Download - Edc3100 lecture 5
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Where we’ve come from
Where we’re going
Learning experiences
Pedagogical frameworks
ICTs
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Where we’ve come from
Where we’re going
Learning experiences
Pedagogical frameworks
ICTs
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Network of EDC3100 blog connections?
Number A1s completed
Stats on blogs etc.
http://www.flickr.com/photos/theeerin/6220242539/
275 Assignments submitted327
students15
extensions
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Network of EDC3100 blog connections?
Number A1s completed
Stats on blogs etc.
http://www.flickr.com/photos/theeerin/6220242539/
330 registered blogs
327 students
3600+ posts
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Network of EDC3100 blog connections?
Number A1s completed
Stats on blogs etc.
http://www.flickr.com/photos/theeerin/6220242539/
268 students completed 100% learning path
327 students
15 extensions
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Where we’ve come from
Planning and context
Curriculum + Assessment + Pedagogy
Structure for planning
Source documents
Student learning constructs
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Where we’ve come from
Planning and context
Curriculum + Assessment + Pedagogy
Structure for planning
Source documents
Student learning constructs
Context
Desired results
Assessment
Evidence
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Where we’ve come from
Where we’re going
Learning experiences
Pedagogical frameworks
ICTs
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Week 4
Module 2
Week 5
Week 8
Effective planning – A first stepDevelop your learning plan
Developing appropriate pedagogical practices
Start of Week 9 – Assignment 2 due
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Traditional learning environments New learning environments
Teacher-centered instruction Student-centered instruction
Single sense stimulation Multi-sensory stimulation
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange – communication
Passive learning Active/exploratory/inquiry-based learning
Factual, knowledge-based Critical thinking and informed decision-making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real-world context
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Where we’ve come from
Where we’re going
Learning experiences
Pedagogical frameworks
ICTs
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What is a learning experience?
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What is a learning experience?
Big concept
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What is a learning experience?
Big concept
Learning experience 1 Length: 1 week Topic: What is nutrition, how does it affect the performance of athletes and how will Scientific Inquiry help me understand?
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What is a learning experience?
Big concept
Sequenced collection of activities
Lessons & sets of lessons
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What is a learning experience?
Students
Teachers
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What is a learning experience?
Students
Teachers
ACTIVITY (S):What will the students do?
TEACHING STRATEGIES:aligned to activities:What will the teachers do?
(3 lessons incorporating both HPE and Science knolwedge)Students learn about nutrition through classroom activities and personal research
Teachers use direct teaching to provide information on nutrition and modeling through a sample process for planning nutrition.
(2 lessons addressing Science knowledge)Students learn about the Scientific Method through a simple experiment on food nutrition
Teachers develop and demonstrate a single experiment, before dividing students into groups and having them replicate the experiment. The experiment follows the steps of the Scientific Method and includes learning how to write a report on an experiment
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How do you sequence them?
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How do you sequence them?
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Curriculum + Assessment
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Curriculum + Assessment
Construct knowledge
Transform knowledge
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Curriculum + Assessment
Construct knowledge
Transform knowledge
Use a Pedagogical Framework
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Curriculum + Assessment
Construct knowledge
Transform knowledge
Use a Pedagogical FrameworkCheck for understanding
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Where we’ve come from
Where we’re going
Learning experiences
Pedagogical frameworks
ICTs
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What’s a pedagogical framework?
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Level of focus
Overview
Process
Teaching delivery
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Components
PRINCIPLES
How it “sees” the world
PROCESS
Sequential applicationof the principles
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Level of Planning Framework
Principles: What are the components of the
framework?
Process: What processes underpin using the
framework?
Overview 5 Elements Identifying the components of good planning across all levels of planning
Varies depending on the planning situation.
TPACK Identifying the knowledge required for ICT integration into teaching
Sequence Backwards Design Sequencing unit planning
Inquiry-based Learning
Sequencing Learning Experiences A range of models available that provide an
Teaching Delivery
Dimensions of Learning
5Es
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Level of Planning Framework
Principles: What are the components of the
framework?
Process: What processes underpin using the
framework?
Overview 5 Elements Identifying the components of good planning across all levels of planning
Varies depending on the planning situation.
TPACK Identifying the knowledge required for ICT integration into teaching
Sequence Backwards Design Sequencing unit planning
Inquiry-based Learning
Sequencing Learning Experiences A range of models available that provide an
Teaching Delivery
Dimensions of Learning
5Es
http://www.qsa.qld.edu.au/downloads/p_10/ac_plan_implementing.pdf
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Why?
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Why?
It’s hard
Increasing use
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http://bit.ly/11CmEBQ(p. 9)
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http://bit.ly/11CmEBQ(p. 9)
a process where students are involved in their learning,
formulate questions, investigate widely and then build new understandings, meanings and knowledge.
essential to prepare students for problem solving and lifelong learning.
Research suggests that using inquiry-based learning with students can help them become more creative,
more positive and more independent
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How to use Pedagogical Frameworks to support planning
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How to use Pedagogical Frameworks to support planning
1. Curriculum + Assessment + Pedagogy
Look for
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How to use Pedagogical Frameworks to support planning
1. Curriculum + Assessment + Pedagogy
Look for
2. Sequence3. ICTs4. Place into context, stages 1-3
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Where we’ve come from
Where we’re going
Learning experiences
Pedagogical frameworks
ICTs
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Where do the ICTs fit in?
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Not the “Technologies Curriculum”
The capability assists students to become effectiveusers of ICT across all subjects of the curriculum.
The Digital Technologies curriculum assists studentsto become confident developers of digital solutions.
http://bit.ly/YsAiqE
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Where do the ICTs fit in?
Australian Curriculum
In content descriptions
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Where do the ICTs fit in?
Australian Curriculum
Where it may “add depth and richness to student learning”
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Where do the ICTs fit in?
Australian Curriculum
Where it may “add depth and richness to student learning”
Organising element
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Where do the ICTs fit in?
Australian Curriculum
Where it may “add depth and richness to student learning”
Organising element
http://bit.ly/14pi0bg
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Where do the ICTs fit in?
Australian Curriculum
Where it may “add depth and richness to student learning”
Organising element
http://bit.ly/14pi0bg
http://bit.ly/YafMIU
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Where do the ICTs fit in?
Australian Curriculum
Content descriptors/elaborations
The minimum
Learning continuum Reasonable
expectations
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ICTs and Pedagogical Frameworks
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ICTs and Pedagogical Frameworks
http://bit.ly/YPmkrW
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ICTs and Pedagogical Frameworks
http://activitytypes.wmwikis.net/
http://ictbyteachers.weebly.com/frameworks.html
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ICTs and Pedagogical Frameworks
http://www.azk12.org/tim/
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ICTs and context
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The constraints of ICTs
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