Difference between revisions of "Provoke for High Quality/alx"
Sfrancisco (talk | contribs) (Created pattern in alx) |
Sfrancisco (talk | contribs) m (Edited format) |
||
| (3 intermediate revisions by the same user not shown) | |||
| Line 4: | Line 4: | ||
{{Infobox_designpattern | {{Infobox_designpattern | ||
|image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | |image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | ||
|contributor= | |contributor= [[Yuji Harashima]], [[Tetsuro Kubota]], [[Takashi Iba]] | ||
|source= Harashima, Kubota & Iba (2014)<ref name="Harashima">Harashima, Y., Kubota, T., & Iba, T. (2014). [http://dl.acm.org/citation.cfm?doid=2721956.2721989 Creative education patterns: designing for learning by creating.] In ''Proceedings of the 19th European Conference on Pattern Languages of Programs'' | |source= Harashima, Kubota & Iba (2014)<ref name="Harashima">Harashima, Y., Kubota, T., & Iba, T. (2014). [http://dl.acm.org/citation.cfm?doid=2721956.2721989 Creative education patterns: designing for learning by creating.] In ''Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014)'' (p. 7). New York:ACM.</ref> | ||
|dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | |dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | ||
|domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | |domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | ||
| Line 40: | Line 40: | ||
<references/> | <references/> | ||
[[Category:Design_patterns]] <!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | [[Category:Design_patterns]] [[Category:Full_Pattern]] [[Category:Creative Education Patterns]] [[Category:Traditional Classroom]]<!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | ||
Latest revision as of 09:36, 6 June 2017
| Provoke for High Quality | |
| Contributors | Yuji Harashima, Tetsuro Kubota, Takashi Iba |
|---|---|
| Last modification | June 6, 2017 |
| Source | Harashima, Kubota & Iba (2014)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
The product is taking a concrete shape and learners start to improve it.
Learners are not passionate about their creation. Inexperienced learners tend to be satisfied to some extent when the product just takes form. There are possibilities that they just don’t recognize the quality beyond description, it seems a compromising from your perspective. Thus, they have no idea how to improve the product. On the other hand, when you tell them how to improve what learners create, all learners may make the product as you say. Then, they won’t learn to do something through the use of intelligence.
Provoke to rouse learners into creation for high quality. Point out that there is a major gap between the product and the ideal one. Ask your questions and what you aren’t satisfied with in direct terms. Also, show how other learners are creative. You can raise a penetrating question to chagrin learners and to fuel their mind.
It can be a good opportunity for learners to recognize that the producing hasn’t achieved the ideal quality, through provocation. Also they can find that the importance of the sense, when they are not completely satisfied with their creation. Then, the learners can re-start to face the project. The experience that they were provoked will give learners persistence in quality with each other, which leads to the culture of stimulation one another. Thus, they’ll get to find the possibilities on their own. It is necessary for you to build good relationships with learners before using these patterns and it is not good to use these patterns too mach because learners may lose their motivation. When students take the quality too seriously, it is possible they can’t finish the project by a time limit. In such a case, you need to provoke them to meet the deadline and explain that the good project has high quality with following a time limit.
References
- ↑ Harashima, Y., Kubota, T., & Iba, T. (2014). Creative education patterns: designing for learning by creating. In Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014) (p. 7). New York:ACM.