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2139 E P S Lecture 4

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Jason Zagami
Jason Zagami
BusinessEducation
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[object Object],2139EPS Technology Education
Teachers
Reflections
Transfer ,[object Object],[object Object]
Types of transfer ,[object Object],[object Object]
Never underestimate the power of transfer. Past learning always influences the acquisition of new learning.
 
Thematic units and an integrated curriculum enhance the transfer process.
CONTEXT and the degree of original learning
SIMILARITY
CRITICAL ATTRIBUTES
ASSOCIATION
 
Characteristics of learners in Technology ,[object Object]
Early primary learners Years 1 – 3 ,[object Object],[object Object]
Early primary learners Years 1 – 3 ,[object Object],[object Object],[object Object],[object Object]
Early primary learners Years 1 – 3 ,[object Object],[object Object]
Early primary learners Years 1 – 3 ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],Early primary learners Years 1 – 3
Early primary learners Years 1 – 3 ,[object Object],[object Object],[object Object]
Early primary learners Years 1 – 3 ,[object Object],[object Object],[object Object]
Middle primary learners Years 4 – 5 ,[object Object],[object Object],[object Object],[object Object]
Middle primary learners Years 4 – 5 ,[object Object],[object Object],[object Object],[object Object]
Middle primary learners Years 4 – 5 ,[object Object]
Middle primary learners Years 4 – 5 ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],Middle primary learners Years 4 – 5
Middle primary learners Years 4 – 5 ,[object Object],[object Object],[object Object]
Middle primary learners Years 4 – 5 ,[object Object],[object Object],[object Object]
Upper primary learners Years 6 – 7 ,[object Object],[object Object],[object Object],[object Object]
Upper primary learners Years 6 – 7 ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Upper primary learners Years 6 – 7
Upper primary learners Years 6 – 7 ,[object Object],[object Object],[object Object],[object Object]
Upper primary learners Years 6 – 7 ,[object Object],[object Object],[object Object]
Lower secondary learners Years 8 – 10 ,[object Object],[object Object],[object Object]
Lower secondary learners Years 8 – 10 ,[object Object]
Lower secondary learners Years 8 – 10 ,[object Object],[object Object],[object Object]
Lower secondary learners Years 8 – 10 ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],Lower secondary learners Years 8 – 10
Lower secondary learners Years 8 – 10 ,[object Object],[object Object],[object Object],[object Object]
Lower secondary learners Years 8 – 10 ,[object Object],[object Object],[object Object],[object Object]
Beyond Level 6 ,[object Object],[object Object]
[object Object],Beyond Level 6 They work from both an existing individual or community need, or investigate and create potential new opportunities through the creation of innovative and commercially feasible design ideas and products.
A DREAM       I DREAMED I STOOD IN A STUDIO AND WATCHED TWO SCULPTORS THERE,   THE CLAY THEY USED WAS A YOUNG CHILD'S MIND AND THEY FASHIONED IT WITH CARE.   ONE WAS A TEACHER, THE TOOLS HE USED WERE BOOKS AND MUSIC AND ART;   ONE A PARENT WITH A GUIDING HAND AND A GENTLE, LOVING HEART.   DAY AFTER DAY THE TEACHER TOILED WITH TOUCH THAT WAS DEFT AND SURE,   WHILE THE PARENT LABOURED BY HIS SIDE AND POLISHED AND SMOOTHED IT O'ER.   WHEN AT LAST THEIR WORK WAS DONE, THEY WERE PROUD OF WHAT THEY WROUGHT,   FOR THE THINGS THEY HAD MOULDED INTO THE CHILD COULD NEITHER BE SOLD NOR BOUGHT.   AND EACH AGREED THEY WOULD HAVE FAILED IF THEY HAD WORKED ALONE,   FOR BEHIND THE PARENT STOOD THE SCHOOL, AND BEHIND THE TEACHER THE HOME.     Anon

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2139 E P S Lecture 4

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  • 6. Never underestimate the power of transfer. Past learning always influences the acquisition of new learning.
  • 7.  
  • 8. Thematic units and an integrated curriculum enhance the transfer process.
  • 9. CONTEXT and the degree of original learning
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  • 43. A DREAM       I DREAMED I STOOD IN A STUDIO AND WATCHED TWO SCULPTORS THERE,   THE CLAY THEY USED WAS A YOUNG CHILD'S MIND AND THEY FASHIONED IT WITH CARE.   ONE WAS A TEACHER, THE TOOLS HE USED WERE BOOKS AND MUSIC AND ART;   ONE A PARENT WITH A GUIDING HAND AND A GENTLE, LOVING HEART.   DAY AFTER DAY THE TEACHER TOILED WITH TOUCH THAT WAS DEFT AND SURE,   WHILE THE PARENT LABOURED BY HIS SIDE AND POLISHED AND SMOOTHED IT O'ER.   WHEN AT LAST THEIR WORK WAS DONE, THEY WERE PROUD OF WHAT THEY WROUGHT,   FOR THE THINGS THEY HAD MOULDED INTO THE CHILD COULD NEITHER BE SOLD NOR BOUGHT.   AND EACH AGREED THEY WOULD HAVE FAILED IF THEY HAD WORKED ALONE,   FOR BEHIND THE PARENT STOOD THE SCHOOL, AND BEHIND THE TEACHER THE HOME.     Anon