For some years now my school has been moving away from highly structured behavouralist lesson towards connectivist lessons.
1. Unclear learning objectives.
2. Overly didactic teaching methods that do not allow student creativity.
3. Use of limited, historical case studies from text books which have been selected to "prove" a theories validity.
3. Rigid course structure that does not adapt to learner's requirement's.
4. Teacher's being in total control of the course, students are not allowed access to social and online research tools.
6. Ignoring students background, views and opinions. Trying to tell them how to think and linking this to the assessment criteria where they have to agree with to get high scores.
Sunday, 10 July 2016
3D-pedagogical framework
Inquiry-Based Learning (IBL)
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Google
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The unit of work I am developing in part takes an Inquiry based approach requiring students to research and evaluate their own case studies. This information needs to be checked and cross referenced to ensure it validity and impartiality.
Dialogic Learning (Dial)
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Discussion Forums ((DF
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Once students have found their own case study information they will need to discuss and compare the information they have found both in class and virtually as the unit will be using blended learning.
Collaboration (Collab)
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Wikis Google Docs
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The third and final technique used will be collaboration where students peer assess each other's work against assessment given assessment criteria using the comments function on Google Docs.
Course Feature Cards.
These proved very useful when thinking planning the uint of work to ensure there was a good range of appropriate activities.
Friday, 8 July 2016
Information Literacy Cards.
The information literacy card available here. Have proved very useful by ensuring a range of appropriate activities are used in the unit of work. The colours have proved very powerful in helping colleagues to evaluate the schemes of work. There is a general tendency for one or two colours to dominate. I think this would have been very hard to see without this step in the planning process and helps to ensure a good and balanced variety of activities are included in the unit, as far as is possible. Likewise the activity profile provides a clear and concise picture of how students are required to use their time in lesson. When these activity profiles were first used to analyse previous units we were surprised to see how much time was spend on Assimilative activities and how little time was spent on Communicative activities. The activity profile helped us balance the schemes of work so they reflect constructivist learning principles rather than didactic teaching principles.
Write a reflective blog on on the 7Cs of Learning Design, what are the key features and perceived benefits of the approach.
The 7c learning design concept helps educators plan a scheme of work with a clear concept in mind. The planning process becomes much more about the process rather than the product. The conceptual tools are particularly effective when planning how to use technology to socialize the learning process and create a truly student orientated learning experience. Story boarding is very useful as it creates a visual overview of the learning process. Traditional written schemes of work tend to focus on just learning outcomes on a lesson by lesson basis. As well as showing the range of pedagogical methods used in the unit of work the storyboard also provides a map of how learning technologies are used to support the process of learning and its socialisation.
I have found storyboarding a the 7c design cycle very useful when planning a unit of work on the management on voluntary international migration where students are asked to critically evaluate information and challenge their own preconceptions.
The 7c learning design concept helps educators plan a scheme of work with a clear concept in mind. The planning process becomes much more about the process rather than the product. The conceptual tools are particularly effective when planning how to use technology to socialize the learning process and create a truly student orientated learning experience. Story boarding is very useful as it creates a visual overview of the learning process. Traditional written schemes of work tend to focus on just learning outcomes on a lesson by lesson basis. As well as showing the range of pedagogical methods used in the unit of work the storyboard also provides a map of how learning technologies are used to support the process of learning and its socialisation.
I have found storyboarding a the 7c design cycle very useful when planning a unit of work on the management on voluntary international migration where students are asked to critically evaluate information and challenge their own preconceptions.
My experience of designing and delivering learning opportunities.
How do you go about the design process?
Learning design for my lessons is in part influenced by my school strategic development plan which has creates a learning journey for all students that is skills and process orientated rather than product oriented. As a humanities department put great emphasis on helping students to critically evaluate current and emerging events and question their own world view and "common sense" interpretation of events. Research skills and critical analysis of information is given high priority. The design process is based around the 7e Instructional Design Model recommended by the NSTA.
Where do you get ideas from?
The ideas developed in lesson are informed by our school development plan which is working towards International Baccalaureate MYP accreditation. The lessons also draw on ideas presented by the Geographical Association . Perhaps most importantly we listen to our students and their preferred topics and ways of learning. Within this we also look carefully at the assumptions and bias our students make and create lessons that actively challenge these, important examples include attitudes towards migration, human rights and development issues. In particular we challenge students to reflect on their own action and how closely these link with the school's mission statement. Lesson are planned with an emphasis on skills drawing on connectivist learning principle
How do you share and discuss learning and teaching ideas and designs with others?
Ideas and designs are shared at weekly planning meetings and half termly meetings with the other schools in the consortium.
How do you evaluate the effectiveness of your design?
We place great emphasis on student feedback when evaluating the effectiveness of our learning design in addition to levels of achievement in assessments. Students at the end of each lesson complete and electronic exit survey which is used to plan the next lesson and review the entire scheme of work. We also monitor student's participation levels in blogs and the peer review process. Each year group also has 4 student learning advisors that help use to evaluate lesson against the school's mission statement and development plan. Weekly planning meetings are also used to evaluate lessons and adjust them as necessary. Staff are also free to adapt their lessons as they go using observations during the class itself. This is a bit like building a plane as it flies.
Learning design for my lessons is in part influenced by my school strategic development plan which has creates a learning journey for all students that is skills and process orientated rather than product oriented. As a humanities department put great emphasis on helping students to critically evaluate current and emerging events and question their own world view and "common sense" interpretation of events. Research skills and critical analysis of information is given high priority. The design process is based around the 7e Instructional Design Model recommended by the NSTA.
Where do you get ideas from?
The ideas developed in lesson are informed by our school development plan which is working towards International Baccalaureate MYP accreditation. The lessons also draw on ideas presented by the Geographical Association . Perhaps most importantly we listen to our students and their preferred topics and ways of learning. Within this we also look carefully at the assumptions and bias our students make and create lessons that actively challenge these, important examples include attitudes towards migration, human rights and development issues. In particular we challenge students to reflect on their own action and how closely these link with the school's mission statement. Lesson are planned with an emphasis on skills drawing on connectivist learning principle
How do you share and discuss learning and teaching ideas and designs with others?
Ideas and designs are shared at weekly planning meetings and half termly meetings with the other schools in the consortium.
How do you evaluate the effectiveness of your design?
We place great emphasis on student feedback when evaluating the effectiveness of our learning design in addition to levels of achievement in assessments. Students at the end of each lesson complete and electronic exit survey which is used to plan the next lesson and review the entire scheme of work. We also monitor student's participation levels in blogs and the peer review process. Each year group also has 4 student learning advisors that help use to evaluate lesson against the school's mission statement and development plan. Weekly planning meetings are also used to evaluate lessons and adjust them as necessary. Staff are also free to adapt their lessons as they go using observations during the class itself. This is a bit like building a plane as it flies.
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