It was a fun yet tiring day today as we started the day with a sharing of yesterday's case studies. A guest from Australia popped in to say hi and shared a very interesting story which was funny yet thought provoking. Then we sat to work on our data and played around more with SPSS. Churning out analysis accurately was not an easy task I should say.
The little tour around the library was fun and relaxing in a way . I am more inspired to make use of the resources available in NIE library .
Then came the daunting task of writing out our report. It was easier said than done as I fumbled with words to write out a proper abstract and introduction for our grp.
BUT I'm definitely looking forward to tomorrow as it the end of the module . HOORAY!
Thursday, December 6, 2007
Session 4 - Reflections
Today's lesson began with a recap off LE. A whole list of words related to LE were listed out which would define. We learnt to categorize them and apply the Moo's scheme to see the relations. A better insight into the various instruments available to assess LE was given by Dr Quek. Again dimensions of the instruments were related to MOO's scheme .
Both quantitative and qualitative studies have been involved in LE. Quantitative studies usually involve the various instruments like SLCEQ, QTI, WiHIC.
A group activity involving the case studies of school A ,B ,C was an interesting session. After 3 sessions of Learning Environment learning I realized that we were analyzing the case studies very critically using the knowledge gained over the 3 sessions. We commented on it based on the Relationship aspect, personal development, system maintenance and system change.(MOO'S SCHEME)
Second half of the session involved us directly in a survey conducted with our class. based on the data collected we consolidated our responses onto a excel and transported the values to the SPSS software to analyze them.
Though tedious it was a new experience with lots of trial & error.
Throughout today's session we tapped heavily on the online learning platform GMAIL! It was so convenient to use it to share info with everyone in class so fast and efficiently.
Both quantitative and qualitative studies have been involved in LE. Quantitative studies usually involve the various instruments like SLCEQ, QTI, WiHIC.
A group activity involving the case studies of school A ,B ,C was an interesting session. After 3 sessions of Learning Environment learning I realized that we were analyzing the case studies very critically using the knowledge gained over the 3 sessions. We commented on it based on the Relationship aspect, personal development, system maintenance and system change.(MOO'S SCHEME)
Second half of the session involved us directly in a survey conducted with our class. based on the data collected we consolidated our responses onto a excel and transported the values to the SPSS software to analyze them.
Though tedious it was a new experience with lots of trial & error.
Throughout today's session we tapped heavily on the online learning platform GMAIL! It was so convenient to use it to share info with everyone in class so fast and efficiently.
Monday, December 3, 2007
Reflections on session 3
Assessing learning environment -why -what-how?
I realize that assessing LE is important ti keep us in the right trackthe first step would involve looking into physical aspects ,student groupings and even kind of tasks assigned to kick off.
The works of researchers like Lewin &Murray laid the foundations and soon Walberg , Moo ,Frasier, fisher, tom Leary and many others have been involved i this field of assessing learning environment. The development of LEI(learning Environment Inventory by MOO has facilitate many other Inventories ti be invented to assess
Moo's scheme- has been widely used in various studies.
There are also various approaches to LE which includes trained observers,ethnographic & naturalistic inquiry data collection mtds and the use of pupil /teacher perception.case studies have also been widely used.Even in singapore context many of these instruments like WHIMIC, QTI have been used though not in its original form but altered to suit the context.
However we have to keep in mind things like when to administer and and how to administer.
In conclusion this session has been and eye opener to gain insight into assessing the learning environment as this is very important for a teacher to reflect and review our practices.
My Reflections( Session 2)
My Reflections on Podcast (Session 2)
Learning Environment is a key factor in the education of any individual. We live in Digital Age now. Many things around are changing from day to day. As educators it is very important to reflect and re- assesses our objectives. In my opinion a paradigm shift should involve 21st century skills - e.g. digital age literacy, inventive thinking, effective communication etc. As we make these changes, we see the transcendence into our classrooms. It is important to create a condusive and inclusive Learning environment. My memories of ineffective learning environments would be those of which I had to sit through boring chalk and talk lessons, memorize chunks of information, mugging for exams which required me to regurgitate those info, knots of tension that formed just before dreaded lessons which I was weak in, and intimidating teachers who only made matters worse. As I look back those incidents have only become bitter memories and not lessons learnt. As I started out as a teacher I did my fair share of creating ineffective learning environments as I groped around finding my footing. It took a while for me to realize that teachers’ guide is not going to help me achieve my objectives for my lessons. I learnt to analyse individual needs, experiment with methodologies, vary modes of assessment and soon my lesson objectives were becoming achievable.Education in Singapore has come a long way with the many new thrusts ranging from I&E, TSLN , IT Masterplan ,Future School etc. As I journeyed on in the teaching field I have realized that different schools have different climates, cultures and environments created. Each unique in its own style with a common objective of providing a holistic curriculum to develop all rounded individuals. Being in a school where there is a pervasive use of ICT- enabled pedagogies coupled with student learning style approach I have realized the importance of creating the right kind of environment which will be challenging for our 21st century students. Students these days have great potential which when tapped the right way will yield the results we want. Mobile learning, and E learning and problem based learning tasks are some of the ways of I have experimented with which had resulted in a very motivating and engaging Learning Environment where students learn and achieve.Shamini
December 2, 2007 6:03 PM
Learning Environment is a key factor in the education of any individual. We live in Digital Age now. Many things around are changing from day to day. As educators it is very important to reflect and re- assesses our objectives. In my opinion a paradigm shift should involve 21st century skills - e.g. digital age literacy, inventive thinking, effective communication etc. As we make these changes, we see the transcendence into our classrooms. It is important to create a condusive and inclusive Learning environment. My memories of ineffective learning environments would be those of which I had to sit through boring chalk and talk lessons, memorize chunks of information, mugging for exams which required me to regurgitate those info, knots of tension that formed just before dreaded lessons which I was weak in, and intimidating teachers who only made matters worse. As I look back those incidents have only become bitter memories and not lessons learnt. As I started out as a teacher I did my fair share of creating ineffective learning environments as I groped around finding my footing. It took a while for me to realize that teachers’ guide is not going to help me achieve my objectives for my lessons. I learnt to analyse individual needs, experiment with methodologies, vary modes of assessment and soon my lesson objectives were becoming achievable.Education in Singapore has come a long way with the many new thrusts ranging from I&E, TSLN , IT Masterplan ,Future School etc. As I journeyed on in the teaching field I have realized that different schools have different climates, cultures and environments created. Each unique in its own style with a common objective of providing a holistic curriculum to develop all rounded individuals. Being in a school where there is a pervasive use of ICT- enabled pedagogies coupled with student learning style approach I have realized the importance of creating the right kind of environment which will be challenging for our 21st century students. Students these days have great potential which when tapped the right way will yield the results we want. Mobile learning, and E learning and problem based learning tasks are some of the ways of I have experimented with which had resulted in a very motivating and engaging Learning Environment where students learn and achieve.Shamini
December 2, 2007 6:03 PM
Works of Rudolf Moos
"The social climate is the 'personality' of a setting or environment, such as a family, a workplace, a social or task-oriented group, or a classroom. Each social setting has a unique 'personality' that gives it unity and coherence. Like people, some social environments are friendlier and more supportive than others. Just as some people are self-directed and task oriented, some environments encourage self-direction and task orientation. Like people, environments differ in how restrictive and controlling they are. --Rudolf Moos, Social Climate Scales:
"Although many applications of the GES focus on aggregate scores and on the group environment itself, the GES can also help clinicians and others whose primary interest is the individual, not the group as a whole. An individual profile reveals how a person views the group environment and his or her place in it. Unlike most assessment procedures, which may describe characteristics such as intelligence, personality, or interests, an individual GES profile reveals a person’s perceptions. Thus, as a source of unique information about the individual, the GES can enhance client assessment." --Rudolf H. Moos, Group Environment Scale Manual
Although many applications of the CES focus on aggregate scores and on the classroom itself, the CES can also help educational consultants and others whose primary interest is the individual, not the classroom as such.An individual profile reveals how a student views the classroom and his or her place in it. Unlike most assessment procedures, which may describe characteristics such as intelligence, personality, or interests, an individual CES profile reveals a person’s perceptions. Thus, as a source of unique information about the individual, the CES can enhance student assessment. " --Rudolf Moos & Edison Trickett, Classroom Environment Scale Manual
"Although many applications of the FES focus on aggregate scores and on the family as a whole, the FES can also help clinicians and others whose primary interest is the individual, not the family as a whole.An individual profile reveals how a person views the family and his or her place in it. Unlike most assessment procedures, which may describe characteristics such as intelligence, personality, or interests, an individual FES profile reveals a person’s perceptions. --Bernice & Rudolf Moos, Family Environment Scale Manual
"The COPES can help clinicians and others whose primary interest is the individual, not the program as such." --Rudolf H. Moos, Community Oriented Programs Environment Scale Manual
"The social climate is the 'personality' of a setting or environment, such as a family, a workplace, a social or task-oriented group, or a classroom. Each social setting has a unique 'personality' that gives it unity and coherence. Like people, some social environments are friendlier and more supportive than others. Just as some people are self-directed and task oriented, some environments encourage self-direction and task orientation. Like people, environments differ in how restrictive and controlling they are. --Rudolf Moos, Social Climate Scales:
"Although many applications of the GES focus on aggregate scores and on the group environment itself, the GES can also help clinicians and others whose primary interest is the individual, not the group as a whole. An individual profile reveals how a person views the group environment and his or her place in it. Unlike most assessment procedures, which may describe characteristics such as intelligence, personality, or interests, an individual GES profile reveals a person’s perceptions. Thus, as a source of unique information about the individual, the GES can enhance client assessment." --Rudolf H. Moos, Group Environment Scale Manual
Although many applications of the CES focus on aggregate scores and on the classroom itself, the CES can also help educational consultants and others whose primary interest is the individual, not the classroom as such.An individual profile reveals how a student views the classroom and his or her place in it. Unlike most assessment procedures, which may describe characteristics such as intelligence, personality, or interests, an individual CES profile reveals a person’s perceptions. Thus, as a source of unique information about the individual, the CES can enhance student assessment. " --Rudolf Moos & Edison Trickett, Classroom Environment Scale Manual
"Although many applications of the FES focus on aggregate scores and on the family as a whole, the FES can also help clinicians and others whose primary interest is the individual, not the family as a whole.An individual profile reveals how a person views the family and his or her place in it. Unlike most assessment procedures, which may describe characteristics such as intelligence, personality, or interests, an individual FES profile reveals a person’s perceptions. --Bernice & Rudolf Moos, Family Environment Scale Manual
"The COPES can help clinicians and others whose primary interest is the individual, not the program as such." --Rudolf H. Moos, Community Oriented Programs Environment Scale Manual
His Theory
One of Moos’ contributions was to show that the same basic types of dimensions characterise diverse human environments. The Relationship dimension involves the strength and type of personal relationships within an environment and the extent to which people are involved in the environment and help and support each other. The Personal Development dimension assesses basic directions along which personal growth and self-enhancement tend to occur. The System Maintenance and Change dimension involves the extent to which the environment is structured and orderly, provides clear expectations, maintains control, and is responsive to change.Moos (1974) developed questionnaires to assess nine separate human environments (including psychiatric hospitals, correctional institutions, families and work settings), with one of these being the classroom environment scale (CES). Some other scales were Social Climate Scales, Group Environment Scale, Family Environment Scale and Community Oriented Programs Environment Scale.
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