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Category: EDCI-335 (Page 3 of 3)
https://onlineacademiccommunity.uvic.ca/slanggould/category/edci-338/weekly-blog-posts/
Hi Sarah,
I appreciated your point about how a PLN broadens perspective and fosters a sense of belonging through collaboration. Your reference to Simone Biles was particularly compelling; authentic voices around mental health can help make digital spaces feel safer and more supportive.
I think your post does a great job reflecting on the topic, but it might be even stronger with a clear ânext stepâ suggestion. Could you add one or two practical ideas for making conversations more inclusive, like inviting different viewpoints or adding a short note when sensitive topics come up.
Regarding the presentation, I like the clean, easy-to-read layout. Adding a brief conclusion or subheadings such as âWhy PLNs matter,â âInclusion in practiceâ) might make it even easier to scan.
Please check the rubric to ensure you’ve included links or brief references to examples, like the Simone Biles post/interview, so everything required is covered.
Iâd love to hear about one actionable step you plan to try next to invite diverse perspectives in your PLN.
Hi Grace (Simeng),Â
I enjoyed reading your reflections! I especially appreciated how you linked PLNs to specific platforms and communities; it helped make the concept more tangible. I also use LinkedIn, Pinterest, and Instagram as part of my PLN. My content mainly concentrates on elementary education, but itâs interesting to see how others utilize these platforms for different subjects, like graphic design. Your reminder that digital security is an ongoing responsibility, not just a one-time task, was also a very practical takeaway.
Could you add a concrete example for the diverse learning spaces section, perhaps from your own experience or a case study, so readers can better imagine how it works in practice?
Your post is very clear and easy to follow. The headings work well, but including a small visual showing how PLNs, digital security, and inclusivity connect could make it even more memorable. Overall, great job!
BLOG POST #2
Cooperative Learning
Cooperative learning is a structured method of group work where students rely on one another to achieve shared academic goals. It highlights intentional interaction that promotes positive interdependence, mutual support, and genuine collaboration, rather than merely parallel work on the same task (Herrmann, 2013; Davidson & Major, 2014). Each student contributes individually while being accountable to the group, encouraging both academic achievement and the development of social skills through face-to-face interaction and group reflection (Gillies, 2016).
The one that is doing the learning is doing the talking.
CAndy Olandt
Example of Cooperative Learning
Jigsaw Learning: Students are divided into groups, assigned a topic, and learn and teach each other, like the jigsaw activity we did in class with the approaches to learning. It’s also cool how we used Zoom to complete this.
Think-Pair-Share: Students first think about questions individually, then share their thoughts with a partner, and finally, share with the whole class.
Structured heterogeneous grouping: Students are intentionally placed in diverse groups based on their abilities, personalities, and learning styles. Each student has a role, ensuring balanced participation and peer learning.
The Limits of AI in Cooperative Learning
While AI can support learning, it doesn’t always align well with cooperative learning. Cooperative learning relies on peer interaction, shared responsibility, and face-to-face collaboration. Many AI tools are designed for individual use, which can reduce meaningful group dialogue and lead to uneven participation. When students rely on AI for quick answers instead of discussing and solving problems together, it limits critical thinking and weakens social skill development. Without careful guidance, AI use can unintentionally replace rather than support the human connections that make cooperative learning effective.
In the video, “The Pros and Cons of AI in Education: What Every Educator Should Know,” educators emphasise that while AI tools are very effective for personalising learning, they can sometimes hinder collaborative learning. By promoting isolated engagement, AI might reduce meaningful student dialogue and restrict the development of critical thinking and interpersonal skills.
These concerns are growing that when students rely too heavily on automated responses, they miss out on opportunities for peer discussion and shared problem-solving, core components of cooperative learning.
Challenges and Risks of Using AI in the Classroom
- Privacy concerns around student data
- Ethical considerations, including fairness and transparency
- Reduced social adaptability due to less face-to-face interaction
- Overdependence on technology which can weaken problem-solving skills
Educators play a vital role in ensuring that AI is used fairly, transparently, and with student autonomy and dignity in mind. As Gillies (2016) reminds us, cooperative learning thrives on structured, real-world interaction, something AI alone cannot replicate.
Shalan’s Blog Post #2 Reflection
When discussing cooperative learning, I agree that it creates space for students to feel more open and comfortable sharing, especially when the class is divided into smaller groups. It also encourages full participation, and group roles tend to form naturally.
Having a peer who is confident with the topic can be helpful, but I also see it as an opportunity for the group to discover the answer together as a team.
I agree that the best approach depends on the learners, as everyone learns in a unique way. My ongoing challenge has been figuring out how to accommodate all learning styles, but I really like the idea of blending strategies to meet a variety of needs.
For our topic, do you think AI tools in education can support or hinder cooperative learning? In what ways might they enhance collaboration or unintentionally replace it?
Hi Chelsey,
I enjoyed how you shared your journey with social media. It made your reflections feel relatable and genuine. Your point about being intentional with what we follow resonated with me, especially how youâre curating accounts around your career interests. I also appreciated how you included the conversation about Emma Chamberlain and Mac DeMarco. It added a unique, real-world perspective to your post.
I wonder if you could expand a little on your section about digital literacy by adding a quick example of how someone might actively break out of an echo chamber or fact-check content they see online? That could give readers something practical to try.
Your post flows well, and the visuals complement your writing. Excellent work, your perspective comes across as honest and encouraging!
Hi Navya,
I connected with your original view of social media as mainly for fun or keeping up with friends, I felt the same before this course. I appreciated how clearly you explained your shift in perspective, especially the influence of Shelley Mooreâs video. Your point about social media amplifying diverse voices and supporting inclusivity stood out to me. I also liked how you described your WordPress blog becoming more than an assignment; itâs inspiring to see you using it as a space for ongoing reflection and professional growth.
I also found your explanation of Personal Learning Networks (PLNs) both clear and practical. It made me think about how I could be more intentional in building mine by following people and communities that align with my goals.
I wonder if the section on building a PLN could be even more effective with a short example of a specific account, group, or interaction that has influenced your learning so far. Adding that might help readers better visualize how PLNs work in real life.
Your blog layout is clean and easy to follow, and the images complement your writing well. A small suggestion, maybe include more visuals to break up the writing.
Great job on this honest, thoughtful reflection!
https://onlineacademiccommunity.uvic.ca/boshrasaravi/
Hi Bosha,
Iâm glad youâre so passionate about helping children and their families succeed. Itâs my passion too, which is why Iâm going to school to become an elementary teacher! I agree with what you said-learning is always ongoing, and itâs important to stay relevant in any field. Things are constantly changing.
Yes, I can relate. During COVID, when in-person learning wasnât possible, social platforms were how I communicated with friends and family. It was an interesting time; however, it opened the door to remote work, digital communication tools, and online businesses.
Itâs great to see you using social media as collaborative tools, like Facebook. I also use groups; however, I mainly rely on Instagram as a tool.
I read that you have a busy schedule juggling many things at once. I can relate; I also juggle 50 hours a week, three UVIC courses, a boyfriend, family, and friends. But if it werenât for online courses, it wouldnât be possible to take courses during such a busy time. Iâm grateful they give me more flexibility to complete assignments.
I appreciate you sharing that, as an educator, you keep your account private. I need to do this too; however, I need to figure out how because my account is a business account. Please let me know if you have any suggestions on how to do this while maintaining privacy.
I agree we need to learn these technology skills so we can teach future generations and keep them educated. Great job on your post, and the content is excellent. One suggestion is to align photos with the text or even use a text column paired with images, as this could help make it look more organised.
Classroom Management: My Biggest Practicum Challenge
During my practicum in the Grade 7 classroom at Spencer Middle School, I found classroom management to be a significant challenge for fostering effective learning. I struggled to balance maintaining authority with building positive relationships with students. One of the most difficult aspects was redirecting off-task behaviour without disrupting the lesson flow or sounding too harsh.Â
During my practicum, I found classroom management to be a significant challenge in learning. I struggled to balance maintaining authority with fostering positive relationships with students. One of the most difficult aspects was redirecting off-task behaviour without disrupting the lesson flow or sounding too harsh.
To address this, I closely observed my mentor teacher. I paid attention to his tone, body language, and the specific language he used when addressing students. He used a calm but firm voice when handling interruptions and would simply stop teaching and wait quietly, giving students a non-verbal cue to refocus. He often used the phrase âIâll wait,â which conveyed clear expectations without escalating the situation. I also sought his feedback on my own classroom presence. One of the most helpful pieces of advice he gave me was to learn when to âpick your battles.â I quickly realized that if I tried to address every disruption, I would never be able to complete a full lesson. My lessons often ran over time due to behaviour management.
What made classroom management particularly challenging was recognizing that different strategies work for different students. There is no one-size-fits-all approach. I had to discover what worked best for each student. For example, some students needed to be separated from their peers to focus, while others just needed subtle redirection. Some responded best when I addressed behaviour directly, while others were better managed through strategic ignoring to avoid giving them the attention they sought.
To support my learning, I also explored articles and videos on proactive management techniques. From this video here I learned the following, where I applied some of these techniques during my practicum:
Classroom Management Strategies
Top 10 CLASSROOM MANAGEMENT Tips in 10 Minutes I Thom Gibson
From the video Top 10 Classroom Management Tips in 10 Minutes, I learned the following tips:
- Seating Chart: Have a seating chart at the start of the school year, but change it as needed throughout.
- Brain Break: A 3â5-minute break during longer blocks.
- Use Noise: If students are on task but the noise is too loud, write ânoiseâ on the board and erase a letter if the noise continues. If you say âno,â there is a 5-10 minute silence, and students work individually.
- Avoid calling students by their names: Instead, say, âIâm still waiting for three students to get their books out,â or, âIâm waiting for two students,â then count down until there are none left.
- Starbucks/Work Mode: Can be used in class and with whomever students wish. If they are off task, ask them to return to their seat.
- Think-Pair-Share: Allow students multiple opportunities to speak. Have them think individually, share with their neighbour, and then ask if anyone wants to share with the group.
- Handling disrespect: Do not respond with more disrespect; politely ask the student to step out into the hall. Do not address it openly in front of everyone.
- Hall Refocus Form: Have students fill out a form explaining what happened and why happened.Â
By combining observation, feedback, and research-based strategies, I learned that effective classroom management is a skill that can be built with time, patience, and reflection.