Week 2 | Activity 1 - SAMR vs Blooms Taxonomy

CoolText

Source: Google images

This is the second blog for this week and discusses the links between the SAMR model and Bloom's revised taxonomy. Within Bloom's Revised Taxonomy there are 6 levels; Comprehension, Application, Analysis, Synthesis, Evaluation and Knowledge and 4 levels in the SAMR model Substitution, Augmentation, Modification and Redefinition. The SAMR model divides these 4 levels into two main categories - Enhancement and Trans-formative. As displayed in the diagram below.

Source: Google images 

Substitution and Augmentation are considered enhancement categories as they make work easier, but will not display any notable improvements in learning. At the substitution level, student's work is enhanced by technology, but not directly improved and could include the use of google docs as a word processing tool rather than MS word, and engage in social groups like Flickr or Blogs to share information.

Modification and Redefinition are considered trans-formative because they allow significant task redesign and creation of new tasks previously inconceivable. At these levels students would significantly improve their learning through collaboration tools such as Upstage, xtranormal, Alice and second life, where students could stage performances, upload them to these digital platforms then engage in discussion or feedback with a wider audience. A diagram is given below to assist with understanding as is the YouTube video.

Week 2 | Activity 2 - Defining Pedagogy

This weeks blog is reflecting on my own understanding of good pedagogy. Looking at the pedagogical principles; 

• Higher order thinking
• Collaborative learning which focuses on conversations.
• Knowing how students learn best
• Learning that is situated in real life contexts
• Is relevant to students, and connects to their background knowledge
• Learning that is owned, controlled and managed by students themselves
• Is socially supportive, engaging, and values cultural knowledges
• Develops active citizenship, and strong group identity.

Source: Google images

The image that I feel conveys my understanding is the Pedagogy Wheel. Designed from Bloom's revised taxonomy. Blooms revised taxonomy engages the students in meaningful discussions that promote higher order thinking. The outside of the circle links to real life learning in terms of social media the technological world, while also supporting values and cultural knowledges which in turn create strong group identity.

Week 1 | Reflection on learning theory and first week experiences

Reflection Question

Clearly, enforcing the digital practice that underpins the AITSL standards would be very difficult if absolutely mandatory. But reflect on your progress in your program and your EPL placements thus far, and ask yourself how many of these elaborations you would be able to evidence in your practice?

There are definitely many standards that I would be able to evidence in my practice. Below are just a few that stand out.

Standard 1: Know your students and how they learn. 
Standard 1.1 - Physical, social and intellectual development and characteristics of students.
The placements have allowed the understanding of the role seating placements play in developing a student's characteristics. I have evidenced linear seating styles for multi grade classrooms and also group formations for composite classes or for more than 20 students. Seating is important in a classroom because of the ambient feel it provides for the students. This can either hinder or it can inspire. In my own philosophy, characteristics are best developed in a group formation because the students are required to work in small groups to complete tasks. But you would need to know your learners before placing them with some students, as some groupings could be detrimental.

Standard 2: Know the content and how to teach it; 
Standard 2.3 - Curriculum, assessment and Reporting
It is important to maintain alignment with ACARA so that content taught is seamless and sequenced. The curriculum provides structure and guidance for content and also monitors students learning pathways. Without this governing body, content would be messy and impractical.

Standard 3: Plan for and implement effective teaching and learning;
Standard 3.1 - Establish challenging learning goals
Learning goals are critical to student success. It is important that teachers know their students so that they are able to build lesson challenges thoughtfully. In placements, I have witnessed many forms of learning styles and abilities that need to be catered for to ensure student success. One size does not fit all in the learning environment, and so teachers need to allow for this when designing achievable challenges.

Standard 4: Create and maintain supportive and safe learning environments;
Standard 4.3 - Manage Challenging behaviour
Evidenced in many classroom placements, this standard is paramount to making learning effective and productive, but also enjoyable. Establishing rules and guidelines helps students know the boundaries and what consequences follow if they are not adhered to.

Standard 5: Assess, provide feedback and report on student learning;
In placements this is as simple as verbal and/or written affirmation or correction.

Standard 6: Engage in professional learning.
This has been evident in all placements I have attended. Feedback between teachers is paramount in becoming better teachers.