Hui Gao

After Susan shared the story and background, in my third observation, I was more inclined to observe those objects which look like a dice to me-This is a definite change in my observation as I have no interests in those objects during the first two observation; however, after gaining more knowledge about them, I started paying more attention to them. My standing angle also limit when I can see from my observation. I spotted the least number of objects during this last observation due to the angle of my vision. I see myself as an observe which are influenced greatly by my vision, my personal interest, my fear which leads me to purposefully ignore something,  my cultural and ethnicity background,  and my living experience (for example, I am a mother of two young kids and I noticed specific things which may be suitable for my kids to play/use).

Observation 1: When the objects were first revealed, I first spot the book which was in a standing position in the group, it looks like an old book as the colour on the front page was faded.  Then, I noticed the coffee cup suited in the front line, it has clock image printed on the cup, which make me really miss my latte which I enjoy every day. I imaged myself sitting in the Starbucks drinking my latte and writing my mid-term paper.  I also noticed the robotic wooden toys as this would be something my son enjoy playing with for sure. Something interesting is about the crocodile, although it was positioned in the frontier, I did not notice it until later. I think this is because my fear about crocodile, something I am not interested in and actually feel quite scared about. Observation 2 This time, I first noticed the red rectangle box in the middle of the table. The red colour of the box really stands out and caught my attention. Also, it has certain Chinese characters written on t

Qualitative and quantitative research are two main categories of research methodologies which are widely used by researchers. This paper is focused on qualitative research methodology. From a historical perspective, this article first introduced how different qualitative research approaches were categorized. The article also discussed a few approaches which work well with specific population as well as genres from a critical point of view. This paper helped me foster a better understanding about various qualitative research approaches. It also provided me with a brief overview on how these conceptual theories may be applied in different research settings. In this paper, qualitative genres were categorized into three major groups and which are ‘society and culture’, ‘individual lived experience’, as well as ‘language and communication’. The ‘Society and Culture’ group has a strong emphasis on examining human society, culture, how people collectively create and maintain a certain cultu

Nowadays, it is not easy to testify which information is true with overwhelming information flying and made available though many different media channel. In my view, I would do a quick search on my own to find out if the event is true. The research can be done by searching on a trustable sources. Charts, stats, and other visual evidences will also convince me. Results and knowledge shared by experts in any specific field will also help to testify the truth.

In Wendy’s article, a combination of both qualitative and quantitative research was conducted to closely examine why students in small rural high schools in BC face challenges in accessing science and math courses. The study reveals four factors which are categorized as staffing, qualified specialized teacher, the teacher-student relationship, and the school culture. Furthermore, the study conceptualizes the access issues as cultural differences among teachers, students, schools, curriculum, and the local community. It argues the importance of culturally relevant teaching in supporting students’ journey to navigate the “border crossing”. It is very true that each student is different and the “one-size fit all” teaching method will not work here. As educators, I think it is very important to constantly remind ourselves to reexamine our assumptions to facilitate teaching as lived experience. As Wendy states (p.185), “Teachers need to be better sensitized to the importance of building

This week, I read an interesting article from Ted Aoki, “Teaching as In-dwelling Between Two Curriculum Worlds” and listened to a podcast on how artificial intelligence (A.I)may shape our society in the future. Aoki’s article reveals a common but underrepresented challenge faced by all teachers, struggling to teach in a zone between two curriculum worlds. In the “curriculum-as-plan” world, teachers are expected to follow guidelines and achieve teaching outcomes which are pre-determined and set by external agency such as the Ministry of Education. Elements such as standardized testing and evaluations are typical characters of the curriculum-as-plan world. In contrast, the “curriculum-as-lived-experiences” is more concerned about the uniqueness and how knowledge is related to the very different living experience of each learner. As Aoki (p. 32) states, “in-dwelling in the zone between curriculum-as plan and curriculum-as lived-experience is not so much a matter of overcoming the tensio

Hello everyone, This is Hui from the EDUC 500 course. Wish you all a great term!