Translating Global Visions to Local Context


"How to connect to global visions"





Authentic Learning:

- Learning by doing not listening and observing
- Authentic learning is designed to connect students learning experiences to real life examples and complexities.
- Students need to make links between and across their learning.
- Learning shouldn't be compartmentalised as life isn't that way. Subjects should be seen as one and integrated.
- There are 10 design elements for authentic learning:
  1. Real life relevance
  2. Ill-defined problem
  3. Sustained investigation
  4. Multiple sources and perspectives
  5. Collaboration
  6. Reflection
  7. An interdisciplinary perspective
  8. Integrated assessment
  9. Polished products
  10. Multiple interpretations and outcomes
- Three goals of learning: Acquisition (apprehension), Making Meaning (comprehension), Transfer (application)
- Learning alongside students about something unknown models learning behaviours in a way that students do not usually see in traditional classrooms.



Leadership in Action:

- Relevance makes learning come alive
- Students learn skills they can apply in all areas of life
- Student achievement is measured in many different ways - not just standardised
- Students graduate prepared


Place-Based Education:

- Place-Based education is taking the learning outside of the classroom. It is based on ecosystems and the environment. Engagement in authentic science.
- Place-Based Education enhances - self-efficacy, enthusiasm for learning, critical thinking, and appreciation of nature.
- Look at things like school gardens, habitat restoration, biodiversity investigations, outdoor field trips.








Comments

Post a Comment

Popular posts from this blog

Activity 9: Evaluations of the cultural responsiveness in practice

Image
Views on Indigenous Knowledge and Culturally Responsive Pedagogy. When reflecting on Indigenous Knowledge and Culturally Responsive Pedagogy, I decided to create a mindmap that shows all the things that I consider when working with students, though I am not always conscious  of doing so.  As a teacher I don't initially sit back and look at the members of my class and categorise them according to their cultural and indigenous backgrounds. This is due to the fact that I feel anyone can achieve highly regardless of their make-up. I generally look at them according to their abilities first. This is initially based on assessment data and previous school or class records, and then followed by observing the child within the first week of being at school. While assessment data isn't necessarily the most accurate measure of a students ability or need, it does give me a starting point that allows for lots of movement. As behaviours and habits start showing (generally within
Read more

The Futures of Learning - Evaluation and Summary

Learning is about the process of developing sufficient surface knowledge and then move to deeper understanding such that one can appropriately transfer this learning to new tasks and situations. (Hattie Conference 2018 Brisbane) Personalised learning is about meeting the needs of individuals and their interests. Learners are more successful at becoming efficient with tasks when they build strong metacognitive abilities, reflect on new ideas learned, and integrate that information with their existing or prior knowledge and skills. The process they use to adopt the new knowledge will support all further learning. When the new learning becomes second nature, this will provide further creativity and originality. The awareness and understanding of ones own thought processes - Metacognition, is nurtured through learning that fosters participation, is personalised and customised, is focussed on problem-based learning, and contains activities that require peer collaboration. These
Read more