Design rationale
This learning unit was designed for a year 5 art class. The unit extends over six weeks, with one hour lessons and an excursion to the local art gallery. The tasks guide the students to create a blog on subjects chosen individually by the students with the assistance of staff members from the local art gallery participating in weekly Skype sessions with the class. During the lessons the students are encouraged to work in groups, individually and as a whole class.
For the framework of my unit overview I have used the Dimensions of Learning. These five dimensions are; attitudes and perceptions, acquire and integrate knowledge, extend and refine new knowledge, using knowledge meaningfully and habits of mind (CQUniversity, n.d.). The first dimension (Attitudes and perceptions) is linked to the attitudes of the learners and creating a positive attitudes towards the content and relevant tasks. I have created a lesson introducing the students to the project by incorporating brainstorming in small groups, this will encourage students who are not confident to listen to other ideas and and in turn provide their own feedback. The second dimension (extend and refine knowledge) is based around declarative and procedural knowledge and through dimension two I have created a lesson which encourages students to construct meaning by linking new information to prior knowledge through a class discussion.
For the framework of my unit overview I have used the Dimensions of Learning. These five dimensions are; attitudes and perceptions, acquire and integrate knowledge, extend and refine new knowledge, using knowledge meaningfully and habits of mind (CQUniversity, n.d.). The first dimension (Attitudes and perceptions) is linked to the attitudes of the learners and creating a positive attitudes towards the content and relevant tasks. I have created a lesson introducing the students to the project by incorporating brainstorming in small groups, this will encourage students who are not confident to listen to other ideas and and in turn provide their own feedback. The second dimension (extend and refine knowledge) is based around declarative and procedural knowledge and through dimension two I have created a lesson which encourages students to construct meaning by linking new information to prior knowledge through a class discussion.
Dimension three, four and five (extend and refine knowledge, use knowledge meaningfully and habits of mind) focus on developing deeper understanding of a concept, performing meaningful tasks by internalizing knowledge. Lesson three, four and five provides students to deepen their knowledge through Skype sessions with and outside source as well as internalizing this knowledge by incorporating the information they have learnt into their individual blogs. Lastly, dimension five focuses on using critical and creative thinking to perform a task and I have demonstrated this in lesson six where the students use their time to proof-read their work and make changes developed from higher learning to ensure their blogs are at the highest standard possible.
Hein (1991) describes constructivism as learners constructing knowledge for themselves and in his document Constructivist Learning Theory, Hein discusses the principles of constructive learning. These include learning as a social activity, the crucial action of constructing meaning being mental and motivation being the key component to learning. The students in the class are visual and kinesthetic learners so a constructivism approach has been used with the lesson plan. I believe a constructivism approach to teaching these students will be effective as they need hands on activities that engage the mind along with the social activity of the classroom. Students will have the opportunity to bounce ideas off of one and other and I believe that by using social interactions such as class discussions it will encourage motivation in most students.
A successful learning manager should have sound knowledge on Technology, Pedagogy and Content. This is referred to as TPACK Framework. As stated in a document on Teaching Teachers for the Future "expert teachers now are those who can bring together knowledge of subject matter, what is good for learning and technology". However, often managing E-Learning in the classroom can be complex. For example, the school may not have the availability of computers and other ICT resources that you require to perform a task you would like or the internet connection may have a fault and your scheduled class may not go to plan. The students can also influence the effectiveness of the ICT tools used in the classroom. In any given class there may be students who have not yet been exposed to computers and ICT tools that are required to complete the task. As a result of this, learning managers have to spend more time teaching these children how to use the tool. This can often mean teaching a student to use a computer from the very beginning.
A successful learning manager should have sound knowledge on Technology, Pedagogy and Content. This is referred to as TPACK Framework. As stated in a document on Teaching Teachers for the Future "expert teachers now are those who can bring together knowledge of subject matter, what is good for learning and technology". However, often managing E-Learning in the classroom can be complex. For example, the school may not have the availability of computers and other ICT resources that you require to perform a task you would like or the internet connection may have a fault and your scheduled class may not go to plan. The students can also influence the effectiveness of the ICT tools used in the classroom. In any given class there may be students who have not yet been exposed to computers and ICT tools that are required to complete the task. As a result of this, learning managers have to spend more time teaching these children how to use the tool. This can often mean teaching a student to use a computer from the very beginning.
As an aspiring teacher I am aware of the importance of technology in pedagogy as we move into the 21st century and I have incorporated some example of these technologies into my unit. I am fortunate enough to be working in a school rich with technology resources and a year 5 class who are all confident and work well with computers. I have chosen three main ICT tools for my unit, these are; email, blog and Skpye. I believe these tools are effective ICT tools as they are tools that can be used for countless activities in the classroom and in real life situations. In particular, a blog can be used in other assessment during their school years, a space for students to create their students portfolios and a blog can be a useful personal journal.