Constructing and Transforming Knowledge

When planning a unit of work it is appropriate to use objectives that form both constructing and transforming knowledge. Constructing knowledge is when students learn about concepts, facts or procedures, whilst transforming knowledge is when students apply their constructed knowledge in new situations.

I believe children construct knowledge and acquire skills by actively taking part in the lesson, usually working collaboratively with their peers to solve problems. The students discover learning from their own experiences using concrete materials, and activities, which help to enhance their learning.  (Finger, Russell, Jamieson-Proctor & Russell, 2007). 

Another interesting way is Bloom’s taxonomy. 

Blooms Taxonomy is a framework that I have believed in and used in my teaching pedagogy for effective classrooms. The framework elaborated by Bloom consists of six major categories and each category contains sub categories, all lying in a continuum from simple to complex and concrete to abstract (Armstrong, 2014). According to Forehand (2014), Blooms Taxonomy has also closely linked with multiple intelligence  problem solving skills, creative and critical thinking and more recently, technology integration. This effective framework provides students to think from simple stages linking to high order thinking skills. Find more information

As I understand it both types of knowledge are important but it is our job as teachers to ensure students are developing the ability to transform knowledge as this is what provides them with the skills that are useful across all learning areas and for later life.

I found this website "businessballs"  that explains bloom's taxonomy very useful. Reading from this website and viewing video below, I do believe Bloom’s Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching - in the design, delivery and evaluation of these development methods,

Reference

Armstrong. F (2014) the center for teaching, Vanderbilt university. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007) Transforming Learning with ICT making it happen, Pearson, Sydney.

Backwards Design......

Reading this week learning paths and while scrolling through my friend   ZOE's  blog I found many things related to our assignment 2. They provide information about backwards design as a way of creating our lesson and unit plan. This will help me to open my mind to getting do research and more reading about assignment 2.

From my understanding the first and most important aspect of backwards design is to become familiar with the Standards for the grade level and curriculum area being taught.The formula given in study desk; Curriculum + Assessment + Pedagogy = Quality Learning Experience, and Backwards Design has been a powerful guideline for me to plan for the unit lesson. It helps me to work step-by-step form 

1. Identify desired result 
2. Determining acceptable evidence 
3. Planning learning experiences and instructions.

Although Backward Design may be difficult initially simply because it is very different, the effectiveness of this design justifies its being incorporated by all educators. A reasonable place to start when setting the end goal, or big idea, of the unit is the state standards. Standards shape our work and guide much of our testing (Wiggins & McTighe, 2005, p. 13).  Big ideas should be specific long-term understandings upon which future lessons can be build. Once the big ideas have been established, the focus turns to the understandings. 

When a concept is truly understood it can be explained and is transferable, or applied to problem solving. Students who understand a concept see the bigger picture and can empathize or allow another’s view.  They are also aware of their own knowledge limits.  In order to facilitate such understandings, teachers must formulate essential questions.  These questions foster inquiry and encourage students to think deeply and construct meaning as they develop their understanding of big ideas.  They challenge students to make sense of new ideas and reconsider their prior knowledge.  Students are also encouraged to form questions, which may or may not be answered. (Wiggins & McTighe, 2005, p.105).

Hopefully the above information  will help you to select the framework/s that you believe could help you underpin your planning for the integrated use of ICT or be used to transform your teaching and students’ learning with ICT.

 

I found the above video explains very clearly what is backward design, have a look. 

Reference

Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded second edition). Association for Supervision & Curriculum Development.

Why we need curriculum?

Starting week 4 with new goals and with new information’s

Curriculum is a systematic written document which describes, objectives, planned goals, subject content, learning activities and intended learning outcomes which are designed for students to encounter in their learning journey under the guidance of the school for the learners’ continuous growth in personal and social competence.

Early childhood curriculum models also vary in terms of the freedom granted to teachers to interpret implementation of the model’s framework. Some curriculum models are highly structured and provide detailed scripts for teacher behaviours. Others emphasize guiding principles and expect teachers to determine how best to implement these principles. Curriculum models, regardless of their goals and the degree of flexibility in their implementation are designed to promote uniformity across early childhood programs through the use of a prepared curriculum, consistent instructional techniques, and predictable child outcomes. (Epstein, 2008).

A curriculum is not only a collection of academically required subjects. Rather it also considers the aspects of children’s life, the learning needs of students, the time available for the session and the teacher’s idea capability and work load.

Preschoolers are always learning something new every day. They learn simply by being involved in the surrounding around them and having fun doing it. The most important thing of the curriculum is for the teachers to create learning environments with appropriate teaching resources and help children to explore learning through play as this will enhance children’s learning. The different teaching approaches and the methods the teachers use will create a society with skilful, knowledgeable and disciplined citizens with values.

Below  videos will give you more information about curriculum. Have a lookJ

Reference

Epstein, A. (2008). Why early childhood educators should use a curriculum – and one that works. Early Child magazine. 14(9), 12-13. Retrieved march 1st, 2014, fromhttp://www.earlychildhoodaustralia.org.au/every_child_magazine/every_child_index/why_early_childhood_educators_should_use_a_curriculum.html

Assignment 1 Part B - Online Artifacts

The video below regarding online artifacts describes my teaching context and why I will use ICT  in teaching and learning.

Have a look and enjoy!

Download the PDF version here