My discussion board responses to each module
5/3/2012 - Module 1.1
If one of the definitions resonates more than others, try to rationalise this in terms of the educational context or social setting. Did you encounter or notice any of the problems this particular definition posed?
Definition 3: "Curriculum is all planned learnings for which the school is responsible"
I identified more with this definition because (until now) I always thought of curriculum as something schools were responsible for, having experienced it as a student. I also say this because 'curriculum' is not really a word used outside of schools or teaching circles (in my experience). I think this is a reasonable definition because it gives license to schools or educational authorities to decide on what will be taught, which then gives a solid outline for teachers. This then gives schools a concrete plan for education that they can change in small ways and also gives a universal indicator for student achievement for a set curriculum. I like the idea of a solid plan rather than a fairly ambiguous set of statements that may be open to interpretation in many different ways.
This definition is not without it's limitations, however, as it is clearly quite selective in what will be taught to students. Obviously this can then create room for bias dictated by the opinions of those in charge of the curriculum. This definition also does not leave much room for 'unplanned' learning that may be extremely beneficial to students and also does not imply that 'learning' may actually lead to knowledge for the students. Finally, having such 'plans' may lead to educators taking shortcuts to achieve what is easiest to achieve to give perceived results within the confines of such a plan.
What is the point being made about the relative usefulness of definitions versus characteristics?
The point here is that definitions are useful in many ways but can exclude the main ideas and theories behind them. A characteristic can act as just the opposite; giving excellent ideas and broad scope that a definition cannot. In the context of curriculum, definitions are necessary in order to document specific cases or to form a realistic plan to achieve certain goals. Here characteristics are useful to remind people of what a curriculum should contain but are often too generic to be used in real-life situations. Characteristics of a curriculum may also leave things open to interpretation and opinions, however a definition is much more precise in the meaning that it conveys and the action needed to achieve it.
Which conception of curriculum do you lean towards? What advantages and disadvantages do you see in this?
I lean towards "Knowledge centred curriculum: knowledge is the heart of the curriculum".
I think the advantages here are that knowledge (and assumedly teaching it) is the main thing to be conveyed to students, meaning they can then make what they can from it. I think this shows students many different facets of the world and exposes them to new things where they may find their interest or passion lies. While other things are important, I think that by gaining knowledge, students can discover in themselves things that they may otherwise never have known and gain the open mindedness to start them on their path in life. I think here the role of the teacher is paramount to stimulate the students' desire to obtain knowledge and to see its' relevance.
Once again, though, this conception is not without it's problems. By focusing solely on knowledge other aspects of education may be ignored, rendering the entire process pointless, as the transfer of knowledge may become extremely difficult without taking into account the desires or needs of students and influences from society. Also, the type of knowledge that is conveyed is again dictated by educators or authorities and may not neccessarily be appropriate for students, or may not be seen as being relevant by some.
Which orientations do you think you have? Why is that?
Personally I have the orientation of self-actualisation because I think it is the first and most important step in education. I think that by discovering the potential within themselves and their unique interests, students will then grow to use the skills they have developed in this way for a whole range of things in their lives. In my mind, self actualisation will most probably lead on to cognitive process orientation and also academic rationalsit orientation, and I see these three orientations as being quite closely linked. I think that the process of getting students to discover the potential within themselves and also understanding themselves is the most important step in order for them to achieve success.
6/3/2012 Module 1.2
Reading this article seemed to clarify my previous position - I am definitely most inclined with the liberal/progressive orientation.
Why do you think Kemmis et. al. says that most schools will harbour all 3 of the orientations? What does your own experience suggest?
In reality it would be quite hard and also impractical to rigidly adhere to just 1 orientation of curriculum. Doing so would rule out any alternatives to this type of curriculum or any different approaches that may well be useful and important at certain times. It would not allow for the variation in personalities and beleifs of the educators, or especially the different personalities and learning styles of the students. It would also select for the students who were suited to that type of orientation to achieve success, while other students would be seen to perform poorly when they may just be seeking a different approach to learning.
In my own experience I have found that schools and educational bodies will adopt all of these approaches and use each one where it is required. I think this is definitely the most successful and common sense approach that gives more variety to students, exposing them to a broader view of the world around them
How realistic is the notion of a socially-critical orientation to curriculum? What might be some of the inhibitors to this?
In reality, I think it would not be very realistic to adhere solely to the socially-critical orientation. The problems with this would firstly be the difficulty in outlining what should be learned by the students and planning a curriculum for this. It would be quite difficult choosing subjects here and the learning that resulted from such a curriculum could well be quite different for each student depending on their own perceptions of society. Theoretical knowledge does not seem to play a large role in this curriculum and, as such, any sort of assessment would also be quite difficult and subjective. With all the involvement from the community and parents, deciding on this curriculum would be no easy task and these decisions could well be influenced by local societal interests and orientations in the community. Also, for students with introverted personalities this curriculum would seem quite daunting and while it may help to improve their communication, it may also lead to students dreading school and deciding to leave early. Finally, this curriculum does not seem to leave much scope for authority and would not give students much of an idea about hierarchical systems that may well be apparent in the workforce or other situations.
At your level of schooling (and/or within your subject specialisation), what would a socially-critical curriculum look like?
In a high school, this type of curriculum would involve subjects like politics, economics, history, as well as science and english, all with a focus on how society has or is changing in these fields. The curriculum would not feature a rigid plan or specific learning goals as such, it would focus more on completing activities and gaining knowledge from these. Also there would be a focus on current issues in society and this curriculum would also feature many guests from the community and field trips to see how society functions in different places and situations. Group work would be required for most tasks and most classroom situations would consist of discussions guided by a teacher. Most assessments would be from group projects and presentations by the students and there would be some rewards for community work and involvement in some situations. There would be plenty of school clubs and commitees for students to take part in and the boundaries between these and school work would be less distinct. Feedback from parents and the community would be continually sought and this would shape the nature of the activites and topics covered.
10/3/2012 Module 1.3
Before you read the chapter in any detail, please take note of the way it's been structured. What types of devices and signposts have the authors invoked to help your understanding of this wide-reaching topic?
First of all, the authors have begun with a series of 'focusing questions' to show the questions that will be answered by the following chapter. There is a short introduction to the topic to familiarise the reader, then the information is grouped into headings and sub-headings to show where the reader can find information on each concept. Along the way there are some diagrams to simplify ideas and also some tables to sum up what has been said in a shorter and more practical form. At the end there is also a concluding paragraph to summarize what the chapter has outlined.
Because this is a fairly long chapter with potentially unfamiliar content, what are some of the reading strategies you could use to streamline things while at the same time time increasing your compreshension?
One strategy that enables me to read through things faster is to read the first and last sentecnce of a paragraph to try and see if I am familiar with it's content. If these sentences do not sound familiar then I know I should read the entire thing, while if things do sound like something I have read before then I know I can probably skip it. Also, when things are looking familiar I try to speed read through so that I still have some idea of what is being said, without having to read things in detail. Also, using the sub-headings to guide me in reading what is not familiar and not reading what is familiar is another strategy, as is looking at diagrams and tables to avoid reading lengthy paragraphs.
What philosophy are the authors expressing in their final paragraph? Do you agree with it?
The authors seem to be advocating something between essentialism and progressivism. I think this is probably the best and most realistic approach that seems to follow the general rules of common-sense. I agree with them that no school should adopt one single philosophy but that for the specific circumstances where a given approach is required then there should be some sort of philisophical background for the school to fall back on. Having a background philosophy would help the school and teachers in situations where there may be a variety of options for teaching or designing curriculum so that a consistent approach is used.
15/3/2012 Module 1.5 What is the basis of the distiction being drawn between 'authentic' and 'created' materials? Does the teacher really have to make a choice, or are there ways of reconciling the alternatives? How could this work in practice?
'Authentic' materials are those that are not specifically designed for teaching, such as magazines, television programs or newspapers that are relevant to the subject being studied. 'Created' materials are those that have been made with the specific intention of teaching in mind, such as textbooks.
When choosing materials, it is probably best to draw on both of these materials. Some subjects, such as mathematics, may dictate mostly created materials in order for students to learn specific methods of solving problems; however authentic materials may still be used to give some real-world examples of the theoretical knowledge being applied. Other subjects, such as the arts may dictate more authentic materials, however there will probably be plenty of room for created materials also. In practice I think it would probably be best to use created materials for teaching fundamental theoretical knowlege, while authentic materials could be used to provide real world examples of the student's knowledge being used, as well as for sparking discussion and deeper thought about what the students have learned.
What are the actual steps in designing teaching materials? Which ones do you feel comfotable with, and which ones are going to need a bit of extra effort and experimantation on your part?
In designing teaching materials are: preparation, representation, selection and adption to students' characteristics.
Of these steps, the preparation phase would be the most challenging for me. Firstly I would need to have a sound understanding of the outcomes to be achieved as well as the exercises that would best achieve them for the students. I think this would require some experimentation and careful selection of the inputs for my material. I would need to know that I was not teaching anything that was superfluous to the subject, while also being clear on what the students needed to learn. This would probably be much easier with support from other teachers and experience in teaching.
Which educational principles is Richards trying to promote through this chapter? Which ones might be applicable or need alteration in your own contexts?
Richards seems to be of the opinion that students are able to achieve a great deal if they are provided with accurate and stimulating materials. He places a great deal of importance on the teacher, who he seems to show as a facilitator of learning. His opinion is that students require quality teaching, guidance and materials in order to 'kickstart' their own learning to set them on track to learn more from their own reflections. For a high school science teacher, I think this is an excellent approach and certainly one that I have benefited from during my time at school.
What is the general picture of 'student' that Richards seem to be painting? How does this agree with or differ from what you have in mind? If there is a significant difference, how are you still going to salvage something from this chapter?
The 'student' Richards seems to be referring to is an english student seeking to learn more about english either as a first or second language. He shows the student to be someone who can achieve a great deal given the correct guidance and stimulation from their teachers or materials. For me, this reflects my view of a student. I have always thought of a teachers role being to stimulate their students so that they are motivated to learn about a given subject. I have always thought that most students are cabale of achieving great things but often lack the motivation and effort required. I think a truly good teacher should be able to draw on resources that inspire the students to learn more about a subject and show them the relevance of their knowledge in the real world.
15/3/2012 Module 1.6
Once you've had a chance to look around the Le@rning Federation site, please post the resource codes of your top three items to the discussion board with a brief sales pitch for each (e.g. R9148: a visual text that helps middle years students bridge the gap between Zappa and Borat).
M009405: How healthy is your creek?
A combination of practical and digital resources that gives students and insight into environmental issues and landscape evaluation. Gives students the opportunity to experience water testing and data analysis and interpretation; de-mystifying science and showing the students what 'real life' science entails. This unit allows students to gain an appreciation of their local environment, the issues confronting it and the potential solutions. This is something that could be referred to again and again in further science lessons to give relevance to other science concepts.
R11206: Newton's laws
A collection of videos and text that simply and concisely demonstrate Newton's 3 laws of physics, then show how these can be used to make approximations of observed actions. Newton's laws are not easy for students to understand when they can only read about them, so this unit shows them in real life, practical examples where they are much more easily understood. Particular reference is made to how these laws can be applied and used to explain or predict observable phenomena.
L8979: Life science: food chain
A computer program that demonstartes a simple food chain and the effects that changes to that food chain can have. A simple ecosystem of grass, rabbits, snakes and hawks demostrates hierachial structure, while the program allows students to see the effects of famine, disease, rapid growth and human intervention. All changes to population numbers and effects over time can be recorded and the data saved for analysis later. The perfect small scale practical to allow students to see the effects of a changing or interrupted ecosystem.
Activity 1.7
What are Wade, Buxton and Kelly getting at in this article on using think-alouds to examine reader-text interest?
The bottom line in this article is that students who find particular readings more interesting will be more likely to remember what they have read and be able to recall more of the information at a later date. The interest of the reader can be influence by a number of factors, such as the subject of the reading, the reader's prior knowledge and the style in which the piece is written. If the information is presented ideally (in the most interesting way), then the study shows that this can be 'self motivating' and lead the reader to find additional information on a given subject.
Activity 1.8
With a group of students in mind, try to:
1. Articulate a small set of learning requirements, such as you might cover in a couple of lessons.
A year 10 science class:
Students in year 10 would assumedly be around 15 years of age, so would fall under the 'formal operational stage' (Piaget). Based on this, the strategies relevant to this class would include:
Vygotsky's theory would advocate:
Kalantzis and Cope outline four knowledge processes: experiencing, conceptualising, analysing and applying. If we apply the Evidence-Critique-Impact Model to this activity, then I would focus more on Piaget's outline, stressing the use of concrete materials that the students are familiar with and then (after they had learned some theory) showing them how this knowledge can be used to explain things in their world. I would also focus on using activities relevant to the students' interests, maybe asking them to do a project on the material their favourite possession is made of, etc.
Activity 1.9
What are the effects of targeting NAPLAN related outcomes for a period of the year (especially students in years 3,5,7, and 9)
This is debatable, as many, if not all of the outcomes are also closely related to the national curriculum anyway. I would imagine that if teachers only had the NAPLAN test in mind then there would be some disruption to the curriculum because it was not being taught in a usual sequence. We may well see a restructuring of certain curriculums if this is the case, though it should really be the NAPLAN test designers who respond to state or national curriculums and not the other way around.
What potential does a 'business as usual' approach to curriculum have for addressing NAPLAN requirements as it proceeds?
If the NAPLAN test does actually address the relevant curriculum outcomes it is designed to, there should be no consequences of this. If there are issues highlighted by the NAPLAN test that need addressing, then I would imagine there may be a change in curriculum or teaching of certain subjects. If the NAPLAN outcomes change with time then there will probably also be a different approach taken to curriculum and teaching to address these issues. Unfortunately, this will probably result (I think) in schools changing their methods to suit the NAPLAN requirements so that their school can be seen in a good light.
MODULE 2
Activity 2.1 - 3/4/2012
How familiar are you with the 'powering down' phenomenon? Do you think this is a real issue in schools, or simply a 'beat up'? If real, what changes are happening, or not happening, in our schools to bring this phenomenon about? If you think it's a beat up, why so?
The 'powering down' phenomenon is something that is often mentioned, though I don't really see it as a big issue. The main issue seems top be that the current system is seen as outdated because of its reliance on print material and testing but to change this to integrate digital learning would be quite difficult. Under the current system of curriculum outcomes, using digital resources would have to be quite strict and regulated somehow to ensure that students were learning what was intended. As printed material is screened quite heavily and evaluated for it's use with the curriculum, these materials lend themselves more to teaching. I think schools currently encourage technological skills with students (computer literacy, video cameras, online research, etc.) and are trying to equip students with these skills because they will probably need them in their jobs or later lives. To use these sort of things for assessment, though, would require a drastic change to the system that I think is fairly unnessesary at this stage.
On p. 4 of the textbook the editors make specific mention of the Australian context. What point is being made here and what tension is being highlighted?
The main point here is that the national curriculum is being designed around printed material, while individual teachers are encouraged to expose their students to digital materials. This creates a problem for teachers, as they need to rely on printed materials to achieve the curriculum outcomes but also need to find digital materials to give students technological skills and expose them to 'real world' situations. The authors seem to be saying that a national curriculum curriculum designed on printed material may not be the way to move forward and could be hard to change in the future.
Activity 2.2 - 18/4/2012
Summarise her argument in three sentences. Compare your summary with other students and try to reach a consensus.
Dooley seems to advocate the importance of literacy in society and schools but questions the fundamental teachings of literacy and the context for learning it. She identifies 3 current crises in lerature; firstly a crisis of literacy, where the national standard of literacy is too low and continuing to fall; secondly a crisis for literacy, the evolution of literacy as technology advances and as globalisation becomes more prominent; and thirdly a crisis of literacy in society, the gap in literacy skilly between affluent citizens and those from low socio-economic, migrant or indigenous backgrounds. Dooley suggests that there should be a re-evaluation of the literacy needs of citizens today and that a system should be in place that allows literarcy skills to be equally taught to all students in schools, regardless of background.
Activity 2.3 - 19/4/2012
Write a short review of the MyRead website as it relates (or could relate) to your teaching specialism or level of schooling, and circulate your review among some other students.
Introduction:
The MyRead website is one designed to help teachers identify and successfully teach students who could be classed as 'underperforming' in years 4 to 9.
Summary:
The website contains many resources for teachers that are designed to be read in order to lead the teacher along a logical path. These begin with a definition of 'underperforming readers' and a guide to identify if a student is struggling with literacy, giving typical examples of some students that would be in this category. The website identifies the traits of successful readers, then begins to show the teacher's role in how students can achieve these. It supplies activities for students and identifies where each one may be most useful. After this there is plenty of information about how teachers can promote literary learning with no shortage of real-world examples. The website cites different theoretical perspectives on teaching, where these may be appropriate and how each can be used in the classroom. Finally, there are suggestions for teachers wanting to develop their skills in this field and sugestions for further reading.
Critique:
This website is clearly targeting a real problem and seems to cover the issues of under-performing readers quite well. The information given follows a very logical path, from where the students are at, where they should be and the many strategies for getting them there. The inclusion of sample students is an excellent addition that gives a 'real-world' feel to the information. Similarly, the examples given of classroom setup, suggested activities and monitoring and assessment give the teacher some concrete materials to work with and adapt to their students. The integration of theory and research into the materials is also an excellent addition that shows exactly how the information has been designed for maximum effect.
The website itself is quite basic and may turn some people off, as would the lengthy text and small writing. Also, the examples given will not obviously be able to represent every student and may lead some teachers astray if they are not careful. While most aspects of teaching are addressed, many more may be in question, though with the broad range of information the website should, at the very least, form a solid base for further specialised teaching.
Conclusion:
This website has been solidly put together, with plenty of relevant research resulting in a valuable resource for identifying and helping students who are under performing or 'at risk' in the field of literacy. The information given is relevant and easy to understand, making this an excellent tool for the professional teacher.
If one of the definitions resonates more than others, try to rationalise this in terms of the educational context or social setting. Did you encounter or notice any of the problems this particular definition posed?
Definition 3: "Curriculum is all planned learnings for which the school is responsible"
I identified more with this definition because (until now) I always thought of curriculum as something schools were responsible for, having experienced it as a student. I also say this because 'curriculum' is not really a word used outside of schools or teaching circles (in my experience). I think this is a reasonable definition because it gives license to schools or educational authorities to decide on what will be taught, which then gives a solid outline for teachers. This then gives schools a concrete plan for education that they can change in small ways and also gives a universal indicator for student achievement for a set curriculum. I like the idea of a solid plan rather than a fairly ambiguous set of statements that may be open to interpretation in many different ways.
This definition is not without it's limitations, however, as it is clearly quite selective in what will be taught to students. Obviously this can then create room for bias dictated by the opinions of those in charge of the curriculum. This definition also does not leave much room for 'unplanned' learning that may be extremely beneficial to students and also does not imply that 'learning' may actually lead to knowledge for the students. Finally, having such 'plans' may lead to educators taking shortcuts to achieve what is easiest to achieve to give perceived results within the confines of such a plan.
What is the point being made about the relative usefulness of definitions versus characteristics?
The point here is that definitions are useful in many ways but can exclude the main ideas and theories behind them. A characteristic can act as just the opposite; giving excellent ideas and broad scope that a definition cannot. In the context of curriculum, definitions are necessary in order to document specific cases or to form a realistic plan to achieve certain goals. Here characteristics are useful to remind people of what a curriculum should contain but are often too generic to be used in real-life situations. Characteristics of a curriculum may also leave things open to interpretation and opinions, however a definition is much more precise in the meaning that it conveys and the action needed to achieve it.
Which conception of curriculum do you lean towards? What advantages and disadvantages do you see in this?
I lean towards "Knowledge centred curriculum: knowledge is the heart of the curriculum".
I think the advantages here are that knowledge (and assumedly teaching it) is the main thing to be conveyed to students, meaning they can then make what they can from it. I think this shows students many different facets of the world and exposes them to new things where they may find their interest or passion lies. While other things are important, I think that by gaining knowledge, students can discover in themselves things that they may otherwise never have known and gain the open mindedness to start them on their path in life. I think here the role of the teacher is paramount to stimulate the students' desire to obtain knowledge and to see its' relevance.
Once again, though, this conception is not without it's problems. By focusing solely on knowledge other aspects of education may be ignored, rendering the entire process pointless, as the transfer of knowledge may become extremely difficult without taking into account the desires or needs of students and influences from society. Also, the type of knowledge that is conveyed is again dictated by educators or authorities and may not neccessarily be appropriate for students, or may not be seen as being relevant by some.
Which orientations do you think you have? Why is that?
Personally I have the orientation of self-actualisation because I think it is the first and most important step in education. I think that by discovering the potential within themselves and their unique interests, students will then grow to use the skills they have developed in this way for a whole range of things in their lives. In my mind, self actualisation will most probably lead on to cognitive process orientation and also academic rationalsit orientation, and I see these three orientations as being quite closely linked. I think that the process of getting students to discover the potential within themselves and also understanding themselves is the most important step in order for them to achieve success.
6/3/2012 Module 1.2
Reading this article seemed to clarify my previous position - I am definitely most inclined with the liberal/progressive orientation.
Why do you think Kemmis et. al. says that most schools will harbour all 3 of the orientations? What does your own experience suggest?
In reality it would be quite hard and also impractical to rigidly adhere to just 1 orientation of curriculum. Doing so would rule out any alternatives to this type of curriculum or any different approaches that may well be useful and important at certain times. It would not allow for the variation in personalities and beleifs of the educators, or especially the different personalities and learning styles of the students. It would also select for the students who were suited to that type of orientation to achieve success, while other students would be seen to perform poorly when they may just be seeking a different approach to learning.
In my own experience I have found that schools and educational bodies will adopt all of these approaches and use each one where it is required. I think this is definitely the most successful and common sense approach that gives more variety to students, exposing them to a broader view of the world around them
How realistic is the notion of a socially-critical orientation to curriculum? What might be some of the inhibitors to this?
In reality, I think it would not be very realistic to adhere solely to the socially-critical orientation. The problems with this would firstly be the difficulty in outlining what should be learned by the students and planning a curriculum for this. It would be quite difficult choosing subjects here and the learning that resulted from such a curriculum could well be quite different for each student depending on their own perceptions of society. Theoretical knowledge does not seem to play a large role in this curriculum and, as such, any sort of assessment would also be quite difficult and subjective. With all the involvement from the community and parents, deciding on this curriculum would be no easy task and these decisions could well be influenced by local societal interests and orientations in the community. Also, for students with introverted personalities this curriculum would seem quite daunting and while it may help to improve their communication, it may also lead to students dreading school and deciding to leave early. Finally, this curriculum does not seem to leave much scope for authority and would not give students much of an idea about hierarchical systems that may well be apparent in the workforce or other situations.
At your level of schooling (and/or within your subject specialisation), what would a socially-critical curriculum look like?
In a high school, this type of curriculum would involve subjects like politics, economics, history, as well as science and english, all with a focus on how society has or is changing in these fields. The curriculum would not feature a rigid plan or specific learning goals as such, it would focus more on completing activities and gaining knowledge from these. Also there would be a focus on current issues in society and this curriculum would also feature many guests from the community and field trips to see how society functions in different places and situations. Group work would be required for most tasks and most classroom situations would consist of discussions guided by a teacher. Most assessments would be from group projects and presentations by the students and there would be some rewards for community work and involvement in some situations. There would be plenty of school clubs and commitees for students to take part in and the boundaries between these and school work would be less distinct. Feedback from parents and the community would be continually sought and this would shape the nature of the activites and topics covered.
10/3/2012 Module 1.3
Before you read the chapter in any detail, please take note of the way it's been structured. What types of devices and signposts have the authors invoked to help your understanding of this wide-reaching topic?
First of all, the authors have begun with a series of 'focusing questions' to show the questions that will be answered by the following chapter. There is a short introduction to the topic to familiarise the reader, then the information is grouped into headings and sub-headings to show where the reader can find information on each concept. Along the way there are some diagrams to simplify ideas and also some tables to sum up what has been said in a shorter and more practical form. At the end there is also a concluding paragraph to summarize what the chapter has outlined.
Because this is a fairly long chapter with potentially unfamiliar content, what are some of the reading strategies you could use to streamline things while at the same time time increasing your compreshension?
One strategy that enables me to read through things faster is to read the first and last sentecnce of a paragraph to try and see if I am familiar with it's content. If these sentences do not sound familiar then I know I should read the entire thing, while if things do sound like something I have read before then I know I can probably skip it. Also, when things are looking familiar I try to speed read through so that I still have some idea of what is being said, without having to read things in detail. Also, using the sub-headings to guide me in reading what is not familiar and not reading what is familiar is another strategy, as is looking at diagrams and tables to avoid reading lengthy paragraphs.
What philosophy are the authors expressing in their final paragraph? Do you agree with it?
The authors seem to be advocating something between essentialism and progressivism. I think this is probably the best and most realistic approach that seems to follow the general rules of common-sense. I agree with them that no school should adopt one single philosophy but that for the specific circumstances where a given approach is required then there should be some sort of philisophical background for the school to fall back on. Having a background philosophy would help the school and teachers in situations where there may be a variety of options for teaching or designing curriculum so that a consistent approach is used.
15/3/2012 Module 1.5 What is the basis of the distiction being drawn between 'authentic' and 'created' materials? Does the teacher really have to make a choice, or are there ways of reconciling the alternatives? How could this work in practice?
'Authentic' materials are those that are not specifically designed for teaching, such as magazines, television programs or newspapers that are relevant to the subject being studied. 'Created' materials are those that have been made with the specific intention of teaching in mind, such as textbooks.
When choosing materials, it is probably best to draw on both of these materials. Some subjects, such as mathematics, may dictate mostly created materials in order for students to learn specific methods of solving problems; however authentic materials may still be used to give some real-world examples of the theoretical knowledge being applied. Other subjects, such as the arts may dictate more authentic materials, however there will probably be plenty of room for created materials also. In practice I think it would probably be best to use created materials for teaching fundamental theoretical knowlege, while authentic materials could be used to provide real world examples of the student's knowledge being used, as well as for sparking discussion and deeper thought about what the students have learned.
What are the actual steps in designing teaching materials? Which ones do you feel comfotable with, and which ones are going to need a bit of extra effort and experimantation on your part?
In designing teaching materials are: preparation, representation, selection and adption to students' characteristics.
Of these steps, the preparation phase would be the most challenging for me. Firstly I would need to have a sound understanding of the outcomes to be achieved as well as the exercises that would best achieve them for the students. I think this would require some experimentation and careful selection of the inputs for my material. I would need to know that I was not teaching anything that was superfluous to the subject, while also being clear on what the students needed to learn. This would probably be much easier with support from other teachers and experience in teaching.
Which educational principles is Richards trying to promote through this chapter? Which ones might be applicable or need alteration in your own contexts?
Richards seems to be of the opinion that students are able to achieve a great deal if they are provided with accurate and stimulating materials. He places a great deal of importance on the teacher, who he seems to show as a facilitator of learning. His opinion is that students require quality teaching, guidance and materials in order to 'kickstart' their own learning to set them on track to learn more from their own reflections. For a high school science teacher, I think this is an excellent approach and certainly one that I have benefited from during my time at school.
What is the general picture of 'student' that Richards seem to be painting? How does this agree with or differ from what you have in mind? If there is a significant difference, how are you still going to salvage something from this chapter?
The 'student' Richards seems to be referring to is an english student seeking to learn more about english either as a first or second language. He shows the student to be someone who can achieve a great deal given the correct guidance and stimulation from their teachers or materials. For me, this reflects my view of a student. I have always thought of a teachers role being to stimulate their students so that they are motivated to learn about a given subject. I have always thought that most students are cabale of achieving great things but often lack the motivation and effort required. I think a truly good teacher should be able to draw on resources that inspire the students to learn more about a subject and show them the relevance of their knowledge in the real world.
15/3/2012 Module 1.6
Once you've had a chance to look around the Le@rning Federation site, please post the resource codes of your top three items to the discussion board with a brief sales pitch for each (e.g. R9148: a visual text that helps middle years students bridge the gap between Zappa and Borat).
M009405: How healthy is your creek?
A combination of practical and digital resources that gives students and insight into environmental issues and landscape evaluation. Gives students the opportunity to experience water testing and data analysis and interpretation; de-mystifying science and showing the students what 'real life' science entails. This unit allows students to gain an appreciation of their local environment, the issues confronting it and the potential solutions. This is something that could be referred to again and again in further science lessons to give relevance to other science concepts.
R11206: Newton's laws
A collection of videos and text that simply and concisely demonstrate Newton's 3 laws of physics, then show how these can be used to make approximations of observed actions. Newton's laws are not easy for students to understand when they can only read about them, so this unit shows them in real life, practical examples where they are much more easily understood. Particular reference is made to how these laws can be applied and used to explain or predict observable phenomena.
L8979: Life science: food chain
A computer program that demonstartes a simple food chain and the effects that changes to that food chain can have. A simple ecosystem of grass, rabbits, snakes and hawks demostrates hierachial structure, while the program allows students to see the effects of famine, disease, rapid growth and human intervention. All changes to population numbers and effects over time can be recorded and the data saved for analysis later. The perfect small scale practical to allow students to see the effects of a changing or interrupted ecosystem.
Activity 1.7
What are Wade, Buxton and Kelly getting at in this article on using think-alouds to examine reader-text interest?
The bottom line in this article is that students who find particular readings more interesting will be more likely to remember what they have read and be able to recall more of the information at a later date. The interest of the reader can be influence by a number of factors, such as the subject of the reading, the reader's prior knowledge and the style in which the piece is written. If the information is presented ideally (in the most interesting way), then the study shows that this can be 'self motivating' and lead the reader to find additional information on a given subject.
Activity 1.8
With a group of students in mind, try to:
1. Articulate a small set of learning requirements, such as you might cover in a couple of lessons.
A year 10 science class:
- Students learn that chemical elements are organised into rows and periods in the periodic table.
- Students learn that elements are organised into groups such as metals, non-metals and metalloids.
- Students learn that the characteristics of elements can be predicted by their place in the periodic table.
Students in year 10 would assumedly be around 15 years of age, so would fall under the 'formal operational stage' (Piaget). Based on this, the strategies relevant to this class would include:
- Using concrete operational (real) materials
- Provide opportunities to hypothesize
- Provide opportunities to inquire
- Use broad concepts rather than facts
- Use activities highly relevant to students' interests
Vygotsky's theory would advocate:
- Using scaffolding
- Giving challenging tasks
- Providing opportunities for students to engage in authentic activities
- Promoting self-regulation
Kalantzis and Cope outline four knowledge processes: experiencing, conceptualising, analysing and applying. If we apply the Evidence-Critique-Impact Model to this activity, then I would focus more on Piaget's outline, stressing the use of concrete materials that the students are familiar with and then (after they had learned some theory) showing them how this knowledge can be used to explain things in their world. I would also focus on using activities relevant to the students' interests, maybe asking them to do a project on the material their favourite possession is made of, etc.
Activity 1.9
What are the effects of targeting NAPLAN related outcomes for a period of the year (especially students in years 3,5,7, and 9)
This is debatable, as many, if not all of the outcomes are also closely related to the national curriculum anyway. I would imagine that if teachers only had the NAPLAN test in mind then there would be some disruption to the curriculum because it was not being taught in a usual sequence. We may well see a restructuring of certain curriculums if this is the case, though it should really be the NAPLAN test designers who respond to state or national curriculums and not the other way around.
What potential does a 'business as usual' approach to curriculum have for addressing NAPLAN requirements as it proceeds?
If the NAPLAN test does actually address the relevant curriculum outcomes it is designed to, there should be no consequences of this. If there are issues highlighted by the NAPLAN test that need addressing, then I would imagine there may be a change in curriculum or teaching of certain subjects. If the NAPLAN outcomes change with time then there will probably also be a different approach taken to curriculum and teaching to address these issues. Unfortunately, this will probably result (I think) in schools changing their methods to suit the NAPLAN requirements so that their school can be seen in a good light.
MODULE 2
Activity 2.1 - 3/4/2012
How familiar are you with the 'powering down' phenomenon? Do you think this is a real issue in schools, or simply a 'beat up'? If real, what changes are happening, or not happening, in our schools to bring this phenomenon about? If you think it's a beat up, why so?
The 'powering down' phenomenon is something that is often mentioned, though I don't really see it as a big issue. The main issue seems top be that the current system is seen as outdated because of its reliance on print material and testing but to change this to integrate digital learning would be quite difficult. Under the current system of curriculum outcomes, using digital resources would have to be quite strict and regulated somehow to ensure that students were learning what was intended. As printed material is screened quite heavily and evaluated for it's use with the curriculum, these materials lend themselves more to teaching. I think schools currently encourage technological skills with students (computer literacy, video cameras, online research, etc.) and are trying to equip students with these skills because they will probably need them in their jobs or later lives. To use these sort of things for assessment, though, would require a drastic change to the system that I think is fairly unnessesary at this stage.
On p. 4 of the textbook the editors make specific mention of the Australian context. What point is being made here and what tension is being highlighted?
The main point here is that the national curriculum is being designed around printed material, while individual teachers are encouraged to expose their students to digital materials. This creates a problem for teachers, as they need to rely on printed materials to achieve the curriculum outcomes but also need to find digital materials to give students technological skills and expose them to 'real world' situations. The authors seem to be saying that a national curriculum curriculum designed on printed material may not be the way to move forward and could be hard to change in the future.
Activity 2.2 - 18/4/2012
Summarise her argument in three sentences. Compare your summary with other students and try to reach a consensus.
Dooley seems to advocate the importance of literacy in society and schools but questions the fundamental teachings of literacy and the context for learning it. She identifies 3 current crises in lerature; firstly a crisis of literacy, where the national standard of literacy is too low and continuing to fall; secondly a crisis for literacy, the evolution of literacy as technology advances and as globalisation becomes more prominent; and thirdly a crisis of literacy in society, the gap in literacy skilly between affluent citizens and those from low socio-economic, migrant or indigenous backgrounds. Dooley suggests that there should be a re-evaluation of the literacy needs of citizens today and that a system should be in place that allows literarcy skills to be equally taught to all students in schools, regardless of background.
Activity 2.3 - 19/4/2012
Write a short review of the MyRead website as it relates (or could relate) to your teaching specialism or level of schooling, and circulate your review among some other students.
Introduction:
The MyRead website is one designed to help teachers identify and successfully teach students who could be classed as 'underperforming' in years 4 to 9.
Summary:
The website contains many resources for teachers that are designed to be read in order to lead the teacher along a logical path. These begin with a definition of 'underperforming readers' and a guide to identify if a student is struggling with literacy, giving typical examples of some students that would be in this category. The website identifies the traits of successful readers, then begins to show the teacher's role in how students can achieve these. It supplies activities for students and identifies where each one may be most useful. After this there is plenty of information about how teachers can promote literary learning with no shortage of real-world examples. The website cites different theoretical perspectives on teaching, where these may be appropriate and how each can be used in the classroom. Finally, there are suggestions for teachers wanting to develop their skills in this field and sugestions for further reading.
Critique:
This website is clearly targeting a real problem and seems to cover the issues of under-performing readers quite well. The information given follows a very logical path, from where the students are at, where they should be and the many strategies for getting them there. The inclusion of sample students is an excellent addition that gives a 'real-world' feel to the information. Similarly, the examples given of classroom setup, suggested activities and monitoring and assessment give the teacher some concrete materials to work with and adapt to their students. The integration of theory and research into the materials is also an excellent addition that shows exactly how the information has been designed for maximum effect.
The website itself is quite basic and may turn some people off, as would the lengthy text and small writing. Also, the examples given will not obviously be able to represent every student and may lead some teachers astray if they are not careful. While most aspects of teaching are addressed, many more may be in question, though with the broad range of information the website should, at the very least, form a solid base for further specialised teaching.
Conclusion:
This website has been solidly put together, with plenty of relevant research resulting in a valuable resource for identifying and helping students who are under performing or 'at risk' in the field of literacy. The information given is relevant and easy to understand, making this an excellent tool for the professional teacher.