Presentation on theme: "John Lockley Mathematics, Science and Technology Education Department Faculty of Education University of Waikato."— Presentation transcript:
John Lockley Mathematics, Science and Technology Education Department Faculty of Education University of Waikato
Background Faculty of Education Mid-career changers Secondary Education Technology; Intervention by Design Sustainability MSc Chemistry Yr 2 Environmental Science Yr 2 Computing and Mathematical Science NCEA / Cambridge (IGCSE)
Comments such as: 90% of the exam was based on the last 2 lectures. What teachers think learning is What do you want? What students think learning is Teaching and learning
Content Knowledge PCK (Schulman, 1987, Gess-Newsome, 1999) Learning The Influence of Previous Experience (Osborne and Freyberg, 1985)
Learning What is learning? What is the difference between learning and remembering? How do you know if you have learned something? Learning is a process of meaning making, not just the collection of new knowledge.
Knowledge and Learning Knowledge as Absolute Explicit / Declarative / Universal / Factual Knowledge as Situated language / culture / traditions Knowledge as Decision Making how and why might we Knowledge Knowledge as Action Tacit / Technical / Procedural Automaticity
Reflection What is reflection on learning?
Meaning making Knowledge construction within the individual How do we encourage reflection / meaning making / knowledge construction by learners?
Tasks that encourage reflection Discussing (compare and contrast) past experiences and new experiences. Expressing the way thinking has changed. Explaining situations to peers Explaining decisions to peers Individual creative design tasks using new knowledge and justification of decisions Multichoice quiz, instant feedback Role play. Perceived goal of the learner, important stakeholders
Assessment Rules What do you want? How much water stayed in the jugg???? What sense has been made of this? (so far)
Knowledge as Absolute Multichoice / Short Answer Knowledge as Situational Case study / Application in known context Knowledge as Decision Making Design situations / unknowns Knowledge as Action Design and implementation
Write an essay that critically reviews the models of design education presented in the research literature and discusses (compare and contrast) the differences between this and examples of design education you observed and/or heard about during practicum. Then reflect upon your understanding of how design can be taught more effectively in your area of expertise and explain how you would improve student learning in technology as intervention by design for year 7-10 students (2000 words maximum)