Wiki and this Class

Info for this class Ed2033 can be found on this site. it gives us an overview of what is happening in a Wiki format. We will soon be creating our own wiki's wish us luck....

Web 2.0

Web 2.0
is essentially an increasing range of software that supports a variety of technoliogies for open and collaborative communication, learning and creativity. It requires:

1. A platfrom
2. Social networking
3. Read/Write Web
4. Social software
5. Gathering and Sorting

Semester Two: Networked Learning

Tag Cloud.


Lecture one: Networked Learning


Web 2.0 is about you in a community, it is no longer about just getting information from the web, it is about joining a community and sharing knowledge collaboratively....
We as people of the 90's know the web as just a base to gain knowledge by doing a google or yahoo search (web 1.0), we need to adapt to the new Web 2.0.

What is Web 2.0?

• Putting the 'we' in web



• ...The living web (newsweek, 4.3.2006)



• Wiki, podcasts, ajax, blogging, GTD, mash ups, web standards, peer to peer, collective intelligence etc...

Andy Budd shows the difference between Web 1.0 and Web 2.0:

• Altavista v. Google


• Hotmail v. Yahoo mail


• Ofoto v. Flickr


• Mp3.com v. Itunes


• Geocities v. Blogger


• Mapquest v. Google Maps


• Encarta v. Wikipedia


• Nerscape v. Mozilla Firefox

Webquests (WQ)

The three webquests we looked at, varied greatly the first one, the tiger cubs one, was way to boring, it was a just a lot of information, which would not be very interesting, the second one, the borden murder trial was interesting, although none of the links worked, they all came up with errors, and this would be exceptionally frustrating for a group of students, thney cannot reach any of the information that they need, so they tend not to learn anything. the third one was more interesting, the rubric was very clear, it was colourful and interesting with links that worked and information was clear and concise.

before reading the powerpoint presentation, i was a little stuck as to what a webquest was, now i understand, and realise the need to keep it updated and fun

ok, a game that works for students

who are naturalist... Zoo Game... this game is a great one for students who are very creative and also for students who are naturalists, as it shows students a way to be creative with including animals, and teaches them about the animals they are combining, this game is a lot of fun and it keeps the student absorbed, even those of us who are NOT naturalists.

So why do we use these????

Well, we use the videos for people who learn things through sight, the music for thos who learn through sounds and then we use the written word for those of who learn through logic and literature

Music in my blog

mp3 blogs | Hinder MP3s

Putting up VIDEOS!!

Podcasting

Podcasting

A podcast is a media file which is distributed over the internet, the difference between a podcast and the radio, is that you can download a podcast and it can be replayed over and over again. podcasts seem very confusing to me, it is a really jargon-filled area... and im not sure of all the jargon. a podcast, is downloaded to the computer, and then it can be transferred to ones Ipod, Mp3, blogs, and wiki....
Podcasting-How to
Podcasts are the latest developments in digital audio broadcasting. Some shows are professionally created by media outlets, such as Disney and ABC News, and others are produced by creative individuals with a microphone and a smidge of know-how.

Wiki vs. Blog

wiki vs. blog

Wiki is self correcting. so if some one puts something incorrect or 'rubbish', it is corrected by someone else who posts, this is evident in our student wiki... http://docs.google.com/Doc?id=ddjz64dp_0gwkpss when this was first updated with photos, some people were not in agreence with the use of personal photos, so people individually deleted them. the problem with the wiki is it is completely anonymous, so we never know who posted what... on a blog though, we can see exactly who has posted what and the comments are also identified. on a blog, only one person can edit and delete posts as the 'blog master' but on a wiki, anyone can do anything

Driefuss Interesting Note

If a child lives with criticism, he learns to condemn.
If a child lives with hostility, he learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with fear, he learns to be apprehensive.
If a child lives with shame, he learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, he learns to be confident.
If a child lives with acceptance, he learns to love.
If a child lives with approval, he learns to like himself.
If a child lives with recognition, he learns it is good to have a goal.
If a child lives with honesty, he learns what truth is.
If a child lives with fairness, he learns justice.
If a child lives with security, he learns to have faith in himself and those about him.
If a child lives with friendliness, he learns the world is a nice place in which to live, to love and be loved.

Hey there guys i just posted this off the Driefuss website and i found it quite interesting because if you think about it.............. its true a child immitates what they know and they know what they hear and see and experience. Please tell me what you all think............

Wiki-1

http://wik.ed.uiuc.edu/index.php/Dreikurs,_Rudolf
Contents[hide]
1 Descriptions, definitions, synonyms, organizer terms, types of
2 Application in classrooms and similar settings
3 Evidence of effectiveness
4 Critics and their rationale
5 More Books by Dreikurs
6 Alternative explanations due to diversity considerations
7 Signed "life experiences," testimonies and stories
8 References and other links of interest

Wiki- a place where people can share ideas... working together on the same document. it can be frustrating and a hazard as it is free and anyone can use it at any one time.... this can be very biased. I can see as people who are free to post there own ideas, that there is able to be falsities put on and this can lead to misinforming the public, I believe Wiki's should be governed, or peer reviewed.

Wiki 2.0 E-learning (collaborating with others in the creation and construction of knowledge)
Web 2.0 (collaborating with other people to create a new knowledge)

How do we manage MI in ICT???

In an ICT environment, we need to manage our range of multiple intelligences... we need to know what domains our group of students fall into... the easiest way of doing this is by testing students, and then plotting the students within the three domains, we then need to structure activities for all three intelligences at the same time, but not to focus on one area too much, we need to let the students to structure their own understanding and knowledge.
a good way to do this, as shown in our ICT course is through the use of Blogs... these are a representation of our knowledge and understanding of what this course is all about....

Second Life

What is second life?
it is a virtual 3d world, alot like 'The Sims' althoughinstead of running other peoples lives, you create yourself instead, you walk around and act as yourself, there are hundreds of thousands of 2nd life residents all doing their thing.... From the moment you enter the World you'll discover a vast digital continent, teeming with people, entertainment, experiences and opportunity. Once you've explored a bit, perhaps you'll find a perfect parcel of land to build your house or business. this works as if your living in the 'real world' with schools, jobs, businesses and families...
there is a lot of information, and it has many different texts... it is a great tool for education with alot of ideas and concepts being thrown around.... we get to see these ideas all personified within the use of Second Life

Multiple Intelligences.

As we have now learnt, there are no 'smart' or 'dumb' students, but merely students who learn in different ways, this is explained as multiple intelligences, these can also be grouped into three catergories...
Analytic: Logical, Rhythmic, Naturalist
Introspective: Visual, Existential, Intrapersonal
Interactive: Kinesthetic, Interpersonal, Linguistic

Thankyou to the website: http://surfaquarium.com/mi/intelligences.htm

we have become aware, that our own learning style, governs how we will teach others... as i am known to be linguistic, interpersonal or logical, i will be a teacher who uses group work, writing or numbers.

from the website http://surfaquarium.com/mi/mi_domain_interactive.htm

I characterize these three intelligences as interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding. Even if a student completes a task individually, s/he must consider others through the way s/he writes, creates, constructs and makes conclusions. The interactive intelligences are by their nature social processes.

Board of Studies....

this is just a explaination of the bos stuff.... it is all included in this link


interesting stuff... puts it into perspective

H Drive

As part of how assignment (i think) we have to connect something from our H drive....
HDRIVE

The Knowledge Tree

The Knowledge Tree this is the a community that is at the forefront of innovative learning in australia, it shows different ways of teaching.
the ways we connect to people is changing every day, and this is evident in the way we learn in the classroom environment. the knowledge tree is a great example of how people are now learning, the traditional learning environment is slowly slipping away, this is evident in the ways students learn....
The Knowledge Tree enables the sharing of research and innovation in global e-learning practice.

Good blog?

What makes a blog stand out from all the others? well we went and searched for a blog thjat stood out from the millions.... we ended up finding this one: Online Communities
it stood out from the crowd because it was really easy to navigate through, with information that is relevbant and kept up to date, another good blog is from Stephen Downes, but unfortunately the stuff he talked about was not very enthralling, it was a bit poetic, but nothing that was really interesting.... Stephen's WEB... he keeps it up to date, but some of his hyperlinks do not work, so it was quite disappointing...

Points of good blogging:

• Interesting
  
• relevant information
  
  
• Kept up to date
  
• ALL hyperlinks work
  
• easy to navigate through
  
• organised

An Interesting Article

Innovation Profile 089
ICT enables different learning styles
It is said that you do not really understand something until you are able to teach it to someone else. The process of presenting a topic to others demands clear and deep thinking. Visual images, that support what is to be said, must be chosen.
This is just one example of learning styles that have become easier to implement now that we have ICT. For the teacher this means developing a range of teaching strategies, but the technology helps the teacher too.
Generating learning through a presentation based on a slide show is a technique that can be used in all areas of the curriculum. The images act to focus the attention of the student. Highly visual students can express their insights through their manipulation of the images while highly verbal students will concentrate more on the words. But in both cases the students' explanations of why they focused their presentation in the way that they did, will be the basis for assessment of their learning.
The tools to capture, manipulate and present images are now easy to use. Adobe provide guidance on their website on how to create a digital slideshow using the PDF slideshow feature in Adobe Photoshop Elements 2.0. This is at http://www.adobe.co.uk/education/digkids/lessons/slideshow.html.
Young people are often highly motivated by visual approaches to learning, as they have been presented with information visually through TV and magazines throughout their lives. They usually find the digital cameras and software easy to use.
For teachers, whose education is likely to have been based mainly on textual and verbal approaches, using visual teaching strategies may seem a challenge. But many of those who have started to use visual images for teaching and learning quickly find that the technology is not difficult to master. The enthusiasm and greater concentration of their students quickly confirms that the effort is very worthwhile.
Teachers adopting visual teaching and learning strategies sometimes also get a surprise - when students, who are not very able textually, produce excellent visual and aural work. Enabling different learning styles can make a big improvement in learning and teachers may have to review their assessment of students' abilities.
The Adobe Systems UK Company Profile on our web site will give you an overview of the company and a list of other Innovation Profiles connected with it.
_________________________________________________________________________________________
If you know of examples of innovative use of ICT-for-learning that others would be interested in, please email innovations@eep-edu.org
_________________________________________________________________________________________

http://www.eep-edu.org/InnService/Innovation_Profile/InnProf089.htm

Learning Styles/ICT

A recent independent research report (ImpaCT2) showed that ICT can help raise standards. It looked at the relationship between pupils use of ICT and their performance in exams. High ICT users performed better than low ICT users at key stages 2 and 3. The difference in performance was the equivalent of a whole term or a grade at GCSE. Researchers also noted than high ICT use leads to a change in learners learning style. They were able to study better by themselves and were more independent, not so reliant on a teacher to give them all the answers.
http://www.britishcouncil.org/languageassistant-essential-ict-education.htm

Using ICT can help pupils to:
access, select and interpret information
recognise patterns, relationships and behaviours
model, predict and hypothesise
test reliability and accuracy
review and modify their work to improve the quality (see examples)
communicate with others and present information (see examples)
evaluate their work
improve efficiency (see examples)
be creative and take risks (see examples)
gain confidence and independence
http://www.ncaction.org.uk/subjects/english/ict-lrn.htm

this suggests that students all learn differently even in the ICT classroom, students need to be paired with other students who learn in the same way, from those who are kinetic to those who are logical. the students who are v ery different in personality will likely clash and be unable to work together, so it is probably best that students are grouped wi th like personalities and like learning styles... relationships between students who have the same learning style tend to improve as they work co-operativley to reach an outcome. Students who help to teach another learn more, so students who are technologically advanced could be placed with students who are not as advanced to improve outcomes...

networking!!! not has hard as it seems

ok well we all know how hopeless melissa is with technology..if i had to do this by myself last night it would have been alot harder and i most likely would have given up!!! its pretty cool though. it would have taken forever then i would have rung jess to ask her how to do it!its a good idea to do because people can tell me if im wrong about what ever it is im babling about then i could fix it up. social constructivism using technology who would have thunk it!!!!!knowing how well i use technology i probably would have deleted not only my blog but everyone else's...if that is impossible im sure i would be able to do it!!!why did we use this whole networking bizzo??? well we're using our "higher-order thinking" we are using our ability to construct a on-line community of learners..were helping each other, if someone dosent understand we can make it clearer!!! simple really :) complex ideas become clearer when a peer explains it to us.:)

networking...

Networking at home would have been different if we had to do this at home, as there would of course be technical difficulties and with that we would use msn, mobile phones and any other way to communicate to each other, it would inevitably be more difficult....
the networking through use of external technology can be used to enhance the social aspect of learning which suggests that people learn more when learning together. we learn through teaching others and by networking with others via blogging, we are learning and teaching others, sharing thoughts and working in a group. we use peer tutoring (‘Peer tutoring’ is students teaching each other in a planned way, for example checking each other’s calculations, explaining a worked example to a peer etc.) to teach each other how to do things, in this example, it is how to network and share ideas and views on blogspot....



http://ferl.becta.org.uk/content_files/ferl/pages/news_events/events/2002/june/ferl_16_19/presentations/learning_styles_geoff_petty/Hattie_Walberg.doc

What is a cognitive tool??
Cognitive tools are generalizable computer tools that are intended to engage and facilitate cognitive processing. [...] Cognitive tools can be thought of as a set of tools that learners need in order to serve cognitive apprenticeships. [...] They scaffold the all-important processes of articulation and reflection, which are the foundations of knowledge construction. They […] empower the learners to think more meaningfully and to assume ownership of their knowledge, rather than reproducing the teacher's. The major problem if we accept this conception of technologies is what to do with all of the instructional designers... (Jonassen 1994).
Cognitive tools help learners with complex cognitive learning activities and critical thinking. These tools are learner controlled in the sense that they construct their knowledge themselves using the tools rather than memorizing knowledge. In this perspective, computer systems are "partners" that stimulate learners or groups of learners to make maximum use of their cognitive potential.


How do you use it in the school environment??
The basic principles that guide the use of interactive software programs as cognitive tools for teaching and learning are:
· Cognitive tools will have their greatest effectiveness when they are applied within constructivist learning environments.
· Cognitive tools empower learners to design their own representations of knowledge rather than absorbing representations preconceived by others.
· Cognitive tools can be used to support the deep reflective thinking that is necessary for meaningful learning.
· Cognitive tools have two kinds of important cognitive effects, those which are with the technology in terms of intellectual partnerships and those that are of the technology in terms of the cognitive residue that remains after the tools are used.
· Cognitive tools enable mindful, challenging learning rather than the effortless learning promised but rarely realized by other instructional innovations.
· The source of the tasks or problems to which cognitive tools are applied should be learners, guided by teachers and other resources in the learning environment.
· Ideally, tasks or problems for the application of cognitive tools will be situated in realistic contexts with results that are personally meaningful for learners.
· Using multimedia construction programs as cognitive tools engages many skills in learners such as: project management skills, research skills, organization and representation skills, presentation skills, and reflection skills.
· Research concerning the effectiveness of constructivist learning environments such as microworlds, classroom-based learning environments, and virtual, collaborative environments show positive results across a wide range of indicators.
http://edutechwiki.unige.ch/en/Cognitive_tool

Re-thinking Bloom

1. Description-
2. Analysis- summarising and notemaking
3. synthesis- essays
4. evaluation
5. application- apply techniquesd to the classroom you are going into
6. creation- coming up with creative ways to deal with your class.

Bloom's taxonomy is being re-thought all the time. we need to learn to transfer these skills into our classrooms. we need to become creative....

This site is a great way to learn and become creative at digital media, http://www.powerhousemuseum.com/soundhousevectorlab/ their moto is to

'Get creative,
Get Productive
Get Connected'

Constuctivist theory

• Bruner's constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Piaget ). The ideas outlined in Bruner (1960) originated from a conference focused on science and math learning. Bruner illustrated his theory in the context of mathematics and social science programs for young children (see Bruner, 1973). The original development of the framework for reasoning processes is described in Bruner, Goodnow & Austin (1951). Bruner (1983) focuses on language learning in young children. (http://tip.psychology.org/bruner.html)

• What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. 3 Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;
  1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
  2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners. (http://www.exploratorium.edu/ifi/resources/constructivistlearning.html)

• Definition


• Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
  Discussion


• There are several guiding principles of constructivism:
  ~Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.
  ~Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
  ~In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
  ~The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. (http://www.funderstanding.com/constructivism.cfm)

Digital Natives/Digital Immigrants

• Digital natives are the children of today, they have grown up knowing how to use computers, ipods and video games. (People who grew up using digital media)
• Digital immigrants are the people who are not as used to using the technology, these are the previous generations. (People who did NOT grow up using digital media)
• Digital immigrants do not generally understand how digital natives learn, they are not used to learning through the use of computers, television and games, they are used to using books and repition to learn their traditional subjects.
• Todays curriculumn does not cater for digital natives, they get bored easily, as digital immigrants are generally not skilled at teaching digital natives.
  

A Boss Manager vs A Lead Manager by Dr. Bradley H. Greene Senior Faculty Instructor
A Boss Manager

1. Judges others
2. Blames people for problems
3. Says, “I am not as bad as a lot of other people”
4. Controls
5. Takes himself and others for granted
6. Covers up mistakes
7. Says, “I only work here”
8. Demands
9. Builds walls
10. Drives his people
11. Depends on authority
12. Inspires fear
13. Says, “I”
14. Gets there on time
15. Fixes blame for the breakdown
16. Knows how it is done
17. Says, “Go”
18. Uses people
19. Sees today
20. Commands
21. Never has enough time
22. Is concerned with things
23. Treats the symptoms
24. Lets his people know where he stands
25. Does things right
26. Works hard to produce
27. Creates fear
28. Takes the credit
29. Seeks first to be understood
30. Has a win-lose approach to situations
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A Lead Manager
1. Accepts others
2. Looks for solutions
3. Says, “I am good but not as good as I can be”
4. Admits mistakes
5. Appreciates himself and others
6. Admits mistakes
7. Does more than his job
8. Asks
9. Builds communication
10. Coaches his people
11. Depends on cooperation
12. Inspires enthusiasm
13. Says,“We”
14. Gets there ahead of time
15. Fixes the breakdown
16. Shows how it is done
17. Says, “Let’s Go”
18. Develops people
19. Looks at today and the future
20. Models
21. Makes time for things that count
22. Is concerned with people
23. Identifies and treats the causes
24. Lets his people know where they stand
25. Does the right thing
26. Works hard to get his people to produce
27. Creates confidence in others
28. Gives the credit to others
29. Seeks first to understand
30. Has a win-win approach to situations

Critical reflection

Critical Reflection on Higher Order Thinking

Higher order thinking is critical in teaching students, today’s digital natives require to be able to create as well as analyse their ideas, as shown in Bloom’s taxonomy, the student needs to be able to remember, understand, apply, analyse, evaluate and create, this has changed from the digital immigrants view of what a child needs to reach the higher order of thinking. In previous Bloom’s model, we see the absence of create, with the skill of synthesis added in, this suggests that through the use of digital media, students have changed in what they need for higher order thinking.
We are not all the same, people in the same age group differ when it comes to technology- i.e. same people in the same age group, some are v. good at using computers, and some are not.
1. Access is vital!
2. Diversity in the group

Expectations of Generation Y
Members of generation y expect their employers/teacher to:
Provide challenging work that really matters
Balance clearly delegated assignments with the freedom and flexibility.
Establish monitoring relationships
Create a comfortable low stress work environment
Balance the role of boss and team player
Allow flexible scheduling
Provide ongoing training and learning opportunities
Spend time getting to know staff members and their capabilities.

Bloom's Taxonomy

The one to the left is the old Bloom's Taxonomy, The one to the right is the new Bloom's Taxonomy... Notice the changes- The removal of synthesis, and the addition of Creativity.

This suggests the use of digital media has changed peoples learning methods.

Theory of cognitive development


Although there is no general theory of cognitive development, the most historically influential theory was developed by Jean Piaget, a Swiss Psychologist (1896-1980). His theory provided many central concepts in the field of developmental psychology and concerned the growth of intelligence, which for Piaget, meant the ability to more accurately represent the world, and perform logical operations on representations of concepts grounded in the world. The theory concerns the emergence and acquisition of schemata—schemes of how one perceives the world—in "developmental stages", times when children are acquiring new ways of mentally representing information. The theory is considered "constructivist", meaning that, unlike nativist theories (which describe cognitive development as the unfolding of innate knowledge and abilities) or empiricist theories (which describe cognitive development as the gradual acquisition of knowledge through experience), it asserts that we construct our cognitive abilities through self-motivated action in the world. For his development of the theory, Piaget was awarded the Erasmus Prize. Piaget divided schemes that children use to understand the world through four main stages, roughly correlated with and becoming increasingly sophisticated with age:
Sensorimotor stage (years 0-2)
Preoperational stage (years 2-7)
Concrete operational stage (years 7-11)
Formal operational stage (years 11-adulthood)

Vygotsky

• Perhaps Vygotsky's most important contribution concerns the inter-relationship of language development and thought. This concept, explored in Vygotsky's book Thinking and Speaking, establishes the explicit and profound connection between speech (both silent inner speech and oral language), and the development of mental concepts and cognitive awareness (metacognition).



• It should be noted that Vygotsky described inner speech as being qualitatively different than normal (external) speech. Although Vygotsky believed inner speech to develop from external speech via a gradual process of internalization, with younger children only really able to "think out loud", he claimed that in its mature form it would be unintelligible to anyone except the thinker and would not resemble spoken language as we know it (in particular, being greatly compressed).



• Hence, thought itself develops socially.
  The infant learns the meaning of signs through interaction with her mother. She learns that pointing can be a tool and that pointing can be accompanied by cries and gurgles to express what she wants. Through this activity with her caregivers she learns that sounds are signs with which to conduct social interaction and soon the child begins to ask for the names of objects.
  



• Language starts as a tool external to the child used for social interaction. As she grows into her second year, the child uses this tool to guide her own activities in a kind of self-talk or "thinking out loud". Initially, self-talk is still very much a tool of social interaction, tapering away to negligible levels when the child is alone or with deaf children that cannot hear her. Gradually, however, self-talk is used more as a tool for self-directed and self-regulating behavior.



• Around the time the child starts school, her self-talk is no longer present, not because it has disappeared but rather because speaking has been appropriated and internalized. Self-talk "develops along a rising not a declining, curve; it goes through an evolution, not an involution. In the end, it becomes inner speech” (Vygotsky, 1987). Inner speech develops through its differentiation from social speech.
  



• Speaking has thus developed along two lines, the line of social communication and the line of inner speech, by which the child mediates and regulates her activity through her thoughts which in turn are mediated by the semiotics (the meaningful signs) of inner speech. This is not to say that thinking cannot take place without language, but rather that it is mediated by it and thus develops to a much higher level of sophistication. Just as the birthday cake as a sign provides much deeper meaning than its physical properties allow, inner speech as signs provides much deeper meaning than the lower psychological functions would otherwise allow.
  



• Inner speech is not comparable in form to external speech. External speech is the process of turning thought into words. Inner speech is the opposite, it is the conversion of speech into inward thought. Inner speech for example contains predicates only. Subjects are superfluous. Words too are used much more economically. One word in inner speech may be so replete with sense to the individual that it would take many words to express it in external speech.
• Here we propose an innovative approach to children's learning, one that integrates the transmission, constructivism, and social constructivism models by having teachers present some of the fundamental concepts involved in astronomy education at the elementary level. On the surface the approach looks like this:
  transmission - teacher...
  tells a story with astronomy content
  constructivism - students...
  listen
  ask questions
  make meaning of the story
  conceptualize the astronomical content
  construct an understanding of the implications of the astronomy to the story
  learn the story
  
• social constructivism - students...
  retell the story
  Upon closer examination of this cyclical sequence, one can see that students become engaged in various cognitive processes. For a constructivist example, children integrate a story's plot with the implications of the astronomical events and with the presence of similar phenomena in their own world. They elaborate on the science in the story and on the story itself. And finally they differentiate the plot from the science.
  When a student is ready to tell the story, she must have not only learned the story but also all of its component parts-the characters, setting, plot, and the principles of astronomy that are integral to it. In educational circles, it is widely believed that the best way to test if someone really knows something is to have her teach it. The retelling of a story and preserving its internal structures is such a test.

http://www.astrosociety.org/education/publications/tnl/42/story2.html

Glasser.

Glasser played a key role in the identification of the choice theory, which relies on the his five basic needs, which are precursers to our behaviour.

Glasser's Five points are as follows:

1. Survival



2. Power



3. Belonging/need for love



4. Fun



5. Freedom

The term choice theory is the work of Dr. William Glasser, MD, author of the book so named, and is the culmination of some 50 years of theory and practice in psychology and counseling. Choice theory is also a discipline of analyzing the mathematical nature of the choice behavior of economic agents in microeconomics. For choice theory in economics, see rational choice theory.

Hattie- What motivates people most to learn???

(http://www.teacherstoolbox.co.uk/downloads/managers/GeoffonHattie.doc)

• Feedback Hattie has made clear that ‘feedback’ includes telling students what they have done well (positive reinforcement), and what they need to do to improve(corrective work, targets etc), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in ‘feedback’.



• As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase achievement. Feedback on the ‘self’ such as ‘well done you are good at this’ is not helplful. The feedback must be informative rather than evaluative.
  



• Students prior cognitive ability: This is IQ and similar measures
  



• Instructional quality: This is the students view of the teaching quality, the research was done mainly in HE institutions and colleges.
  



• Instructional quantity: How many hours the student is taught for.
  
  



• Direct instruction: Active learning in class, students work is marked in class and they may do corrective work. There are reviews after one hour, five hours, and 20 hours study. See the separate handout.
  
  



• Acceleration I think this is very bright students being put forward a year in schools
  
  



• Home factors Issues such as social class, help with home work, extent to which the learners education is thought important; etc
  
  



• Remediation/feedback Diagnosing what students find difficult, and getting students to fix it.
  
  



• Students disposition to learn student motivation
  
  



• Class environment the classroom needs to be a positive environment, where the student does not feel threatened
  
  



• Challenge of Goals students being given challenging but at least partially achievable goals
  
  
  



• Peer tutoring students teaching each other, peer-explaining, peer-checking, peer-assessing etc
  
  



• Mastery learning A system of tests and retests of easy material with a high pass mark, if a students does not pass they must do extra work and then take a retest on the material they were weak at. See Teaching Today by Geoffrey Petty.
  
  



• Teacher in-service education Staff development and staff training sessions You may be on one now!
  
  



• Parent involvement



• Homework
  
  



• Questioning Students being questioned. The most effective questions are high order ‘why’ ‘how’ and ‘which is best’ questions that really make students think. They need to be given time to think too, and can do better if they work in pairs than work alone.

Hattie believed the most important thing is AFFIRMATION!!!