Pedagogical Principles
What are the Pedagogical Principles (defined in the Learning Materials)?
The pedagogical principles at the School of Teacher Education are based on three elements:
1. creating learning through meaningful learning activities.
2. building learning partnerships in order to create new knowledge.
3. utilising digital technologies and environments to support these two above.
What do the Pedagogocial Principles mean to you in common language?
They mean as an educator you are to focus on creating and displaying meaningful, purposeful and creative learning tools and experiences for the students.
Consider whether the Pedagogical Principles make sense to you in terms of your own experience in learning that has a) been pedagogically sound, and b) been pedagogically woeful?
Yes they do make sense and link with my own experiences as a student. With my teachers always creating and implementing creative and purposeful lessons in relation to ICT.
Can you recognise these pedagogies in the experiences you have identified in the sound category? Elaborate.
My teachers would create lessons and classes around either iPads and or computers and would expand out knowledges with research lessons or lessons where you would have to focus on a topic and expand the grasp. Creating a range of skills in students learning capabilities whilst introducing a fun and interactive way to do so.
Beyond this, can you identify the links between Judy Willis' knowledge of the brain and learning, Sir Ken Robinson's perspective on creativity, the needs of your contemporary learners and these pedagogical principles?
Linking Judy Willis 'knowledge of the brain and learning' and Sir ken Robinsons perspective on creativity isn't difficult. They follow a line of similarity in the aspect of expansion and elaboration of ways and cultures to help students and people learn in more developed ways.
Why is it important to engage social interaction and prior knowledge, and plan for individualised and socially supportive, valued learning?
Planning for individualised and socially supportive learning is crucial because all students learn and engage different for their learning and their personalities. Some students may thrive of social study and work groups where others may succeed in more private and individual settings.
Reflect on your experiences of pedagogy as a learner. How many of these pedagogies are you familiar with?
I am familiar with a couple of these pedagogies as a student and will continue to lear and expand my knowledge through this unit and after as well.
Reflecting on higher order thinking
Secondary discipline areas are often content-laden. Use Robyn Collins Curriculum and Leadership as a foundation, and consider the Australian Curriculum in your selected junior discipline area. Identify the process/research/inquiry skills that are required. They are skills that, according to Collins, are best developed through application to real-life contexts. Use the Aims, rationale and structure of the curriculum to uncover the global approaches of importance, as well as the content.
My teaching areas include manual arts (woodwork and metalwork) as well as HPE. There are many processes, research and inquiry skills in which are crucial for my teaching areas in which maintain and develop students skills as well as my teaching and hand skills. According to Collins processes, research and inquiry skills in which are best developed through application to real life context relate to aspects of application, maintenance and layout of classroom activities. These apply to my teaching areas best as they are hands on and always learning new skills with machinery and hand tools.
SAMR Drawing it all together
Write a reflection that draws together Blooms Taxonomy, your understanding of ICT pedagogy and the SAMR model as it relates to your teaching context.
Rather than think about what you have experienced in schools, try to take an aspirational position on this reflection. Examine not what currently exists, but what is possible.
This will become the foundation of your own pedagogical framework which will later be mapped against a learning design.
In my teaching areas ICT can be developed and expanded in many ways to be used for educational purposes. Working with machinery and always maintaining student knowledge there are always ways to introduce technology into classroom activities.
Substitution, Augmentation, Modification, and Redefinition. (SAMR) is a great acronym to live by in my teaching area as things are always changing, being modified and in need of modifications. This can link ICT into the modification process and the substitution aspect as well.
Legal, safe and ethical practice and what it means for you
What are the dimensions of legal, safe and ethical practice outlined in the Australian Curriculum: ICT as a General Capability?
Legal, safe and ethical practices outlines in the Australian Curriculum are outlined as recognise intellectual property, apply digital information security practices, apply personal security protocols, identify the impacts of ICT in society.
What will you need to consider in your curriculum learning areas?
I need to focus on the ICT in society for my subject and how that can be used to my benefit as well as against me, I also need to look into intellectual property as well as security practices as well.
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