Tutorial 9

This morning's tutorial entailed a peer critique of our group performance tasks , and the principles and elements of rubric design. Please click here for an overview of what I've gathered from the tutorial.

While I found various aspects of the tutorial helpful in rubric design, I was particularly intrigued by the various perspectives shared by my tutor and peers, on using instant messaging software such as MSN, in Structured Academic Controversy (SAC).

A point of contention amongst group members, was how using MSN Messsenger to articulate their thoughts, would rob students of the opportunity to practice their oral communication skills. I argued that the foci of the SAC was to get students to hone their skills in persuasion, and to accommodate alternative and opposing perspectives via "conflict in the classroom" and "controversy and learning" (Johnson and Johnson, 1979, 1992). Admittedly, oral communication skills were secondary in my list of priorities.

From personal experience, debating in front of the teacher and classmates, is a daunting and nerve-wrecking experience for any 11 year old. Hence, I advocated the use of blogs and Instant Messaging, to remove the inhibitions and fear that Primary 5 students, have of public speaking.

Another salient point raised, was over the digital divide. Given the current infrastructural and manpower constraints in schools, I concede that my suggestions may not be easily repeated in a typical class-size of 40 students. While I concur that my proposal required considerable resources and time in its implementation, these factors should not diminish the importance of crafting meaningful and affective lessons which seek to bring about a shift in students’ mindsets and attitudes towards pertinent issues in Social Studies. SAC, blogs and instant messaging, are but some of the many arrows in a teacher’s pedagogical quiver, that we may take full(er) advantage of.

I hope that I have, at the very least, highlighted what prevailing technology and insights into corresponding pre-adolescent trends, have to offer, in the field of affective instructional design, within the formal curriculum.

IT can be harnessed not only to craft affective and authentic constructivist lessons, but also to connect emotionally with IT-savvy pre-adolescents whose lives — both physical and virtual — constantly revolve around the internet.

At a time when there is an urgent need to reach ambivalent pre-adolescents at an emotional level, in order to pique their interest for and affinity towards Social Studies, such findings are indeed encouraging.

References
Johnson, D. W., & Johnson, R. T. (1992). Encouraging thinking through constructive controversy. In N. Davidson & T. Worsham (Eds.), Enhancing Thinking Through Cooperative Learning (pp. 120-137). New York: Teachers College Press.

Johnson, D. W., & Johnson, R. T. (1979). Conflict in the classroom: controversy and learning. Review of Educational Research, 49, 51-61.