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Dlld session2
This document discusses the curriculum for excellence in Scotland which challenges educators to think differently about curriculum design. It emphasizes principles like challenge and enjoyment, personalization and choice, progression and depth, and relevance. Technologies can help provide a range of learning opportunities and environments to support interdisciplinary learning. The curriculum aims to develop successful learners, confident individuals, responsible citizens, and effective contributors through four key capacities. It focuses on learning and teaching, curriculum breadth and coherence, and using experiences and outcomes to place learning in practical contexts. Technologies can help provide evidence of learning, promote creative and critical thinking, and support discussion, validation, recognition, information creation, questioning, empowerment and collaboration. Educators must consider what they want learners to
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Dlld session2
- 1. Designing for learning ‘inthe digital world’ Building the Curriculum for Excellence http://www.flickr.com/photos/stuckincustoms/6495437857
- 2. Curriculum for Excellence(CfE) …challenges us to think differently about the curriculum and it permits to plan and act in new ways A Curriculum for Excellence: Building the Curriculum 1 (p1)
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- 4. Challenge and Enjoyment Personalisationand Choice
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- 6. Relevance, coherence, andbreadth http://www.flickr.com/photos/pasotraspaso/10807062366
- 7. Learning should bemade available in a range of ways including interdisciplinary learning and a range of opportunities which ensure a broad approach, enabling, for example, a coherent understanding of environmental issues Building the Curriculum 3. (p5)
- 8. How can technologyhelp? http://www.flickr.com/photos/dexxus/5003010775
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- 14. 14 Learners need tosee the whole picture http://www.flickr.com/photos/slightlynorth/3470300872/in/photostream /
- 15. Learners are selectivelynegligent
- 16. Learners’ attention islimited http://www.flickr.com/photos/zen/241745451/
- 17. Learners learn wellwhen they take responsibility for their learning
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- 19. Constructive alignment 1 2 1– learners construct meaning through relevant learning activities - -> creation(teaching as a catalyst for learning) 2 - what the teacher does to support learning --> facilitation(of an environment for learning)
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- 23. Placing learning withina practical context
- 24. • Assessment - gathering -reflecting on - evaluating Evidence of Learning http://www.flickr.com/photos/westmidlandspolice/7170656948/
- 25. How can technologyhelp provide evidence of learning?
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- 30. Technologies provide aplace for Discussion Validation Recognition Citizenship Information Creation Questioning Empowerment Collaboration
- 31. So going beyondthe use of technology http://www.flickr.com/photos/32511838@N06/4669872860
- 32. To promote creativeand critical thinking
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- 34. What do youwant learners to achieve?
- 35. What do youwant learners to experience?
- 36. In the changingand complex social, political and moral context of our society
- 37. d to thinkinterdisciplinary
- 38. Need to thinkbeyond our own experiences
- 39. The use ofdigital technologies in my discipline is not possible! … discuss
- 40. 40 Examples from theclassroom
- 41. “I use twitteras a “recap of the day” and, at the same time, a chilling out period.” http://www.anadominguez.org/blog/twitter/ @Anadz
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- 43. Google Lit Trips:bringing stories to life http://www.googlelittrips.org/ http://youtu.be/dkaQztcVWEA
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- 45. the tourist guide awebquesthttp://knowmansland.com/etivities/going_around_lisbon_tp.htm
- 46. Valentine’s day An All-SkillsValentine Podcast http://tinyurl.com/6t4nvnc http://www.flickr.com/photos/40645538@N00/470038257
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- 57. You’re not onlychallenging children to learning differently; http://www.flickr.com/photos/21314760@N00/1583345201 you’re challenging yourself!
- 58. Image and quoteby Dean Shareski http://www.flickr.com/photos/shareski/2655113202/in/pool-858082@N25 (CC BY-NC 2.0)
- 59. 59 The digital classroomis a mind-set!
- 60. • Gather Informationon the wiki • Form an opinion about the topic (remember to use sources to back up your point of view) • Comment on Huw’s blogpost (link in Myplace) Search for information about the digital natives debate
Editor's Notes
- #2 The concepts here discussed are not new. The connection between them might however be a novelty to teaching and learning practices in a classroom context
- #4 Able to exemplify the 4 capacities Sense of community with colleagues
- #5 The environment for learning in pre-school settings promotes a high degree of challenge and enjoyment and personalisation and choice through planned opportunities to explore different activities, materials and contexts and imaginative, creative use of both indoor and outdoor learning environments. Learning within any particular activity will prompt different aspects of learning in individual ways for children. Approaches which involve children in planning and respond flexibly to their interests and needs also contribute to personalisation and choice.
- #6 Learning activities in pre-school settings can provide rich opportunities for progression and depth of learning. The learning activities and environment should be planned and organised to offer opportunities to extend skills (for example language skills) and deepen understanding. Active learning will promote the development of logical and creative thinking and encourage a problem-solving approach. The adult role in supporting progression is very important. It will vary, sometimes observing and supporting, other times facilitating and skilfully intervening in, or extending, the activities and experiences to promote progression and learning in depth. Direct teaching and focused work with groups or individual children will help to develop specific skills and knowledge in particular areas of learning or to take account of additional support needs. The balance between selfdirected and adult-initiated learning opportunities needs to be carefully considered and monitored.
- #7 Learning through a wide range of well-designed activities will also offer relevance, coherence and breadth. Activities will often build directly on what is familiar to the child and the local environment and events can be used to provide interesting, real-life contexts for learning. Learning in a variety of contexts supports and reinforces the development of numeracy, literacy and health and wellbeing across the curriculum. The experiences and outcomes at the early level can be used in suitable combinations to plan motivating and challenging activities. Taken together, as appropriate to the stage of development of each child, these activities should provide breadth of learning across the curriculum areas. Activities planned in this way and which build on what is familiar should enable children to make connections, give coherence to their learning and enable them to understand the relevance of what they are learning.
- #8 Integrating diff dimensions to a learning situation
- #13 talk to the person behind you - 3 minutes - what are powerful ideas in teaching
- #20 The 'alignment' aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned with the learning activities assumed in the intended outcomes. The learner is in a sense 'trapped', and finds it difficult to escape without learning what he or she is intended to learn.
- #34 Able to exemplify the 4 capacities Sense of community with colleagues
- #42 I use twitter as a “recap of the day” and, at the same time, a chilling out period. I sit in front of the computer we follow these rules: Everyone can and should speak. Children must raise their hands and wait their turn We listen carefully and give each one the necessary time to build their sentences. We cannot repeat sentences. We accept that one, two or three classmates may add details to the initial sentence. We introduce songs and chants. always read out what each student says. Every person who interacts with us on twitter is invited to “follow” us. http://www.anadominguez.org/blog/wp-content/uploads/2009/10/twitter-classroom.pdf
- #59 changing assessment to support learning process the internet being a place for communication and