Answer to Question #202267 in English for Anum ayub

Question

Analyze the given document and write your reflection on “Learning by Doing”

https://www.the-learning-agency-lab.com/the-learning-curve/learning-by-doing

This is an article, write reflection what we learn, what is wrong or right..

4 to 5 Pages Reflection with Introduction and conclusion

Answer 1

The students were encouraged to work on projects that addressed the United Nations' Sustainable Development Goals. I choose to concentrate on the fourth aim, Quality Education, since it is something that I am passionate about as a teacher. Education, in my opinion, is a tremendous equalizer. It may be a gateway to higher prospects while simultaneously acting as a separator. Those who do not have access to high-quality education may find it difficult to find work and may face a grim future.

I wanted to work on something that would be beneficial and accessible to teachers, parents, and those concerned with the education of children. I wanted it to be something that would allow people to contribute to the broader SDG in a tangible sense, right where they are, without having to leave their workplace. As a result, I asked my coworkers and friends the following questions: 1) What do you wish to automate in your teaching practice? 2) What would be a smart tool for teaching that you would want to have?

The remark from a teacher and father of a toddler stuck out among the others. Her youngster needed a fun way to acquire new vocabulary terms, so she came up with this idea. The result of our conversation is a program called Word Builder, which I explain here.

a brief description

My project's working title is Word Builder, a fun vocabulary-building toy for toddlers and preschoolers. The SDG Quality Education for All is the main goal it aims to achieve because “for children starting school with a limited vocabulary, ‘more' reading does not result in ‘more' vocabulary” and “for children starting school with a limited vocabulary, ‘more' reading does not result in ‘more' vocabulary” (Stanovich in Williams, 2017). According to an article published in the American Educator, preschoolers have the greatest rate of vocabulary growth, and intervening in vocabulary acquisition deficits at this age helps alleviate reading challenges later on (Neuman and Wright) (2014). The specific goal is for youngsters to increase their vocabulary of three-letter words by forming words by connecting letters to word ends. Older youngsters may develop the ability to recognize a pattern in words with similar word ends. The pieces are as follows: 1) a complete set of the alphabet; 2) a complete set of the numbers; and 3) a complete set 2) word ends, and 3) a play mat (about A3 size) on which the letters and word ends are laid out, with led lights and/or sound to indicate success when the proper letter is paired with the word ending. Every time a youngster forms a proper word, the combination of light and sound should please them. Felt fabric or other child-friendly materials should be used for the pieces.

This tool will have two users: a preschool age kid who will be directed by an adult user in a homeschool or classroom, and a preschool age kid who will be directed by an adult user in a homeschool or classroom. A parent, guardian, tutor, or teacher is an adult user.

Flowchart and Use Case

The adult user will write a word ending (for example, -AT) on the mat and teach the kid user to verify which letters of the alphabet will light up the mat.

One by one, the young user takes up letters and places them alongside the word's finish.

The mat will light up if the letter makes a real word with the word ending, such as C + AT = CAT.

The mat with led lights will do nothing if the letter does not create a word that makes sense with the word ending.

Technical Prerequisites

The Arduino, jumper wires, sensors, led lights, speakers, a memory card with sounds, and child-friendly textile material are the recommended technical requirements (e.g. felt).

Constraints

Three factors hampered the product development process. The first was the need for the technology to blend into the background of the product. It is the teaching instrument, not the system, that should be examined. It can't be a browser-based app or a mobile app. The second constraint was that the class only covered the basics of Arduino and did not cover embedded systems, so I was unfamiliar with the Arduino's capabilities. Finally, whereas most goods are created by teams of individuals with various specialized talents, I worked alone and was confined to my own knowledge and capabilities, with the help of instructors at the Maker Lab. As a result, I believe the product is still lacking and may need the input of professionals in early childhood education and design.

Possibilities of Application

This project may assist with LBD for toddlers and preschoolers. LBD must first be defined in order to elucidate on this assertion.

A Quick Review of the Literature

Experiential Learning is a term used to describe LBD (EL). EL is defined by Simon Fraser University as

“the strategic, active participation of students in chances to learn by doing and reflecting on those activities, enabling them to apply their theoretical knowledge to practical endeavors in a variety of contexts both within and outside the classroom” (cited in Bates, 2015).

Bates(2015) identifies a number of EL approaches that try to include real-world situations into the curriculum. Laboratories or studios, internships, problem-based learning, case-based learning, inquiry-based learning, and cooperative learning are just a few examples.

According to Chapman, McPhee, and Proudman (1995, p. 243, quoted in Schwartz), the following criteria must be present for an activity or procedure to be termed experiential:

“1. A balance of content and process: The experience activities must be balanced with the underlying material or theory.

2. No excessive judgment: The teacher must provide a secure environment for pupils to go through their own self-discovery journey.

3. Participation in meaningful activities: Because the learner is the instructor in experiential learning, there must be "meaning for the student in the learning." The learning activities must be meaningful to the learner on a personal level.

4. Fostering a big-picture mindset: Experiential activities should encourage students to create connections between what they're learning and the rest of the world. Students should be able to detect links in complicated systems and discover a method to operate within them via activities.

5. The importance of reflection: Students should be able to reflect on their own learning, allowing them to “bring theory to life” and acquire insight into themselves and their relationships with others.

6. Creating emotional investment: Students must be completely absorbed in the event rather than just following what they are told. “The method must interest the student to the point that what they are learning and experiencing hits a crucial, core chord inside them.”

7. Values re-examination: Students may begin to evaluate and even change their own values by working in a setting that has been made safe for self-exploration.

8. The existence of meaningful connections: Showing the interconnections between "learner to self, learner to instructor, and learner to learning environment" is one way to encourage students to perceive their learning in the perspective of the whole world.

9. Learning beyond of one's considered comfort zones: "When students are given the chance to function outside of their own considered comfort zones, their learning is boosted." This includes not just the physical environment, but also the social environment. This might involve "taking responsibility for one's conduct and owning the consequences," for example.

According to Kolb (quoted in learning-theories, 2017), EL happens in four stages: 1) concrete experience, 2) observation and reflection, 3) abstract idea formation, and 4) testing novel circumstances. Anyone may start at any point in the cycle, but it must be completed in that sequence. Assimilators, convergers, accommodators, and divergers are the four learning modes he identified in EL.

Children learn best when they are actively involved in a stimulating setting. Bowman, Donovan, and Burns (2001) write in their book Eager to Learn: Educating Our Preschoolers:

“Children want chances to begin activities and pursue their passions, but instructors must not remain inert while these activities are launched and led. Similarly, during teacher-directed and initiated activities, children should be fully involved and responsive. In all sorts of activities, good instructors aid the child's learning. They also understand that children learn from one another and through their interactions with their surroundings.”

Word Builder is designed for toddlers and preschoolers who are supervised by professionals who are interested in their education, such as parents, teachers, tutors, and guardians, in a classroom or at home. This tool may be used in as many different ways as the unique combinations that may be created by the teacher's teaching style and the child's personality and learning type. It's meant to be a fun and engaging tool for kids, appealing to their senses of touch, sight, and sound. It may, in general, support the following:

Word Builder – The Zone of Proximal Development provides an opportunity for social engagement and problem solving. Children learn via social interactions and problem solving, according to Vygotsky. Cognition is considered to improve when a youngster receives help from an adult or a more competent peer in addressing an issue, as long as the interaction is not too sophisticated for the kid's current skill level (Anthony, 2018).

Language Development — According to Bowman et al, one feature of a good preschool curriculum is that it encourages comprehensive language development, including a large vocabulary and good listening comprehension.

References

https://www.the-learning-agency-lab.com/the-learning-curve/learning-by-doing