Exam notes

: Pedagogy exam notes

Instructionism: Outcomes based learning

• Defining what is valuable learning
• Teach what is defined as valuable learning
• Test that it has been learned
• Designing down – begin with what they should know at the end and work out how to structure the learning to attain that outcome.
• Have high expectations – let them know that you expect them all to do well.
• Expand their opportunities
• Deep learning for life, not just to know something

Constructivism: Students will only learn at their own level

Structured knowledge – steps that can be easily extrapolated – conceptualise, not just itemised information

Social constructivism:
Vygotsky: ZPD
Piaget: stages of cognitive development
People make meaning of objects – that meaning is a societal construct based on language and expectation


Piaget: What stage it the child at?

Piaget – are we forming kids to know what is already known
OR - are we enabling them to discover new knowledge

4 stages of development:

1. Sensory motor – learning to classify through touch and experimentation learning During the sensorimotor stage, infants and toddlers "think" with their eyes, ears, hands, and other sensorimotor equipment
2. Preoperational - Egocentric mental imagery, and especially language.
3. Concrete Operational - Can consider more than one perspective simultaneously the ability to pass conservation (numerical), classification, seriation, and spatial reasoning tasks. Not abstract tasks
4. Formal Operational - Are capable of thinking logically and abstractly. They can also reason theoretically

Each stage of development is culturally encoded through language and expectation.


Vygotsky: How do we get the group to the next stage?
Vygotsky: “humans use tools that develop from a culture, such as speech and writing, to mediate their social environments.”

• Children construct knowledge
• Piaget’s developmental stages are fluid but dominant at different times.
• Language is central to learning
• o Actual knowledge attained
• o ZPD Gap between the 2
• o Knowledge potential Assistance
• The scaffolding that allows each step of development is constructed through personal interaction with language and culture.
• The organisation as agency of development
• Mediation tools and cultural artefacts
• Society as the agency of development

Siemens: Social Constructivism: How you learn not what you know

• Learning = interaction between bits of knowledge – the connections between people or ideas
• Learning = can come from devices
• Exchange creates knowledge

Gardner: Multiple intelligence theory – how we learn affects what we learn

1. spatial
2. musical
3. bodily kinesthetic
4. logical/mathimatical
5. linguistic
6. audio/visual
7. naturalistic
8. intrapersonal
9. interpersonal

Spady “Know and can do”

• Outcomes based
• Structure education to prepare for life beyond school
• What and whether students learn is more important than when and how
• Success = ability to do
• Test that it has been learned
• Designing down – begin with what they should know at the end and work out how to structure the learning to attain that outcome.
• Have high expectations – let them know that you expect them all to do well.
• Expand their opportunities
• Deep learning for life, not just to know something
• Structure knowledge in a multidimensional framework to examine subject in depth at all levels of development

Assessment:
The activities of a teacher to gain information about knowledge, skill and attitude of students

Summative Assessment - assessment of learning

• At end
• To grade

Formative Assessment - assessment for learning

• Throughout
• Feedback not for grading
• Teacher or Peer

Objective assessment: Single correct answer ie, multiple choice

Subjective: more than one answer Interpretation i.e. essay

Criterion-referenced assessment
· used to establish a person’s competence in a specific circumstance
Norm-referenced assessment

• (colloquially known as "grading on the curve
• It is effectively a way of comparing students.

Formal assessment

• Is given a numerical score or grade based on student performance.
• Test, quiz or paper

Informal assessment

• Does not contribute to a student's final grade
• Assessment by self, peer observation, discussion

Evaluation:

• The process of determining programs and tools for learning
• determinations of merit and/or worth. Usually of the course effectivness

Bloom: Mastery learning

Knowledge
· Or recall of data
· It provides a basis for higher levels of thinking, but is rote in nature.

Comprehension,
· grasp meaning,
· explain,
· restate ideas
· translating,
· interpreting,
· extrapolating it.

Application,
· using learned material in new situations,
· selecting and applying them appropriately.
· Try to do

Analysis
· separate material into component parts
· show relationships between parts.
· breaking apart information and ideas into their component parts.

Synthesis
· separate ideas to form new wholes
· establish new relationships.
· putting together ideas and knowledge in a new and unique form.
· innovations

Evaluation
· judge the worth of material against stated criteria
· reviewing and asserting evidence, facts, and ideas, appropriate judgements.