Me and my monkey

So Old and still monkeying around

Historical Perspective

Study in the field of psychosocial
Earliest work
1. Thomas in 1920s in USA
- observation and and recording of explicit classroom phenomena
2. Lewin's Field Theory, 1936
- Behaviour as a function of person and environment
3. Murray(1938), Stren, Stein & Bloom (1956) and PAce & Stern(1958)
- need-press theory- persons are conceptualised in terms of their psychological needs and the environment in terms of press
4. Pace (1963)
-'needs and press interact to guide behaviour'
5. Glenn (1984)
- needs determine th behaviour of a person
6. Stern ( 1970)
- degree of a person-environment congruence is related to stds' outcomes
7. Fraser (1994)
- person-environment fit studies- congruence between actual and preferred environments is assessed and related to std's outcome.
8. Moos and Walberg (1960s)
Moo's three dimensions of human environment - realtionships, eprsonal development and systems change and systems maintenance
Walberg's - students make summary judgement of the environment, can be used to improve the LE.
9. Timothy Leary - A person's interpersonal behaviour couldbe described in two ways
- influence dimension- ranges from dominant to submissive
- proximity dimension- ranges from cooperative to oppositional
Combinations of these in eight sectors- one can be submissive cooperative or dominant cooperative.. Teachers use this model to influence classroom events( CLE)

My reflection on Session 4

Today we started the day learning about SPSS. We spent the whole morning crunching numbers and learnt from Dr Quek how to interpret the data.. Cool the SPSS program man.

We used the excel ws we completed yesterday and exported the data to the SPSS data file. We learnt how to use the program to run the Cronbach Alpha Reliability Test and the Paired Sample T-test. I like the fact that we are using the real data for analysing.

In the later part of the morning, we were taught how to interpret the results and how to write a proper reference.
After lunch we went to tour the the library and went to unusual nook and corners where most library users would not frequent.
Of course, the library is a + learning environment.
Finally we ended up working in groups writing the report.
Tmr we will have to carry on writing the report.. remember to go by 8.30am.

Session 4 - How to write a report

How to write a report
1. Intro-Abstract
2. Research Questions
3. Methodology
4. Sample
5. Test reliability using the Cronbach's reliability test
6. 3 tables and 1 graph- Scale used / paired means
7. Procedure
8 Findings
9. Conclusions

What is a rich Learning Environment?

There is no ideal learning environment. As educators, we need to know about the learners profile by administering questionaires and see whether the actual one matches their preferred one. This is very crucial otherwise when the learners are uncomfortable with the environment, learning will not be optimised. We must also bear in mind the gender ratio in the classes that we teach.

This morning, the groups did the sharing of their case studies of the schools they did.
School A- Positive Learning Environment- a very autocratic school with little decision making by the trs. They emphasize on academic results and helped the students to become more disciplined in their studies and CCA. More holistic education
School B-Positive Learning Environment-recommendation-participatory decision making and credit informal sharing
School C-Negative Learning Environment-change of management, revise strategic plans, learn from best practices

Instruments used in Assessing Learning Environment

A List of instruments used in assessing Learning Environment

1. CES- Classroom Environment Scales (Moos and Trickett, 1987)
2. CLEI -Computer Classroom Environment Inventory
3. CLEI - Chemistry Laboratory Environment Invetory
4. CLCEI - Chinese Language Classroom Environment Inventory
5. CLES - Constructivist Learning Environment Survey(Taylor, Fraser & Fisher,1997)
6. CMLES - Constructivist Multimedia Learning Environment
7. CUCEI- College and university Classroom Environment Inventory ( Fraser & Treagust, 1986)
8. ELCEQ- E-Learning Classroom Environment Questionaire
9. ICEQ - Individualised Classroom Environment Questionaire (Fraser, 1990)
10. ICEI - Individual Classroom Environment Inventory
11. ICEI - Internet-based Classroom Environment Inventory
12. LEI - Learning Environment Inventory ( Fraser, anderson and Walberg ,1982)
13. MCI - My Classroom Inventory (Fraser, Anderson & Walberg, 1982)
14. OLCEQ - Online Learning Classroom Environment Questionaire
15.QTI - Questionaire on Teacher Interaction ( Wubbels a & Levy, 1993)
16. SES - Self Efficacy Scale
17. SLEI - Science Laboratory Environment Inventory( Fraser, Giddings & McRobbie,1995) or Science Learning Environment Inventory
18. SLEQ - School Level Environment Questionaire
19. TOMRA - Test of Mathematics- Related Attitudes
20. WIHIMC- What is happening in my class ( Aldridge& Fraser,2000)

The list goes on and on.. new test can be generated.

The online Learning Environment - a model using social constructivism and the concept of 'Ba'

This is an interesting research paper. The theory of Ba(place)according to Nonaka nd Konno say that there is a 'place'- how and where knowledge can be created. This is done through 3 ways- physical, mental and virtual. In other words it is platform for resource concentration whereby new knowledge can be created. Nonaka and Konno descrive 4 types of Bawhich they equate with the 4 stages( ) of the SCEI model:

Originating or Existential Ba( Socialisation): place where individuals share experiences, feelings and mental models
Interacting or Reflective Ba (Externalisation): place where individuals share mental models and reflect and analyse their own.
Cyber or Virtual Ba (Combination): a place of interaction in the virtual world instead of real space and time.
Exercising Ba (Internalisation): a place that facilitates conversation of tacit to explicit knowledge.

How does this apply in a classroom situation?
If we know this is how an individual learns, then in the classroom environment we must provide enough scaffolds to help students to move from tacit knowledge of the subject matter to an explicit knowledge whereby they share their knowledge with their group members in a virtual world and finally through such interaction, able to create new knowledge which they will internalise as their own and finally use this knowledge to produce some output.

The new model ESCIE is based on these two theories. The steps are:
1. Explicitisation
2. Socialisation
3. Combination
4. Internalisation
5. Externalisation

My reflection on session 4

I love today's session as there are two hands-on activities.
We started the day learning about the school learning environment test. We talked about the reliability of the test instrument using the cronbach alpha reliability test. We also related the test to Moo's scheme. I have go home to reflect on Moo's scheme and be able to know it better. Later we did a case study of a school and realise that a school lacking in a conducive LE will cause teachers' morale to dip and also we must believe in educating a child holistically.
In the afternoon, we set ourselves to do a survey on "What is happening in this course". It was an application of what we have studied in the morning. We were then introduced to the SPSS.. wow what wonders it does.. We completed the survey and entered the results in a Excel file.. given by Dr Quek. We did more google doc sharing.. this was the fun part.. sounds like a market place when certain group's doc was edited online..we could hear shouts like ' who's changing my document?', followed by sniggles. Thought we could use the SPSS, however need the survey results of one more participant. We will do the SPSS tomorrow. Another exciting day tomorrow.

Session 4- Learning to use the SPSS

We did a survey in the afternoon. The what is happening in this course survey. We have to work in the original groups to do the work. Later we are to find put about Cronbach Alpha Reliability and Paired-sample t-test.

What then is cronbach alpha reliability?
It is measurement to test internal consistency of a test. Then what is internal consistency?
In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. For example, if a respondent expressed agreement with the statements, "I like to ride bicycles," "I've enjoyed riding bicycles in the past," and "I hate bicycles" (this item would be reverse scored), our test would have good internal consistency.

Internal consistency is usually measured with Cronbach's alpha, a statistic calculated from the pairwise correlations between items. A commonly-accepted rule of thumb is that an α of 0.6-0.7 indicates acceptable reliability, and 0.8 or higher indicates good reliability. Note that extremely high reliabilities (0.95 or higher) are not necessarily desirable, as this indicates that the items may be not just consistent, but redundant.( taken from Wikipedia)

This is what I found out about the t-test from Wikipedia.
A t-test is any statistical hypothesis test in which the test statistic has a Student's t distribution if the null hypothesis is true. It is applied when sample sizes are small enough that using an assumption of normality and the associated z-test leads to incorrect inference.

Read about paired sample t-test on this site
Read about Cronbach Alpha reliability

Moos' scheme

Moo's schema:
1. Personal Development: (Personal Growth & Self-enhancement)
Stimulation - Pleasure & Satisfaction,Achievement - Improvement of performance, progression & broadening of interestsEfficacy - Feeling of competence, ability and success

2. Relationships: (Extent of people involvement & support for each other)
Helpfulness - Cooperation and support among students,Participation - Participation and valuation of each individual in the group,Responsibility - Trust and responsibility of activities and learning

3.System change/maintenance: (orderliness of environment)
Creativity - Personal expression with creative and artistic activities,Influence - Expression of views and ideas on school matters and opportunity to be heard,Safety - Absence of danger, violence and harassment,Control - Presence of rules, organisation, self-discipline

Session 4-Assessing the classroom learning environment 2

Today we are doing a case study.. horray some more hands-on
this case study is done in three SG schools.
recap.. Lewinian approach and Murray's needs press
Big pic .. now how LE is assessed qualitatively. then .. How learning environment is assessed using validated instruments

We will see how the researcher.. tease out the relevant information
Ask three questions..IDA learning sciences laboratory
Is there collaboration? What is knowledge forum-- for ideation process? Marsiling secondary.
Are students too bored with the printed words?- Are they going for more web-based resources?

Overview
1. Quantative studies conducted by Singapore schools
2. Qualitative studies
Action Research - John Elliot

Definition of school learning environment
Mainly three aspects-
school- vision, physica; aspects, school culture/ staff- shared vision/ students- attitude, emotional well being/ partnerships

Instrumentation: SLCEQ( School Level Environment Questionaire)
*student support-relationship (1,10,19,28)
*participatory decision making - system change
*affliation - relationship (2,11,20,29)
*innovation- system
*professional interest- (3,12,21,30)
*resource adequacy- system change
*achievement orientation-(4,13,22,31)
*work pressure - system
*staff freedom - system (5,14,23,32)

Reduce the number of items per group- 4 point likert scale
the questions in each catergory is organised in a cyclical fashion- to cut down boredom, to reduce inaccurracy in response.

Session three reflection

I feel that there are basically to dimensions to learning environments- the factors that affect a learner's learning and the approaches to assess learning environments.

We also examine the what the past researchers had done in the field of learning environments.
The two main contributions which I feel was most impactful to the study of LE is Moo's scheme and Murray's needs- press model. Of course other experts in the field also played an important role in affecting the development of the study of LE.
How is Moo's scheme associated with Murray's needs-press model?
Moo's scheme states that there are three areas that affect one's learning- relationship, personal development and system change and maintenance.
Murray's needs- press model mentions that everyone has needs and these needs works in congruence with the presses in life-family, society etc. I would think that personal development is similar to the needs mentioned by Murray and when the needs work in tandem/ conflict with the presses( relationship as proposed by Moo), good or poor relationship may be formed respectively. If all factors work in opposition with each other, then the learning environment will not be conducive.

Session 3 Assessing Learning Environments(PM)

Assessment - What to assess and how to assess
Three general approaches to assessment
1.trained observers- code events and explicit verbal communication
2. use of enthnographic and naturalistic inquiry data collection methods
3. use of pupils and teachers' perceptions through questionaire

The third one is favoured- first two are expensive and extensive coding
The last approach involves the people involved in the learning environment and is unlikely to miss out certain detail.

Approaches used
1. Naturalistic inquiry
2. inventories
3. Ethnography
4. Case Studies

Instruments based on Moo's scheme
What is Moo's scheme?
Relationship
Extent of people's involvement
Personal
Direction along personal growth and self-enhancement

Dr. Henry A. Murray

Dr Henry Murray was an American psychologists who taught in Harvard University.
The beginnings of his theory started with his relationships with his parents. In the book "Perspectives on Personality" p100, note that "he got on well with his father but had a poor relationship with his mother" resulting in a deep-seated feeling of depression.He then became aware of the people's needs will determine the behaviour of the people.
Later on in his life, he fell in love with Morgan, another woman outside his marriage. At that time, he was reluctant to leave his wife. From this experience he realised that conflicting needs,'the pressure that can result, and the links to motivation'.
In 1927, Murray developed different concepts like latent needs (not openly displayed), manifest needs (observed in people's actions), "press" (external influences on motivation) and "thema" - "a pattern of press and need that coalesces around particular interactions". Murray used the term "apperception" to refer to the process of projecting fantasy imagery onto an objective stimulus. The concept of apperception and the assumption that everyone's thinking is shaped by subjective processes provides the rationale behind the Thematic Apperception Test (TAT).

Henry Murray (1893 - 1988) was active in developing a theory of motivation throughout the 1930s, 40s, 50s and 60s. He believed that a need is a potentiality or readiness to respond in a certain way under certain given circumstances (Murray, et al. 1938, p. 124).

A major assumption of Murray’s theory was that behaviour is driven by an internal state of disequilibrium. In other words we have a LACK of something and this drives us. We are dissatisfied and we desire something.Thus we will behave in a certain fashion. We will carry on behaving in this way until we reach equilibrium.

In 1943, while working for the OSS, he was asked by his superior to work on analysis of the personality of Adolph Hitler.

In Dr. Henry A. Murray's article of Analysis of the Personality of Adolph Hitler:
With Predictions of His Future Behavior and Suggestions
for Dealing with Him Now and After Germany's Surrender found in
http://library.lawschool.cornell.edu/WhatWeHave/SpecialCollections/Donovan/Hitler/index.cfm
He predicted that Hitler will end his life in the face of defeat of the Germany in WWI based on his needs theory. Murray pegged Hitler's personality as "counteractive narcism," a type that is stimulated by real or imagined insult or injury. According to Dr. Murray, the characteristics of this personality type include: holding grudges, low tolerance for criticism, excessive demands for attention, inability to express gratitude, a tendency to belittle, bully, and blame others, desire for revenge, persistence in the face of defeat, extreme self-will, self-trust, inability to take a joke, and compulsive criminality. Dr. Murray concluded that Hitler had these characteristics (and others) to an extreme degree and lacked the offsetting qualities that round out a balanced personality.

Slides on Henry Murray

Henry Murray and TAT
What is TAT?
Another popular projective test is the Thematic Apperception Test (TAT) in which a patient views ambiguous scenes of people, and is asked to describe various aspects of the scene; for example, the patient may be asked to describe what led up to this scene, the emotions of the characters, and what might happen afterwards. The examiner then evaluates these descriptions, attempting to discover conflicts and hidden emotions within the patient, and work toward a successful psychoanalytic cure. (http://en.wikipedia.org/wiki/Projective_test)

Henry Murray's concept of personality

Session 3 Assessing the Learning Environment 1

The session begins with terms associated with learning environment
The field of study is based on psycho-social.
Some terms- classroom environment, sch environment, culture, climate...etc

Objectives
1. Understand the rationale for assessing the Learning Environment (WHY)
2. To ascertain what to assess in the Learning Environment (WHAT)
3. To use qualitative and quantitative approaches to Learning Environment(HOW)

What to assess in the Learning Environment
Physical
- seating arrangement
- noise level
- equipment
- ventilation
- space provision for movement and work
- resource provision

Students
-working in groups
- behaviour
- group sizes & composition
- concentration

Social
- Teachers' models
- Tr's instructions
- Trs'acceptance or rejection
- Types of activities

Dr Quek went through a model of the interelationships between Lewinian's approach and Murray's needs-press model.
What I have learnt is Learning Environment is dependent on various factors- behaviour, personality and person. In the process we need to assess the Learning Environment-we can do it through 2 types of tests-one as a detached observer-alpha press and the other as an involved observer-beta press.

My reflection on the article Emergent Design and learning environments: Building on indigenous knowledge by David Cavallo

I found this article very insightful and quite enlightening. What it really reminds me is that there is no such thing as best practice, in the truest sense of the term. What works in one environment may not work for another environment. This is true in my case when I teach the same subject matter to different classes- in certain classes I have to use a more didactic approach while in other classes, I have to use a more discussive one. As Richard Lester puts it his book, the Productive Age there is no such thing as grafting a decontextualised best practice into existing organisation and hope to produce results. In our present school situation, based on the SEM( School Excellence Model) we are using in assessing our organisational excellence, we need to benchmark our school practices with best practices implemented by other schools. We must not just employ the best practice wholesale. We should in fact tread carefully, look at the practices and adapt them to the specific situation in our school, ie we need to contextualise it, basing it on exisiting structures. and try to come up with an 'emergent design', our 'brand' of the approach.
In the later part of the article, Cavallo suggests that in the case of learning environments there should be 7 principles that we should adopt: constructionism, technological fluency, immersive environments, long-term projects, applied epistemological anthropology, critical inquiry and emergent design.
How can these principles apply in our everyday teaching? On reflection constructionism is being practiced when we tried to assign the Sec 2NT to the project of organising a mini 'Grand Prix' in school. We made them construct their own remote controlled cars and the tracks for the cars to race. In doing so, they learn how to use recylce materials, organise an event and use their technical knowledge to build cars. In these constructing sessions, they manage to construct new knowledge, like how to organise the event.. based on existing one.
Technological fluency is a must nowadays..as teachers we should not remain as tech dinosaurs, as we are dealig with the digital natives, our students. But we definitely should not bound by technology, it is a means not the end. I was experimenting with Second Life with one of the classes in school. In the midst of the lesson, the students became more interested in changing clothes of their avater, teleporting them, than using the portal as a means to discuss the subject matter. At that point in time, it was a failed experiment, so I decided to abandon the project. Technology almost strangled me with her claws.
Immersive environments is crucial for critical learning to take place. In many of classes that I teach, I find it difficult to create an immersive environment so that learning could be accelerated. There is a lack of culture in most classes to enable me to teach my subject area. Many of the students are not interested in what I am teaching, as economically it is not worth their while spending time on this subject. I am still working on how to mediate meaning (MLE) in the delivering of the subject area, if I am able to do so, I will soar to some pinnacle of success.
All is not totally lost, I managed to bring in current affairs to class and discuss these events based on the topics being taught. In doing so, I hope to create an immersive culture.
This year, my school organised an ASEAN week. Before the week, students were to research on ASEAN landmarks, leaders etc. This project gave more depth to the topic of ASEAN, and by now many of my students would be able to relate to the Myanmar's uprising better, recognising the important role Aung San Suu Kyi play. This long-term project helps the students to grasp the issues better.

In many ways, what we have experimented in school is just the beginning of a emergent design of a conducive learning environment for our students. We have our little successes coupled with some let downs. As I want to reiterate, there is no such thing as decontextualised best practice; all 'super' practices must be carefully studied and wisely adapted to suit the school, more importantly the class context. We are teaching individuals who are so different. Last but not least, we must not end up by lamenting that whatever methods employed will never be appreciated by the students, let alone work on them. We must come to realise that they have potential to succeed and leverage on their existing knowledge.

Introduction to Med 858

Today we set a blog and learnt to create a gmail account. We learn to share files using the google doc share.. This is definitely exciting as we need to create a more conducive classroom environment.

For the first lesson we have lots of readings to read..we better share the readings.. or else we read like siao.

I want to learn

test... a post

My first posting here-I like it man!

This is my posting..Exciting.. why am I here? photos of myself.