Know your Learner/Engagement Activities

 Learning Design Framework


Whilst many scholars may differ in the discussion surrounding learning theories and conceptual frameworks, generally held beliefs indicate that students may well respond differently to learning as a result of their environment, family of origin and prior experiences.These experiences include their cultural, social and linguistic backgrounds, as well as their learning styles, temperament and personalities.

As a teacher, to support students learning and understanding, it could seem that to foster the potential in all children and us as individuals we can continue the journey of engaging in creative and aesthetic development through both left and right brain activities (Mind Mapping) to develop whole brain thinking, provide active learning( Blooms Taxonomy) that supports children to investigate imagine and create using a variety of learning design frameworks.The utilisation of ICT in learning is highlighted as the way of the future in education for students.

 Technology Pedagogical Content Knowledge (TPAK)

 TPAK -Learning Model

Reference http://innovativelearning.com/instructional_technology/tpck.html

Schulman(1986,P4-16) defines a TPAK as a framework to conceptionalise and understand the kind of  knowledge required by a teacher for effective pedagogy practice.

Schulman (1986,P4-14) suggests that In the 21st Century ,Information and Communication Technology (ICT) is providing us with new ways to access and process knowledge in every field. ICT is also transforming pedagogy by providing new ways to engage learners.

Reference:Schulman,.L.S. (1986)Those who understand: Knowledge Growth in Technical.Educational Researcher, 15(2) 4-14.

Observation and Reflection:  Throughout my text books readings and from observations of  ICT  learning tools gained from Internet searches,my understanding of TPAK  was the use of technology in education settings as opposed to the more traditional ways of teaching.TPAK can be a powerful tool for supporting children's learning and education. As a student teacher my initial thought would be that I need to become very familiar and confident in my usage of the technological soft ware, as in this activity as a student I am feeling over whelmed with the technological advances and the diversity of ICT teaching tools available. In order to support and encourage students learning , I would need to have personally practised and utilised extensively the technology before conducting a lesson plan.

• ‘Possum Magic’: embedding technology in deep learning

  ‘The video Possum magic’ highlights the key concepts of TPACK in a user friendly way. Students in a Queensland school monitor possum activity using 24 hour surveillance cameras linked to their classroom . The KLA's incorporated Science, Biology and Maths.

  Watch Video
   

http://www.ttf.edu.au/show-video.htmlresid=1383

BLOOMS TAXONOMY

Blooms Taxonomy :

A classification of learning objectives proposed by  a committee of educators, chaired by Benjamin Bloom in 1956.

Levels of Questioning

Remembering – Can the child recollect or remember this information?
observation and remembering information
knowledge of dates, events, places and key concepts

sound understanding of subject matter 
Question Cues:
define, list, recall, repeat, reproduce, state

Understanding – Can the child provide an explanation of ideas or concepts?
understanding information
make an interpretation of facts, compare, contrast
order, group, 
 predict consequences
Question Cues:
  provide an explanation, identify, recognise, report,
Applying – Can the child use the information in a new way?
uutilise information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues:
select,demonstrate, dramatise, employ, illustrate, interpret, operate,

Analysing – Can the child distinguish between the different parts?
seeing patterns
organisation of parts
recognition of hidden meanings
identification of components
Question Cues:
Question, compare, contrast, criticise, differentiate, discriminate, distinguish, examine, experiment, .

Evaluating – Can the child justify a stand or decision?
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognise subjectivity

Referenced on: Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school. (P4-12)Upper Saddle River, NJ: Merrill Prentice Hall.

Observation and Reflection: In reading and reviewing the literature on Blooms Taxonomy from the course readings and on the  Internet, at a  very basic level I interrupted the theoretical framework as learning new skills/knowledge and applying it. The diagrammatic illustration outlined above in the classroom  provides a tier  for the scaffolding of your lessons with students. Utilising questions and asking for feedback from children on the content taught would be advantageous to ascertain students understanding of a topic. I tested the implementation of Bloom's Taxonomy through an exercise of reading a story book to my children and then  asking various questions about their interpretation of the meaning of the book. I found the application of this theoretical framework helpful in checking that the children were  listening to the story, understanding its contents and then being able to apply the leanings to other situations.