UHart_Lecture_2

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UHart_Lecture_2

  1. 1. EDT 620 Dr. Mark P. Fazioli Telecommunications Across The Curriculum
  2. 2. Developing Thinking Skills with Bloom’s taxonomy <ul><li>Several different domains </li></ul><ul><ul><li>Cognitive—a multi-tiered model of classifying thinking according to six cognitive levels of complexity—our focus in this class </li></ul></ul><ul><ul><li>Affective—concerned with attitudes </li></ul></ul><ul><ul><li>Psychomotor—domain associated with skills </li></ul></ul><ul><li>Gave rise to educational concepts including high and low level thinking. </li></ul><ul><li>It has also been closely linked with problem solving skills, creative and critical thinking, and more recently, technology integration. </li></ul>
  3. 4. Instructivism <ul><li>Historically the teacher’s responsibility to move students up through the hierarchy of learning </li></ul><ul><li>Lessons centered on and around the teacher </li></ul><ul><ul><li>Chosen by the teacher </li></ul></ul><ul><ul><li>Directed by the teacher </li></ul></ul><ul><ul><li>Assessed by the teacher </li></ul></ul><ul><li>This is known as INSTRUCTIVISM </li></ul>
  4. 5. What does instructivism look like? <ul><li>Direct instruction by a teacher employing objectives and lesson plans related to an overall curriculum guide in order to teach specific content, customarily using the lecture method. </li></ul><ul><li>Knowledge is in possession of the teacher. </li></ul><ul><li>There is explicit teaching of an agreed body of knowledge. </li></ul>
  5. 6. Instructivism—planning and teaching <ul><li>The teacher organizes learning objectives and content beforehand. Material and skills are predetermined and defined in advance of learning </li></ul><ul><li>Material is delivered by the teacher, skills and material are learnt by the student </li></ul><ul><li>Students are assessed by their ability to remember the material or practice the skill </li></ul><ul><li>Students are passive—not actively involved in learning </li></ul>
  6. 7. Constructivism <ul><li>No single “official” version </li></ul><ul><li>Most commonly accepted principles: </li></ul><ul><ul><li>Understanding is actively constructed by each individual </li></ul></ul><ul><ul><li>Learning serves an adaptive function </li></ul></ul><ul><ul><li>Students spend time testing ideas and approaches based on their prior knowledge and experience, applying these to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs </li></ul></ul>
  7. 8. Implications of Constructivist Principles <ul><li>Student responsible for own learning. </li></ul><ul><li>Context influences what is perceived as useful. </li></ul><ul><li>Purpose of education is to build useful personal knowledge. </li></ul><ul><li>Higher order thinking skills (Analysis, Synthesis & Evaluation) are emphasized </li></ul>
  8. 9. Common Conceptual Themes <ul><li>Learning is active . </li></ul><ul><li>Learning is adaptive . </li></ul><ul><li>Learning builds on what is known. </li></ul>
  9. 10. The ASSURE Model A procedural guide for planning and conducting instruction that incorporates media and technology. The ASSURE model focuses on planning surrounding the actual classroom use of media and technology.
  10. 11. The ASSURE Model A : Analyze Learners S : State Objectives S : Select Methods, Media, and Materials U : Utilize Media and Materials R : Require Learner Participation E : Evaluate and Revise
  11. 12. Technology can drive learning <ul><li>Technology can play many roles in the constructivist classroom </li></ul><ul><li>Computer tools and learning </li></ul><ul><ul><li>Increase efficiency of student work </li></ul></ul><ul><ul><li>Encourage “thinking” – “opportunities get taken” </li></ul></ul><ul><li>Learning by constructing multimedia as culminating projects </li></ul>
  12. 13. Understanding By Design (UBD) Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning. UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise engaging practice activities, assessments of student understanding. http://www.authenticeducation.org/ubd/ubd.lasso
  13. 14. Understanding By Design (UBD) Take from: UBD, overview of UBD and the design template, Wiggins, G .
  14. 15. Understanding By Design (UBD) Stage 1 – Concept – (Topic) Map A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. <ul><li>Concepts maps can be used to: </li></ul><ul><li>Develop an understanding of a body of knowledge. </li></ul><ul><li>Explore new information and relationships. </li></ul><ul><li>Access prior knowledge. </li></ul><ul><li>Gather new knowledge and information. </li></ul><ul><li>Share knowledge and information generated. </li></ul><ul><li>Design structures or processes such as written documents, constructions, web sites, web search, multimedia presentations. </li></ul><ul><li>Problem solve options. </li></ul>Adaptive From: http://olc.spsd.sk.ca/DE/PD/instr/strats/conceptmap/index.html
  15. 16. Understanding By Design (UBD) Concept – (Topic) Map
  16. 17. Understanding By Design (UBD) Take from: UBD, overview of UBD and the design template, Wiggins, G .
  17. 18. Understanding By Design (UBD) Take from: UBD, overview of UBD and the design template, Wiggins, G .
  18. 19. Understanding By Design (UBD) Take from: UBD, overview of UBD and the design template, Wiggins, G .
  19. 20. Understanding By Design (UBD) Take from: UBD, overview of UBD and the design template, Wiggins, G .
  20. 21. Understanding By Design (UBD) Take from: UBD, overview of UBD and the design template, Wiggins, G .
  21. 22. Understanding By Design (UBD) Take from: UBD, overview of UBD and the design template, Wiggins, G .
  22. 23. Understanding By Design (UBD) Part One of Project
  23. 24. Micro-Learning Site http://www.mplearningpros.com/edt620
  24. 25. <ul><li>The End </li></ul>

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