Jieni LIM (301167464)

EDUC471-Summer 2014
Prof. Rebecca Cox (Becky) Journal Entry Week 1 May 13, 2014

1

On the first day of class of EDUC 471, Becky, the instructor, sets up her expectations
and direction for this class. Rather than carry a role as an educator or teacher in this class, she
mentions two modified roles that she will be playing as in this class. The first role is acting as
the captain of the students. I sort out 3 major attributes of a team captain: organizing,
leading, motivating. Instead of educating or instructing the team, the captain is more likely
to organize and guide the team by making sure that the team is on the right path on achieving
their goals. This approach has the potential to indirectly push students out of their comfort
zones at certain times during the duration of the course. This may cause irritation or
discomfort. This act of pushing appears to be justified. Becky stated clearly on this issue;
being push out of our comfort zone in class, and ensuring that each of us are aware of it and
come to a mutual agreement and understanding. Moreover, the captain also is mindful of
leading the team by developing frameworks and working closely with the team on the plans
and objectives. Decision making is crucial for a team captain to carry out when necessary.
The captain is aware of team spirit and is able to establish appropriate attitudes and manner to
make sure the team is doing well. For example, in school setting, the atmosphere of the
class is stressful and tense during exam period; the team captain or leader is aware, and has
the ability to motivate or encourage others with positive attitudes.
With the clarification of her role in this class, we, as the students (or learners) know
what to expect from the instructor. This enhances the effectiveness of working with the
instructor. For educators teaching at the high school level and below, their roles tend towards
educating, teaching, imparting and directing. Teachers at this level give explicit instructions
to students what is wrong or right, what they should or should not do. However, this
particular pattern of implementation may not appear to be effective and favourable in an adult
classroom setting. The role of the instructor as a captain (or team leader) is more effective. In
adult classroom settings, the instructor carries the role of a captain rather than just merely an
Jieni LIM (301167464)
EDUC471-Summer 2014
Prof. Rebecca Cox (Becky) Journal Entry Week 1 May 13, 2014

2

educator or teacher. According to QOTFC (Queensland Occupational Therapy Fieldwork
Collaborative), it (2007) argues that adult learning is based on problem-based and
collaborative learning rather than instructive and didactic learning process.
There are different approaches in teaching methods at the University level. Some are
problem-based, project-based, instructional-based, content-based etc... Becky emphasizes that
this course is not a content-based course because most of the materials in this class (including
the reading, curriculum theory/development etc.) will be more applicable if carried out
through other approaches. The suggested approaches in this class are discussion-based,
project-based, and collaborative-based. It cannot be denied that the list of content-based
agenda can be helpful to the class because of its constructive strategies that allow students
and/or instructors to have conscious awareness course expectations throughout the semester.
However, overt dependence on content-based materials might not stimulate students to think
outside the box or to take risks in their learning.
In my own experience, as a student in the upper division EDUC class; discussion-
based and project-based learnings seem to be more effective compared to others. For example,
the two upper division EDUC classes I had in SFU focus mainly on collaborative skills. This
included in-class discussions, group assignments, and project-related work. This allows
students to engage actively in the exchanging ideas, and motivates students to participate
freely and creatively. Content-based approach may provide a great amount of information or
knowledge to learners, but in certain classes, such as EDUC471 Curriculum Development,
concentrates on classical or typical theories of classroom teaching and learning and is
potentially less creative and insightful as opposed to discussing and group works.
We participated in a short in-class article reading towards the end of the class. The
section of the readings touched upon on one of the studies about CPR in the United Sates.
This study shows that five out of six paramedics were inexperienced in CPR when
Jieni LIM (301167464)
EDUC471-Summer 2014
Prof. Rebecca Cox (Becky) Journal Entry Week 1 May 13, 2014

3

conducting CPR to victims of heart failure. Based on the study, it is difficult to fathom how
CPR instructors perform poorly when compared with novice trainees and experienced
paramedics. From this short reading, it reveals and questions the qualities and capabilities of
instructors as well as the learner. We had an in-class discussion on this issue of CPR learning.
Some questions raised were, Why would this happen?, Who is responsible for this?,
What can we do as educator/teacher/instructor/trainer?, and What can we do as
student/learner/trainee?
After the discussion, we came to a point of agreement that instructors should not just
apply rules at their own discretion, but are responsible to really know about the materials
that they teach in a holistic manner. By simply knowing how to demonstrate the skills and
knowledge is inadequate. The instructors/trainers should able to competently understand and
utilize their skills or knowledge. A quality teaching requires not only knowing things
(what), but also involves the potential of really knowing things (HOW) which includes the
ability of demonstrating skills and materials effectively and efficiently (knowing HOW,
WHEN to apply and WHY). This composition is also relevant and applicable to learners. It
is not effective and sufficient for competent learners to learn simply with the apprehension of
rules (cognitive ability/knowledge), but it also requires intuitive capability to make flexible
use of what we know and apply them in appropriate manner (intuitional skills/transition).
We conclude with a big message about the CPR article, by suggesting that the
instructors in the study, in their inability to perform CPR, is potentially due to their grasp on
factual information and knowledge of CPR, with a lack in their intuitive knowledge of how to
conduct CPR. We ended the discussion by proposing that, although the pedagogical patterns
are different across all institutions, schools and classrooms, good instructor/teacher/educators
are always aware and know the explicit or hidden situation around them and able to modify
the situation in the form of fluidity. This flexibility is highly characteristic of a good
Jieni LIM (301167464)
EDUC471-Summer 2014
Prof. Rebecca Cox (Becky) Journal Entry Week 1 May 13, 2014

4

instructor and contrasts with the institutional rules given to instructors that are just rigid and
merely adhering to a guidebook.


References
Queensland Occupational Therapy Fieldwork Collaborative. (2007). Adult Learning Theory
and Principles. Retrieved from http://www.qotfc.edu.au/resource/?page=65375