exam notes summary

Instructionism: Outcomes based learning
Spady “Know and can do”
Constructivism: Students will only learn at their own level
Piaget: What stage it the child at?
Vygotsky: How do we get the group to the next stage?
Siemens: Social Constructivism: How you learn not what you know
Gardner: Multiple intelligence theory – how we learn affects what we learn


Summative Assessment At end
Formative Assessment Throughout
Objective assessment: Single correct answer
Subjective: more than one answer
Criterion competence in a specific circumstance
Norm-referenced comparing students.
Formal assessment Test, quiz or paper
Informal assessment Does not contribute to a student's final grade
Evaluation: determinations of merit and/or worth. Usually of the course effectivness

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.

Reflection on MI Theory

MI After Twenty Years
Howard Gardner

“Multiple” intelligences should not be in and of itself by an educational goal. Educational goals should reflect ones own values, and these can never come simply or directly from a scientific theory. Once one states one’s educational goals, however, then the putative existence of our multiple intelligence can be very helpful.

If we know what we wanting to teach, then knowing that learning occurs in many different way and on different levels will help us to develop teaching methods that will allow us to teach a specific subject/idea more effectively. By using multiple teaching methods, we can cater to multiple intelligences, getting our specific point across to a greater range of students. It effectively levels the playing field as more individuals have access to academic knowledge through multidimensional instruction.

Multimedia and Multiple Intelligences
By Shirley Veenema and Howard Gardner

“According to multiple intelligences theory, not only do all individuals posses numerous mental representations and intellectual languages, but individuals also differ from one another in the forms of these representation, their relative strengths, and the ways in which (and ease with which) these representations can be changed.”

Also the way an individual learns is set very early in that individual’s cognitive development and trying to change the way an individual learns is, at best, very hard, and probably a waste of learning time. With this in mind, to be optimally successful as teachers we need to understand our student’s individual cognitive approaches and try to use multidimensional teaching methods to cover as many expressions of learning for optimal and more universal achievement.

“The idea that there exists a singular perspective is surprisingly hard to change.” As the field of “experts” increases exponentially with ongoing exposure to ICT, the role of the teacher as a guide becomes crucial. Teaching of filtration and analysis, takes over from the dispensing of information as the primary teaching mode.