Case Study #1

The PS1 module has allowed me to analyze the case study Reflective Pedagogy
and Making Learning Visible (2015) which encompasses many new ways of learning in
the classroom as well as making the classroom more inclusive and community based. As
shown in the video students appear to be engaged in learning as they ask questions,
problem solves, and wants to improve their work. The students use many of the same
processes that would occur in an engineering setting which aims to broaden a student's
perspective while possibly inspiring them to work towards pursuing engineering as a
career goal.
Assessment is a major aspect of this Reflective Pedagogy (2015) project. The
teacher Liz OConnell assesses her students while assessing herself. The classroom
becomes a collaborative environment even as OConnell was used to a different
classroom setting and as a result found herself allowing the collaborative process to take
over. In such an environment students shine and demonstrate strengths that OConnell
had not previously seen in the students. She mentions how she wanted to take control of
the classroom and even became frustrated but by allowing the process to guide the
students work became fluid and dynamic. She saw students engaged and found their work
meaningful. The students also used peer feedback to improve their work. At the same
time the students did not circle around and strictly rely upon the teacher and rather the
classroom dynamics came from the students. As one sees in the video, the students helped
develop the criteria used to assess their learning which gave them more direction in their
aims. Such assessment enriched their learning process and made the sense of community

in the classroom much stronger wherein the students assessed themselves and others,
worked together, and provided supportive peer feedback. However the summative was
not only done by the teacher but also done by the community with the use of the blog.
As shown in the video, technology factored in the students' assignment as well as
the use of prior research and looking up the blueprint and the mechanisms that make
boats float. Outside of the classroom was the blog, which allowed for a broader audience
to assess the students learning process. Language was accessed by the use of peer
assessment as the students verbally engaged with one another; they also drew images and
made informed decisions based upon research. The students also demonstrate their
knowledge of terms, the parts of the boat and how to make it float.
Many considerations need to be made for planning and instruction including time,
if they can find an expert, assess of the materials and whether the activity enhances the
learning experience. If goals were met, students had a deeper understanding of the task.
The ideas articulated in the video expanded my philosophy of teaching and
demonstrated how students abilities are endless given a community and inclusive
classroom environment. Such an environment promotes students self-reflection and
improves their ability to assess their own work. While the teacher provides the work
structure the students drive the dynamics of that work.