Month: June 2023

This week I got to explore and research the instructional approach “Open Pedagogies”. With the way the digital world is progressing I think that open-pedagogies are crucially important to utilizing the tools we are given online. Open-pedagogies refers to a learner-centered approach to teaching and learning that emphasizes collaboration, critical thinking, and the active engagement of students in their own learning process. Unlike traditional teaching methods that rely heavily on lectures and passive consumption of information, open-pedagogies encourage students to become active participants in their learning process, encouraging critical thinking, creativity, and problem-solving skills. By utilizing a range of digital tools, online platforms, and open educational resources, open-pedagogies promote knowledge sharing, co-creation, and the development of digital literacies. This teaching approach encourages the use of open educational resources (OER), which are freely available educational materials, and promotes open access to knowledge and information.

The open-pedagogies approach allows for learners to gain knowledge in specific ways, this includes; active learning, collaboration/participation, open educational resources, learning autonomy, and technology integration. Now I am going to dive deeper into each category and how it can be effectively aligned with our project on “Personal Finance”. Personal finance education often benefits from active learning approaches, such as case studies, simulations, and real-world applications. Open-pedagogies can support these activities by engaging students in hands-on financial decision-making, analyzing financial scenarios, and applying concepts to real-life situations. On top of this, open Pedagogies encourage students to collaborate and learn from one another. In personal finance, this can be particularly valuable as students can discuss financial challenges, share experiences, and develop critical thinking skills by evaluating different financial perspectives. Furthermore, open pedagogies align well with personal finance education by leveraging freely available resources, such as financial literacy websites, budgeting tools, interactive simulations, and educational videos on Youtube. These resources can provide students with diverse perspectives and practical knowledge on managing personal finances. For learning autonomy, personal finance education often benefits from individualized learning experiences that allow students to explore topics relevant to their personal circumstances. Open-pedagogies can facilitate learner autonomy by providing opportunities for students to set financial goals, make informed decisions, and develop financial plans tailored to their needs. Lastly, for technology integration, Personal finance education can be enhanced through technology integration, such as online financial calculators, budgeting apps, and virtual investment platforms. Open-pedagogies can leverage these technological tools to engage students in interactive financial simulations, analyze financial data, and develop financial skills in a digital environment. It is important to note that while open-pedagogies can be an effective approach for teaching personal finance, the instructor’s guidance and expertise remain crucial. Teachers play a key role in providing context, facilitating discussions, and offering guidance to ensure students develop a comprehensive understanding of personal finance concepts and skills. I found this instructional topic very interesting and applicable for our project.

I found the reading on Behaviorism, Cognitivism, and Constructivism learning concepts useful for teaching purposes and very applicable in my learning experiences. I had yet to learn how relevant and influential these teaching methods were in my education career. Being an Economics major with a history of loving math, as I read this chapter, I was relating many things to my math career and the methods used to help signify certain things into my memory. When I was reading each separate method I jotted down how it could pertain to the mathematical learning environment and how it has helped me curate my learning experience. The “Behaviorism” method makes me think about “drill and practice,” where math emphasizes repetition and practice, doing repetitive exercises. Alongside this, the is always a reward and incentive system, where teachers can provide stickers, certificates, and awards for achieving specific goals. Moving onto “Cognitivism,” math requires problem-solving strategies, focusing on the mental processes involved in learning. Thinking back, teachers have guided me toward developing problem-solving techniques and critical thinking skills by breaking down problems into manageable steps and applying appropriate mathematical strategies. Furthermore, there is an emphasis on creating a conceptual understanding rather than rote memorization. Teachers focus on building students’ conceptual understanding by using manipulatives, visual representations, and real-world applications to help students connect mathematical ideas to their own experiences to develop a deeper understanding. Lastly, I have even seen “Constructivism” in my math classes. I have seen inquiry-based learning, as constructivism promotes active learning and exploration. In math classes, teachers facilitate inquiry-based learning by presenting students with open-ended questions or problems requiring them to investigate, make connections, and construct their mathematical knowledge. It also requires collaborative learning, encouraging collaboration and social interaction between students. Math classes incorporate group work, peer tutoring, and projects, where students discuss mathematical concepts, share ideas and learn from each other’s perspectives. It’s interesting to think back about how I have been faced with these specific instructional techniques and can apply all of them to one subject. I would consider myself more of a “Cognitivism” teacher for my own instruction, mainly because I like to strip down an issue into chunks to solve problems. Most of my teaching experience is peer-based while studying or working on collaborative projects, so I constantly explain my reasoning, problem-solving, and information processing. For my future career, however, I would like to learn the instruction technique of “Constructivism” a lot further. I aspire to get into a higher management position, so emphasizing active learning, critical thinking, and collaboration is vitally important. In a management position, you are prone to encounter complex challenges and decision-making situations, where I will need to analyze problems, consider multiple perspectives and make informed decisions. I would need to continuously learn and adapt to industry trends and best practices, seeking relevant resources for self-directed learning. Alongside this, management requires collaboration and teamwork. Building strong collaborative relationships and fostering teamwork are crucial for effective leadership. Constructivist approaches like group discussions, cooperative projects, and team-based problem-solving can help me develop essential collaboration skills and create a positive and inclusive work environment. Overall embracing a growth mindset and promoting a culture of continuous learning is essential. By adopting constructivist principles, I can encourage my team members to embrace new challenges, learn from their experiences, and continuously improve their skills and performance. I thoroughly enjoyed learning and applying these concepts to my personal and soon-to-be professional life, and it’s remarkable to see how applicable they are.