Actice learning discussion 2

docx

School

Valdosta State University *

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Course

5280

Subject

Chemistry

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by jewettkeri

As a secondary chemistry teacher, techniques of active learning will be important to include as the students will be more engaged and will satisfy their need for peer acceptance. In this assignment I will discuss how this can be done while also considering the challenges in meeting the motivational desires of the secondary student. I will also analyze the following: "Active learning doesn't just happen" (ViewSonic, 2019, para. 9) and provide an example to illustrate. Through active learning strategies such as think-pair-share and concept mapping, students’ attention is captured and enhance peer acceptance. The think-pair-share involves students thinking about an issue by themselves, later followed by peer discussions and then an exchange of ideas with the whole class. This will promote learning among the students in class as they collaborate and have their ideas confirmed by their peers, a need for acceptance (Seifert & Sutton, 2018). Concept mapping, on the other hand, promotes critical thinking and problem-solving. While the students work in groups to develop concept maps, they are not only being actively engaged in the content, but they are also learning from one another. This collaborative feature motivates the students as they realize the importance of peer input (Karageorgakis, 2019). However, it is still difficult to meet the motivational needs of the secondary students. One challenge is the diversity of learning preferences and motivations in any class. A few of the students may be very extrinsically motivated because of their being liked by their peers, and a few may be intrinsically motivated because of their liking for the subject. Such balancing is very delicate to be carried out by the teachers. In fact, proper execution of active-learning strategies would also require sufficient planning and actual implementation. Thinking of these strategies and just considering them in the curriculum without preparing well enough may not even lead to success. Active learning does not just happen; it is an intentional scheme that must take place in line with learning targets (ViewSonic, 2019). For example, in chemistry class, I might use the concept mapping technique to explore the periodic table. I would assign small groups of students the task of creating a concept map that links various elements, their properties, and their uses. Each group would then present their map to the class. This activity not only promotes active engagement but also allows students to appreciate the diverse perspectives and ideas presented by their peers, fulfilling their need for acceptance. Overall, active-learning strategies such as think-pair-share and concept mapping can effectively engage secondary students in the classroom, while also satisfying the need for peer acceptance. However, the challenges of adequately satisfying the wide range of motivational needs and interests of students must be recognized. As the ViewSonic article addresses, active learning demands an active approach to curriculum planning and implementation. It is by carefully designing and implementing active-learning activities that the teacher can build a stimulating and inclusive classroom climate that benefits all students.

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