Eal112 TA2 Kirsten Bacon


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  • Oops is this me? Is this my challenge , to tell you What have I learnt from my Applied Learning experience ?
  • Initially my first thought was that it was simply practical based work in the classroom.  When I ask my colleagues about what applied learning means to them . More often than not the response is something the same as mine ‘Well its what we do , its hand on, practical work. Don’t we do all that already …?” So My question is what then are we talking about when use applied learning as a pedagogical technique. The Learning Choices website defines “”Applied learning as more than practical or 'hands on' learning. It includes both theory and application but the link between the two is provided by the context. Contextualising learning empowers and motivates students and assists them to develop skills and knowledge that they will need for education, employment, training and involvement in the community”” With this knowledge I have begun to embark on a discovery of how applied learning can work in my classroom. There is much literature that supports Applied learning in the 21st century and it seems that the overriding message is effective applied learning environments ground students’ understanding of concepts applicable to their learning in a real world experience. Applied learning programs are credit bearing student learning experiences that occur outside of the classroom, such as enterprise learning , providing a service, producing a product, internships, practical placements, dependant research projects and study away from normal campus environment . We know now it is so much more than just hands on . To explore this concept more it is important to briefly go back to the theorists and how that impacts on applied learning principles
  • Its important to acknowledge and read a variety of educational theorists to begin to understand more about ones only developing beliefs philosophies and theories as a pedagogical practioner but also of your students' .
  • So what are the wider implications for teaching and learning in the classroom. This video shows a student in one of my classes who wanted to change direction in his life but wanted to ensure that he had real life , more authentic learning experiences that were valuable to him . On his arrival to the polytechnic, we negotiated what he needed to learn and what would benefit him as an older student to further his goals. This discussion was more about what he wanted rather than what we wanted to teach him . This particular student was very successful in the class because of his own passion but also because the course was real to his needs, of connecting theory to practice. Ash and Clayton say “ each applied learning pedagogy provides student's with opportunities to connect theory and practice, to learn in unfamiliar contexts, to interact with others unlike themselves, and to practise using knowledge and skills. “ They also go onto say that whilst experience is important is it the reflection that is an integral part of applied learning. If the student is not given the opportunity to reflect throughout the learning process there is risk of the student not being aware of where they may need more experience or not or simply not a rounded learning experience. “ The students… would all benefit from a process of reflection, to help avoid what T.S Elliot ( 1943) once described as having the experience but missing the meaning “ (Ash & Clayton 2009) . The student was placed in restaurant/bakery for work experiences where he was able it use his new skills from the course he was doing but also incorporate his old skills from the time he owned a restaurant . Along with his background as a scientist he then went onto build the Stephanie's alexander garden at Moonah primary school where he used his cooking skills whilst still studying to enhance the skills he has . It was important to identify what the student brought to their learning situating, so we could design a program that would actually take him forward. The teachers needed to be flexible the his needs and be able to adapt the program where possible without compromising the integrity of his learning . Its is essential that we allow our students to develop the most of their potential . I believe Applied Learning can do that.
  • So what considerations are there on the suggested or other models, I could use to enhance my own lesson planning strategies in an applied learning environment. Plan more for realistic and valuable outcomes If we are to have genuine student outcomes then we need to have more succinct lesson planning. It cannot be about whether a teacher is a “career teacher “. If the lesson is not planned appropriately there is no mechanism to prove that the best practice is occurring . I find it difficult to accept that a teacher can expect to teach solely from experience for that lesson and not reflect, evaluate and plan for an even better lesson. To ensure the student outcomes have more value and validity there must be more. I aim to not forget everything I have learnt but begin to examine and relearn more thoughtfully the planning and delivery that I will now plan for within my lessons and focus my new learning to change to facilitate a new learning within my class under an applied learning approach .  Discover and Find out about my learners, Where are they at, Who are they? “The learner is a whole being that must be valued in more meaningful ways” as discussed in Whitton. Et al, (2010) who also goes on to acknowledge “the importance of understanding the human being and the factors that impact on a student and their ability to learn and how we teach them." Whilst this is only one consideration of the lesson planning process, it is critical to how the lesson is planned to ensure the best outcomes are achieved. In applied learning, we need to Build resilience, confidence and self-worth, and consider the whole person. Surely a lesson plan is a living document that must change with every group of learners. Within that context there must be room in the plan to include learner engagement strategies that bring the student into focus, include strategies for lesson deviation, behavioural management, acknowledgement of differing student relationships, and levels of planning variations. In short a lesson plan must be able to maintain or adjust based on student response and the progression of learning.  According to the Stokes,H(2012) research into the outcomes from applied learning approaches have shown that applied learning improves:  •student motivation and commitment, •self-esteem and confidence •transitions from school to work and further education or training. Applied learning approaches also:•Provides a context for learning generic skills needed in the workplace; •Caters for students with different preferred learning styles; and •Provides a meaningful context for learning both theoretical concepts and practical skills   increase self-evaluation and reflection and link the learning for the student.  In the applied learning classroom, a good lesson plan should plan to be interrupted. This applies to all age’s group of learners. If the plan does not allow for applied learning to occur in all the components of the plan, it does not allow for true evaluation and reflection to occur. We need to consider the potential for, and constraints upon, implementing applied teach in the school environment, and the implications of the same on the VET learning sector. Be prepared!!  Grouping the class in different ways is an important and interesting concept put forward by (Whitton, et al 2010) that could suit the applied learning classroom. The idea of different grouping depending on the activity is most interesting. This was evident in Snug School where I did my PE placement . Highlighting the different ways to group a class is an asset to the lesson planner and it is important to recognise that whilst there are 9 ways of grouping specified in this particular example , the grouping will change depending on the activity. Having an understanding of the students’ needs and requirements will also impact on how the class is grouped to best suit the needs of that particular group and to get the best learning outcomes for the applied learner .   However hard the pedagogical practioner works at preparing lessons and planning projects, when classroom disruptions and misbehaviour occur, lesson plans and tasks can be pushed to the wayside while classroom management takes centre stage. Shifting the momentum of your classroom environment can take time, but with planning, you can find creative ways to work around time and methodological restraints in order to provide a fruitful learning environment for all of your students  Keep a list of teaching principles - refer to daily  To be an excellent pedagogical practitioner and to foster a productive applied learning approach I will: • Take more time to welcome my students into the class• Explain the plan for the week, lesson, and day. (d.2)• Acknowledge the students efforts, regularly (d.3, d.4)• Consult, collaborate and discuss with the student (b.1, b.2, b.4)• Establishing positive and safe relationships (d.3)• Have a plan, whether it is a daily/ hour, plan (c.3)• Design the class to accommodate fast and slower learners (a.1)• Recognize students come from diverse backgrounds and allow then time to join the group by having other activities available • Acknowledge students want to know about the teacher and making sure they feel you want to know about them. Connect with communities and real life experiences• Collaborate collaborate collaborate, what do they want to learn? Negotiate the curriculum. Engage in a dialogue with learners about their curriculum;• Share • Negotiate• Promote diversity of learning styles and methods. Different learning styles require different teaching methods • •Assess appropriately. Use the assessment method that best fits the learning content and context 
  • The students will be responsible for preparing all the food in the shop , designing the shop , designing the decoration for the shop , pricing , packaging researching etc.,.On December the 5th At Drysdale campus they will open their shop .This mini business will allow the students to maximise and utilise their strengths , with some taking on management roles,, some managing budget and cost, all preparing products, some responsible for decorating, some food ordering, others involved in PR and promotion .All students would be expected to participate in each aspect of the business, but responsibility and leadership would be negotiated and allocated according to students strengths and interests.The workshop model allows for authentic learning in safe supported environment. Students would be able to get a real authentic feel of business whilst under direct supervision of the teacher . It also provides the students an opportunity to showcase and sell , what they have learntThe project makes connections between the bits the students are studying within the training package to real life scenarios and small business issues. It connects students with local businesses and other parts of the hospitality industry ., and also to the wider learning community, including other students and teachers.The projects is based on supporting the Certificate # in patisserie students I their learning by making the learning opportunities authentic and interesting . This project for many of the will be the closest thing they have had to working in a real business, whilst at he same time providing a safe and supported environment where risk are managed and learning opportunities are planned and sequential
  • If there is something to be learnt in the pedagogical world, it is the concept of reflection. It is with this concept forefront in my mind I will describe and analyse my own learning from observed lesson planning in the school setting and identify how the planning and delivery approaches observed in the school setting might provide guidance for the development of lesson guidance for the development of lessons aligned with applied learning principles in my future classes within the vet sector.  On reflection I recognise, it is important for the teacher to take chances and risks and allow their students to do the same with their learning. For example if you want to make a cake using a different type of flour, it really does not matter if it does not work out. What can be learnt from this and how can we ensure these opportunities for discovery are given to our learners. These are teaching moments that engage students in discussion, discovery, evaluation and, meaningfulness and if the cake works out, you get to eat it.
  • Can we really make all those gingerbread houses?
  • Eal112 TA2 Kirsten Bacon

    1. 1. EAL112 - TA2Applied learning Presentation
    2. 2. Hmmmmmmm……… Bruner(1963) talks about how doing something with information , e.g.. Having to explain to someone else such as your peers, is better than just being told something, this is why encouraging peer teaching and collegiality works so well . Students learn they don’t really understand something till they can explain it to someone else .”
    3. 3. Applied learning
    4. 4. Traditional learning Theories andperspectives Behaviourists: Pavlov, Skinner Traditional learning theories Cognitivists: Bruner,Piaget,Vygotsky Humanists: Maslow,Rogers Why are traditional learning theories important ?
    5. 5. Other theorists and perspectivesAnd some different perspectives based moreon memory and Intelligence Howard Robert Steely Gardner brown Multiple Cognitive Intelligences Apprenticeship m J.P.Guilford Structure of J.R.Anderson ACT intellect
    6. 6. An analysis of the impact of a wide range on applied learning pedagogies of a wider range of other educational theoristsApplied learning pedagogies share a design fundamental: the nurturing oflearning and growth through a reflective, experiential process that takesstudents out of traditional classroom settings.The approach is• grounded in the conviction that learning is maximized when it is active,• engaged, and collaborative. Each applied learning pedagogy provides• students with opportunities to connect theory and practice, to learn in• unfamiliar contexts, to interact with others unlike themselves, and to• practice using knowledge and skills. (ash p25 2009)
    7. 7. • what are the the theoretical and practical dimensions of applied learning • What are The wider implications for teaching and learning in the patisserie classroom What are the • An analysis of the impact of a wide range on applied learning pedagogies practical and of a wider range of other educational theorists theoreticalunderstandings of applied learning pedagogies ?
    8. 8. The wider implications for teaching and learning in the applied Learning patisserie classroomhttp://www.youtube.com/watch?v=SqMN6RrfUPc&feature=share&list=ULSqMN6RrfUPc
    9. 9. In order to use designed effective applied learning environments in my teaching we need to considermodels like the Reals ModelReals ….Rich environments for Active Learners (Grabinger and Dunlap)Grabinger and Dunlap say In todays complex world , simply knowing how to use tools and knowledge insingle domain is not sufficient to remain competitive as either individuals or companies . People must takelearn to apply tools and knowledge in new domains and different situations . REALS are comprehensiveinstructional systems that evolve from and consistent with constructivists philosophies and theirs .For this approach to be completely embodies REALS s• Promotes real world contextualised , authentic task s• Designs learning through rich tasks which ask students to apply skills a and knowledge within a relevant context• Cultivates collaboration between students teacher and external contributors the learning• Encourages pure self reflection within the course and at the end .• Encourages more connected learning relating to businesses , industry community to future pathways and student need s• And encourage the growth of student responsibility, initiative , decision among and intentional learning
    10. 10. What evidence is there of the relationship betweeneducational theory, professional standards andteaching approaches The relationship between applied learning theory and Applied the professional standards learning My own theory and teaching Standards and learning The relation to my own teaching and learning experiences Applied learning pedagogies Consideration of PE1 observations and learning that are related to my examination of applied learning pedagogies
    11. 11. Considerations of Practical Learning observations and learning that are related to my examination of applied learning pedagogies:• Plan for more realistic outcomes• Discover and find out about my learners, Where are at , who are they?• Increase self evaluation and reflection and link learning for the student• Keep a list of teaching principles
    12. 12. Strategies to enhance teaching and learning within the polytechnic environmentApplied learning pedagogies translated into teaching and learning
    13. 13. Strategies for applied learning teaching and learning in a polytechnic environmentLess complex learning More complex learningLearning and teaching strategies Ice breakers Participate in a values line Work in small groups to prepare summaries Brainstorming Work in groups to define/predict steps required for a of checklists for the class Think pair share task Role play a scenario Participate in online discussion forums Debate different perspectives Role play a scenario Provide feedback to peers Set up blogs Establish a wiki or a blog to develop Introduce to online portfolios knowledge collaboratively Seeks feedback and or coaching form a teacher Design a flow chart for a process or task Respond to synthesis/evaluation Identify personal strengths and areas for Participate in peer feedback programs questions development Prepare time lines/charts Identify specific learning needs and plan for Respond to knowledge/comprehension Respond to application/ analysis questions own future learning questions Develop mind maps/concept maps to review Use blogs to share personal skill and Discuss how an activity or learning understanding of a topic knowledge development experience relates to own personal Participate in debriefings after a learning g experiences Maintain an eportfolio that shows experiences development as a learner Designs and implements quiz for other Develop rubrics to define successful/ students competent performance and use these to evaluate self or peers Apply a rule or policy to a given situation Carry out practical project to meet a real need Investigate and develop a solution for a Visit a firm/authority business to seek Undertake tasks in a simulated/practice as in the problem ( problem based learning ) information about a topic Christmas shop Transfer skills/knowledge to a new Observe how another person completes a Tech and support others to acquire a skill or unfamiliar situations task knowledge Undertake/ participate in quality Undertake site visits. excursions / to gather Interpret case studies or scenarios processes/audits information SD design or use a checklist to compete tasks Design a new product /serve Progress though learning / work situation Design and build a working model Identify and implement systems with defined task for individual work Identify and diagnose faults improvement s Undertakes a work placement Learner dependants on direction/initiation from teacher learner selects appropriate strategies for give context learner poses questions, devise strategies to answer, critique effectivenessLearner skills Collaborative strategies Planning, review and reflection Strategies Subject. Course skills and Knowledge focus ( http://learningedge.tafe.tas.edu.au/file/)
    14. 14. Applied learning in Action an example :A Christmas storyStudents will prepare a Christmas shop at the end of their patisserie course .Aim is • to provide students with an authentic connection to the real world by introducing real clients, customers, business procedures and risks • To provide interest and diversity to encourage the students to engage and attend classes by having a production element in the business environment • To enable students to practice their skills that they have learnt and gain confident into their abilities • To encourage team work • To provide and innovative environment where students are encourage to be creative • To have an authentic assessment opportunity that is valid and real to the students
    15. 15. The relation to my own teaching and learning experiencesThis is where it starts. Lets keep that learning alive
    16. 16. Student Achievement : the challenge to make anddesign your own worry doll.
    17. 17. Making El Salvadorian Pupoosa . Learning from theexperts . I love it, Its these opportunities I want togive to my students to broaden their learning .
    18. 18. Happy teacher in anticipation ofan exciting Christmas shop project
    19. 19. References used in this presentationBlake .D Exploring the challenge of applied Learning reform, International Journal of pedagogies and learning, 3 (3) pp. 58-76December (2007)Dixon, L., Harvey, J., Thompson, R., & Williamson, S. (2010), Chapter 10. Practical teaching (in)Avis, J., Fisher, R., Thompson, R. : Teaching in lifelong learning: A guide to theory and practice , McGraw Hill/Open UniversityPress, Maidenhead, Berkshire, England ; New York, NYHunter.m (2012) REFLECTIVE TEACHER – reflecting on teaching, learning and the profession Bloghttp://reflectiveteacher.com.au/advice-to-a-pre-service-teacher/Herrington, A. (2006), Chapter 1. What is an authentic learning environment? (in) Herrington, Anthony, 1950-, Herrington, Jan.: Authentic learning environments in higher education, Information Science Pub, Hershey, PAKertesz,J(2012) Pebblepad blog for Kirsten baconStokes .H (2102) VCAL Changing Lanes retrieved from VCAL websitehttp://learningchoices.org.au/case_studies/vcal/applied_learning.phpWhitton, Diana. (2010), Chapter 10. Lesson planning (in) Whitton, Diana. Learning for teaching: teaching for learning, EngageLearning Australia, South Melbourne, Vic