Reflecting on my experiences in the course so far, I’ve found that my peers have played a significant role in shaping my learning of experimental learning. One of the most impactful moments was during our simulated session of Global Perspectives on Society. This activity allowed us all to participate actively in a role-play exercise where we pointed out the shortcomings of the class design assumed the roles of instructors and students. Deziree even played the role as Addis and proposed improvements based on the educator’s educational philosophy, stood out to me the most. This reflection opened my eyes to the potential of using my own classroom experiences as a basis for critical analysis, seeing them as opportunities for enhancing learning by incorporating more effective and engageable teaching strategies. It encouraged all of us to reflect on our GPS writing and listening experiences, leading to a deeper understanding of our individual learning challenges.
So far, the most enjoyable part should be credit to warm-up activities in the course. One specific moment that stood out was when we introduced ourselves and our names by performing an action associated with ourselves. This exercise wasn’t merely a way to break the ice; it facilitated a sense of connection among classmates and helped me quickly learn everyone’s names. More importantly, it set a positive tone for the class, creating a relaxed environment where we could all engage comfortably. This warm-up was not just fun; it was also an effective strategy for easing into the learning mindset. This method of engagement has reinforced my understanding of how essential it is to create an environment that supports open communication and active participation, especially in educational settings.
When it comes to my course project, the challenges I face have made me think deeply about how to create meaningful and engaging learning experiences, particularly for children. Reflecting on my favorite part of the course, the warm-up activity, I realize that similar strategies can be vital when working with children. In the project, which involves using robots in educational settings, one of the primary difficulties is maintaining children’s attention and ensuring they understand my instructions. Engaging children in such activities requires a careful balance between fun and instruction, much like the warm-up exercise that eased us into our course. The challenge lies not just in capturing their interest but also in guiding them to interact meaningfully with the technology, which demands clarity and creativity in communication. This project has pushed me to think beyond traditional methods of teaching, encouraging me to explore ways to make learning both interactive and intuitive.
Drawing these connections between the GPS course simulation, the engaging activities, and the complexities of my project has deepened my appreciation for the role of thoughtful course design in educational experiences. By reflecting on my favorite parts of the course, I’ve gained insights into how to approach my project with a focus on building a structured yet flexible learning environment, one that mirrors the engaging and supportive setup we’ve experienced in class. This approach not only aligns with my personal learning style but also aligns with my goal of creating educational experiences that are meaningful, engaging, and truly transformative for learners.