Hi Cassie!

I really enjoyed reading your post on the comparison between direct instruction and open pedagogy in programming. You’ve made a clear and well-structured argument for how both approaches can complement each other depending on the learner’s stage. I love how you highlighted the value of direct instruction for beginners to build a solid foundation and how open pedagogy encourages creativity and critical thinking in more advanced learners. It’s a balanced approach that seems effective for a wide range of learners.

Since my approach focuses on experiential learning, I’m curious about how you might integrate more hands-on, real-world activities into the open pedagogy approach for programming. For example, could students work on coding projects that address specific, real-world problems, allowing them to apply both the foundational knowledge and the creative problem-solving skills they’ve developed through exploration?

I’d love to hear more about how you might blend elements of experiential learning into the open pedagogy framework!

Blog #3:

Post #3

Hi Omid!

I really like how you’ve designed the learning resource with such a variety of activities to cater to different learning styles—visual, auditory, and kinesthetic. The flexibility you’ve built into your approach is fantastic, especially the inclusion of differentiated activities that let students work at their own pace. It’s great that students can engage in ways that suit their strengths, whether they’re sketching in nature journals or collaborating in group discussions.

Your plan for adapting the resource in case of unexpected events, like a pandemic, is also impressive. Transitioning to remote learning can be challenging, but I love how you’ve maintained the essence of the outdoor exploration experience by having students observe trees in their surroundings and share their findings online. I’m curious, for the nature journal, would you incorporate any collaborative elements in the digital format? For instance, could students share their sketches and observations with classmates for feedback or discussion?

Looking forward to hearing more about how you might expand on these ideas!

Blog #4:

BLOG POST 4

Hi Ella!

I really love your idea of having students create a short video to explain what they learned from the video—especially since we’re working on this project together, I can see how this approach would be a great way for students to synthesize and present information creatively. I love the flexibility you’ve provided with the different video formats (like music videos or news anchor styles), which will allow students to express their understanding in their own unique ways.

Since we’re both focusing on the balance between creativity and meeting learning objectives, I’m curious about how you might assess those videos, especially if a group leans more towards a creative or abstract approach. Would you adjust your feedback criteria to ensure the key points are still covered, or might you consider a rubric that balances creativity with content?

Also, I really appreciate how you’ve thought about inclusivity, especially for students who might feel uncomfortable being on camera. The voice-over option is a great solution. Do you think adding a brief reflection on the video-making process might help students engage more deeply with their learning, particularly for those who might not be as comfortable with video production?

Looking forward to hearing more of your thoughts on this, especially as we continue to develop our project together!

Post 4

Hi Bashar,

I really liked the way you designed your interactive activity around Alzheimer’s Disease, especially how you combined the video content with note-taking and follow-up questions. It’s great how you’ve structured it to build knowledge progressively, from video viewing to assessments like Kahoot. This approach seems appropriate for reinforcing the learning and ensuring students have a solid understanding of the topic.

Since the video serves as a stepping stone to further activities, I’m curious—how would you ensure that students who might find the topic of Alzheimer’s particularly sensitive or emotional are supported during the activity? Could you include additional resources or support for these students to navigate the content more comfortably?

Overall, I think this is a great, manageable activity for learners, and it seems like it could easily be scaled to fit various group sizes. Looking forward to hearing your thoughts!