TOPIC 4 | Curriculum Frameworks
Activity 4.1
WHAT IS CURRICULUM?
Concept Mapping | What encompasses curriculum in schools
ABOVE | Concept Map detailing Curriculum and influence on schools
Activity 4.2
WHAT DOES THE QUEENSLAND STUDIES AUTHORITY [QSA] DO?
The Queensland Studies Authority [QSA] is the governing body charged with the responsibility to manage, maintain and review the academic processes in place throughout all Queensland Primary, Secondary and Tertiary educational institutions, both Government and non-Government. [incl. Catholic and Independent]. This agency follows and implements the guidelines for assessment, reporting and curriculum (syllabus) standards as laid out by the State and Federal Governments via ACARA who adapt and change their stance on education and reform with each election.
FEATURES | WHAT I FOUND
ABOVE | The QSA Website. [http://www.qsa.qld.edu.au]
FEATURES | WHAT I FOUND
On the QSA website, the homepage offered a variety of links to many features from Equity in Schools to updates on Curriculum and Online Services. It was the About Us tab, that I personally found the most useful. It covered what this diverse organisation is charged to do, including their policies, guidelines and legislative requirements, I was able to navigate quite easily through each sub-section and learn more about their influence on Queensland schools and how they are managed and organised and the content of syllabus that is to be covered in an educational setting. I did gain further insight into their responsibility for education for all Queensland students [both indigenous and non-indigenous] from Primary to Senior Secondary schooling including the control and organisation of VET programs, the QCS (Queensland Core Skills) test that all year 12 students undertake as well as the transition to tertiary or VET educational institutions.
Further along on the Home Page tool bar, I was able to review the Prep to Year 10 Curriculum Guidelines. This enabled me to discover more about the subject areas that were covered by the Australian Curriculum [English | Mathematics | Science | History] as well as the Essential Learnings [The Arts | HPE | Languages | Study of Society & Environment (SOSE) | Technology | Information Communication Technology (ICT)] of other Key Learning Areas.
With my Key Learning Area being The Arts I was able to expand my knowledge of the curriculum but looking more closely at the syllabus to be covered by junior (Year 9) secondary school students. I noticed that in the subject area of Music in particular, there was an emphasis on utilising electronic media and programs and devices (such as MIDI's) in assessment. This was something that I never had the benefit to utilise whilst I was in secondary school, which is a great skill to have especially with today's electronic age and media-sharing generation.
The tool bar at the top of the page also offered insights into Senior Secondary school subjects and the Key Learning Area's monitored either under ACARA guidelines or Essential Learnings [The Queensland Curriculum]. I was able to explore the Arts in senior secondary (Years 11 & 12) education. The 2013 Authority Subject of Drama allowed me to view the context of the subject to be taught and what the syllabus covered, including a subject guide.
I also noted that there were unit planners to assist teachers and learning managers, curriculum coordinators and heads of department plan and execute the syllabus to school students to enable them access to the most current, relevant and up-to-date knowledge available to them presented by their teachers in their schools. I know I will become a friend of this website and continually utilise its resources and information and research opportunities that it presents, including any specialist events for professional development that will enable my knowledge in my KLA to increase and implement new skills in my given classes.
REFERENCES
Queensland Studies Authority. (QSA). (2013). Drama (2013) (Authority Subject). Retrieved from: http://www.qsa.qld.edu.au/20325.html
Queensland Studies Authority. (QSA). (2013). Essential Learnings and Standards (Years 1 - 9). Retrieved March 20th, 2013 from: http://www.qsa.qld.edu.au/574.html
Queensland Studies Authority. (QSA). (2013). The Arts: Essential Learnings by the End of Year Nine. Retrieved March 20th, 2013 from: http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_arts_yr9.pdf
The Australian Curriculum. (2013). Overview. Retrieved March 20th, 2013 from: http://www.australiancurriculum.edu.au/Curriculum/Overview
Queensland Studies Authority. (QSA). (2013). Drama (2013) (Authority Subject). Retrieved from: http://www.qsa.qld.edu.au/20325.html
Queensland Studies Authority. (QSA). (2013). Essential Learnings and Standards (Years 1 - 9). Retrieved March 20th, 2013 from: http://www.qsa.qld.edu.au/574.html
Queensland Studies Authority. (QSA). (2013). The Arts: Essential Learnings by the End of Year Nine. Retrieved March 20th, 2013 from: http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_arts_yr9.pdf
The Australian Curriculum. (2013). Overview. Retrieved March 20th, 2013 from: http://www.australiancurriculum.edu.au/Curriculum/Overview
Activity 4.3
THE NATIONAL CURRICULUM? | Understanding the Curriculum Requirements
Between 2011 and 2014, the Australian Government will be introducing a reform in Education across all sectors, Primary and Secondary, Government and Independent schools in each state and territory to give a greater sense of unity in the classroom thus enabling all Australian students the opportunity to learn and develop knowledge, skills and understanding across all Key Learning Areas. Introduced in phases, the Essential Learnings, also known as The Queensland Curriculum will be phased out and a more national brand of curriculum will be phased in aptly titled, The Australian Curriculum. This will encompass not just English, Mathematics, History and the Sciences, but also incorporate The Arts, Technology, Study of Society and Environment (SOSE), Languages (LOTE), Information Communication Technology (ICT) and Health and Physical Education.
From 2011 into 2012, schools introduced the new curriculum into English, Mathematics and Science and History. The following year (2013) would see Geography, as part of the SOSE (Humanities) subject area developed from Essential Learnings to the reformed Australian Curriculum. I believe that in offering a more nationally recognised and synchronised guideline will enable all students, regardless of schooling location, state or territory governance, the ability to learn the same across the country. This will provide an even-playing field from coast to coast. There is a strong emphasis to improve Literacy and Numeracy standards across the board with the introduction of NAPLAN [National Assessment Program - Literacy and Numeracy] testing at various year levels. [Years 3, 5, 7 and 9].
ABOVE | Transitioning The Arts:
Timeline from Essential Learnings to the Australian Curriculum.
[Retrieved March 22nd, 2013 from http://australiancurriculum.edu.au]
Reviewing the ACARA [Australian Curriculum Assessment and Reporting Authority] site I noticed the Arts [incorporating Music | Dance | Drama | Visual Arts | Media] curriculum is in the writing process with implementation in 2014. Subsequently, this will give an even teaching platform across all facets and year levels in Queensland schools to be standardised nationally.
As a pre-service teacher in 2013, and graduate teacher in 2014, I will be teaching with the Essential Learnings for both my Arts KLA's [Music and Drama], should the AC [Australian Curriculum] not come into play until later in the year or perhaps implemented in 2015. I may also find myself teaching alternate or a broader range of subject areas of those that may already be fully integrated with the Australian Curriculum. Administering and working with both curricula, I will have to confer with my Department Heads and Curriculum Coordinators and or School Principal on subject area units and lesson plans to ensure compliance to the correct syllabus and curriculum guidelines as well as ensuring students learning opportunities are maximised and they are also enjoying and participating in each class.
REFERENCING
The Arts Timeline. (2013). The Australian Curriculum Assessment and Reporting Authority: Learning Areas / Subjects Implementation. [Online Timeline]. ACARA.
Activity 4.4
UNDERSTANDING Q-CAR?
Q-CAR: The Queensland Curriculum Assessment Reporting Framework is a strategic plan that manages and assists teachers, curriculum coordinators and learning managers interact and develop assessment strategies in accordance with the guidelines established by ACARA as published in the Australian Curriculum or Essential Learnings and incorporates the various assessment tasks set by teachers and schools including QCATs to enable clarification on individual student achievement.
As stated by Professor Freebody in Outlining the Strategy (2005):
This project is about enhancing the alignment of all of these through a focus on the development of standards, developed around a notion of essential learnings within and across the curriculum, comprised of statements about capabilities that are assessable and that directly relate to assessment and reporting activities.
The Five Q-CAR Framework Elements incorporate:
- Essential Learnings
- Ties with the present curriculum basis for The Arts; Health & Physical Education; Technology; ICT's; Languages; Study of Society & Environment (Excludes History).
- Knowledge & skills (understanding) for present assessable tasks and experiences
- Provides teachers a framework (guideline) in what they are able to teach (content)
- Basics that students require for future academic and personal development & application
- Allows students to demonstrate what they know and are able to do confidently
- Allows parents and teachers to understand what student abilities are and understand
- Standards
- Link to assessment and reporting through consistency
- Gives students, teachers and parents key point focus on achievement and understanding
- Community beliefs in what is expected of students (knowledge, understanding & skills)
- Provides a common language to describe student achievement and learning levels
- Five-point assessable scale to indicate individual student achievement in a subject area
- A - High Level of understanding, knowledge and application
- B - Very Good level of understanding, knowledge and applications
- C - Satisfactory level of understanding, knowledge and application
- D - Limited level of understanding, knowledge and understanding
- E - Very Limited level of understanding, knowledge and understanding.
- Provides students with assessable descriptors for understanding requirements further
- Enables clear communication on achievement and assessment levels and reporting
- The Assessment Bank
- School-based assessment link resource for teachers / learning managers / coordinators
- Customisable to improve and engage student learning and assessment activities
- Supports curriculum planning and assessment collection and resources
- Online resource and learning examples for teachers
- Practical / Performance and Oral assessment sample results [past assessment results]
- Adaptable and customisable assessment ideas for each key learning area
- Stimulation for conversations with students colleagues and parents on assessment
- The Queensland Comparable Assessment Tasks [Q-CAT's]
- Performance and critical thinking & reasoning based assessment
- Support and improve teacher judgement and consistency of assessment and learning
- Allows students to produce evidence of Essential Learning knowledge and skills
- Customisable implementation of assessment administration and design [Time & Content]
- Flexibility to demonstrate individual achievement in assessment
- Feedback to students, parents, teachers and school of achievement and understanding
- State-wide standard of assessment
- Essential Learnings English / Maths / Science [Years 4, 6 & 9]
- Shared understanding of Standards through analysis of student responses
- Guidelines for Reporting
- Formal and informal results for students, teachers and parents and achievement
- Results of assessment over school term, semester and year for each subject area
- Co-operative relationship between schools and family's
- Acknowledges student achievement and areas of focus for review
- Regular and clear opportunities to review progress and allow for improvement as needed
- Five point learning standards
- Legislative and regulatory requirements as set by ACARA
- Guidelines for QCATS reporting to students, parents and guidelines on report-cards
- QSA Report on Administration of QCATS to schools then to teachers on assessment
- Random sampling and intermittent surveys on teacher judgments and results
- QCATs results form part of school report card and explanation of Essential Learnings
REFERENCES
Freebody, P. (2005). Outlining the Strategy in Background Rationale and Specifications: Queensland Curriculum, Assessment and Reporting Framework. (No. 5: 5.2). University of Queensland. Queensland Government.
Activity 4.5
UNDERSTANDING ESSENTIAL LEARNINGS? | Behind Key Learning Areas: The Arts
Essential Learnings MUSIC [By the End of Year Nine]
In the Essential Learnings students are expected to have a diverse knowledge and skill set incorporating all elements of the Arts. Incorporating Dance, Drama, Media, Music and Visual Art genres. Of these specialist areas, there is a general focus on learning and assessment that umbrellas all these stylistic elements that support the foundation for this diverse Key Learning Area.
- Utilisation and implementation of creativity and imagination and application of sensory elements to express ideas and understanding various elements
- Expression of various social, political, religious, technological, economic and historical contexts through different disciplines [Visual | Audio (Aural / Oral) | Physical (Movement)]
- Enhancement of aesthetic understandings of artistic elements including languages
- Consideration of specific audiences and purposes
- Recognition of career opportunities and development of skills for recreational or occupational advancement
- Cultural diversity with regards to local indigenous populations, customs, historical and knowledge assets
- Understanding of arts processes through active engagement [individually or collaboratively]
- Engaging artistic elements, techniques, skills and processes
- Focus on arts reinforcing and challenging individual experiences and those of others
- Develop ability to critically analyse and reflect on creative processes across one or all disciplines
This mid-Secondary [Year Nine] Essential learning assessment focus in contrast to the Essential Learnings of Senior Primary [Year Seven] and shows a great depth of knowledge to be undertaken.
- Utilisation of creativity, imagination and sensory element application to express ideas about social cultural historical and spiritual contexts through various discipline areas
- Extension of aesthetic understandings of artistic elements and languages
- Consideration of intended audiences and purposes
- Recognition of various arts disciplines and the broader recreational and working opportunities
- Expressions of knowledge, complex relationships and diverse perspectives in relation to indigenous populations and cultural aspects.
- Extension of understanding arts practices through active engagement [individual or collaborative]
- Engagement with arts elements, techniques, skills and processes
- Consideration of purpose and context of the art from individual experiences and other artists
WAYS OF WORKING | Essential Processes
Students are able to utilise, demonstrate and apply essential processes to knowledge and skills in:
- Decision-making about utilisation of various artistic elements and disciplines
- Cultural diversity including audiences, languages, social and historical contexts
- Manipulation, shaping and creation of artistic elements to express meaning across various contexts
- Modification and refinement of genre-specific works with interpretive and technical skill application
- Presentation of work to specific audiences with consideration of culture, purpose, content and context with awareness of skills, technique, protocols and processes
- Identification, application and revision of occupational hazards and safety awareness and practices
- Utilisation of social, cultural, historical, technological, economic, spiritual and political contexts in relation to analysis of various art works and forms using the artistic elements
- Justification, reflection and application of knowledge, understanding and future learning opportunities
KNOWLEDGE & UNDERSTANDING | Key Learning Area Organisation
The Key Learning Area of the Arts, incorporates various disciplines withing its framework. The five disciplines of Dance, Drama, Media, Music, Visual Arts all play an integral roles in the shaping of the curriculum standard. Of the disciplines, Music comprises the most elements with seven to be explored, skills gained and knowledge to be learnt. Music is also one subject area that transcends the others into Dance, Drama and Media and can also be involved in the collaborative processes of Visual Arts. The elements are broken down into various topics that require students to learn, develop and understand various concepts pertaining to music and various stylistic elements. These are:
Duration; Beat; Time Values; Metre [Create and vary rhythm]
- Syncopation | Mixed-Metre
- Melody | Modulation | Key Signature
- Major | Minor | Modal | Atonality | Jazz [Harmonic compositions]
- Sampling | Sequencing
- Monophonic | Homophonic | Polyphonic
- Digital & Electronic Effects | Distortion | Reverberation | Echo
- MIDI | MP4 | Volume | Attack
LINKING KNOWLEDGE & UNDERSTANDING with WAYS OF WORKING
Students could collaborate across the year levels and also within the individual classes to produce a performance based piece, where the disciplines of Music and Dance could be utilised to tell a Dramatic story, perhaps that of Romeo and Juliet (incorporating Literacy [English] and historical contexts (such as the development of theatre and architectural design [Technology] in theatre). To minimise budget constraints on the educational institution, students who are interested or excel in ICT design and Visual Media could produce a backdrop with a PowerPoint presentation and incorporate abstract artwork as representation and symbolism. The music students could possibly link characters with a theme or motif indicating to the audience as to which character is portrayed in a positive or negative way and enhancing the dimensions of the traditional piece of literature.
Or to simply adding a musical underscore to the various scene. Or if Romeo & Juliet may not be favoured, perhaps students could combine writing talents and develop a script around local cultures and incorporate in a school celebration for national and global recognition of other cultures and beliefs.
TOPIC 3 | Knowledge & its Acquisition
Activity 3.1
WHAT IS KNOWLEDGE? | Creating a Concept-Map
ABOVE | Mind-Mapping: Knowledge
Available from: http://www.text2mindmap.com
Available from: http://www.text2mindmap.com
Activity 3.2
DECLARATIVE KNOWLEDGE IN KEY LEARNING AREAS | Six Levels of Declarative Knowledge
Key Learning Area: Music [Essential Leanings: Year Nine]
Topic: Development of music
1. DESCRIPTION
Vocabulary:What is the difference between harmony and melody and how can this add texture to music?
Fact: melody is the main line of the piece of music; harmony alternates this structure either in pitch or in rhythmic pattern.
Processes:
2. TIME SEQUENCE
Listen to another piece of music [excerpt] and note where and when different textures and harmonies against the melody is used.
Explain what may occur at this time lyrically to assist this development.
Note what chordal structure may be used in this song at each of the change points.
Processes
3. PROCESS / CAUSE & EFFECT RELATIONSHIPS
What elements create polyphonic texture?
If you were to take away some of the elements, what would remain from the original?
Could you recognise the same piece of music with less instrumentation?
Processes:
4. EPISODES
How many bars are in a piece of pop music compared to a country and western song (compare and contrast two songs of each genre) and at which point(s) does the structure change to denote changes in the song itself (lyrically) and what other differences might there be?
Processes:
5. GENERALISATIONS / PRINCIPLES
Adding different melodic phrases deepens the texture of the piece of music itself. Melodic and harmonic phrases should maintain the key signature and chordal structure however there may be certain elements where this is exempt and adds another dimension and layer to the texture again.
Processes:
6. CONCEPTS
Texture, melodic and harmonic structure across different styles of popular music.
Processes:
REFERENCES:
Activity 3.3
DECLARATIVE & PROCEDURAL KNOWLEDGE
Connection & Configuration of a new Television & DVD Player
Activity 3.4
DECLARATIVE & PROCEDURAL KNOWLEDGE IN TEACHING AREAS
Delineation of Declarative & Procedural Knowledge Across KLA's
REFLECTION
I disagree with this deliniation, primarily with my Key Learning Area being The Arts.I am taking the perspective that these subject areas are in a secondary education setting. I feel that there is more than 10% being offered through declarative knowledge as most students who have studed drama and or music eitehr during primary school, or perhaps as an extra-curricular activity, know what stage presence is (a skill in itself that can't be taught) and various instruments from primary school music classes. They would also be able to understand the concepts of both music and drama, in that volumes, timbre (tonality and texture) characterisation (what characters are: fictional representations) and what a stage and orchestra are as an entity.
Students would also have knowledge in literacy (reading) specific for dialogue for a script or song lyrics, and be able to recognise musical notation in the simple form of shape (up and down = pitch) and beat (tempo) and rhytmic patterns. I do however agree that with further development and the applicaiton of procedural knowledge that students could differentiate between characters and also be able to impart different vocal qualities to either the sung or spoken dialaogue or lyrics to give added characterisation to a piece.
I also reviewd the other KLA's and diagree that Geography being as high in declarative knowledge, yes students would recognise what a map is or perhaps know weather patterns (synoptic mapping) and also recognise the various contintents that make up our planet, however may need further procedural knowledge applicaiton to understand the concepts fully involved in drawing and reading these diagrams, what countries inhabit the continents and also other environmental impacts such as volcanos and earthquakes.
Similar thoughts also go for History. This is a subject area that develops not just various events through time, but the physical location of various events that occured and knowledge in the cultural diversity each location. Students may not know beforehand how the English Reformation occured, or pehaps why the Declaration of Independace was signed. I unfortunately didn't learn (enough) about our political history in my junior high school SOSE classes, and I feel that is very important for all students in Australia, regardless of cultural background.
Science should have more procedural knowledge imparted to students, as you would be conducting various experiments and garnering informaiton via feild reports and knowledge in the construction of these specific reports would need to be discussed and developed in class, although literacy knowledge learnt in English would also apply in this KLA, alongside various other methods of reading and writing from reports to journals and research.
The KLA of Mathematics would certaily be an even par as procedural knowledge could be applied in daily life and then declarative knowledge would be increased in this experience and application. In that statement however, I would be mindful that the higher levels of Maths (B & C) would also involve more scrupulous application of different methods, formulas and procedural knowledge to assist developing these skills and processes for future application.
TOPIC 2 | Learners & Learning
WHAT IS LEARNING?
What is learning and how does it apply to teaching?
The questions that poultry farmers face as they raise chickens from incubation to adult are not easy to answer. Both farmers and meat-handlers can become concerned when health problems such as cocciodiosis arise anytime after the embryonic stage to later life. Experts recommend that young chickens should have plenty of space and nutritious food for healthy growth. Breeds and geese should not share the same barn or even be in the same run. They may be afraid of the dogs.
REFLECTION:
What implications does understanding my learner's current schema have on teaching and planning?
The implications can be both negative and positive. It is, I guess a task to get an overall view of the individual opinions of what each word (blank) may be, and compare and contrast around the class as a whole. This is also a good exercise to perhaps help gain their declarative knowledge about a particular subject to be covered in that day's lesson, or as part of the unit of work to be completed. The positive and negative results being that students may or may not fully understand the unit and content to be covered, subsequently affecting their overall results.
The Positive result would enable the teacher to design a more stimulating and challenging lesson plan for future classes to encompass more details involved in the unit of work and perhaps work more progressively and further complex information to be passed in a shorter amount of time.This outcome may provide the class as a whole with a greater overall result for the unit.
A Negative outcome may result in extra class-time taken to involve a small number or majority of students in further analysis and discussion of the topic itself. With a less vigorous approach to the unit as a whole, students are then able to grasp the concepts and knowledge at their own pace through the the standard lesson plan thus enabling a satisfactory result of the topic and unit across all students at the conclusion.
Activity 2.3
ALTERNATE EXAMPLES OF SCHEMA AT WORK
The war in Iraq is justified.
As the brother of a member of the armed forces and having met many other members of his platoon and their families, I believe that this war is not justified on behalf of the Australian Allied Forces that are expected to continue this merciless operation. There were many innocent lives lost during a myriad of conflicts. The current and continuing conflict is a direct result of the attacks that occurred in the United States. Yes, we as a globally community need to feel safe and protected from such terrorism attacks however I believe that there are more peaceful and co-operative methods in which to gain international freedom and peace. Two wrongs certainly don't make a right. In this instance, we have been 'right' for 10 years and counting and yet still seem to be in a continual battle, with other regions facing conflict that also has been going on for hundreds of years - yet there doesn't seem to be a resolution there either. I feel for those families who have lost soldiers in this and other conflicts. We've not only lost members of our society, family members, friends, fathers, uncles, sons and daughters, but we have lost their intellect, their passion and their own talents in various other areas. We have also lost the compassion and the respect for other cultures, other diverse aspects that come from international citizens. I can keep going on this topic as I hate having to say goodbye to a brother I fear may one day not return. This same brave and intelligent person also serves his country leaves his young daughters and new wife anxiously waiting and praying for his safety in various operations, even when closer to home.No war is justified however many governments deem its necessity.
Sex outside of marriage is immoral.
We are living in a more socially interactive and communicative global community where we are all able to connect on various levels, electronically, mentally, physically, emotionally and spiritually. This immorality I believe, depends on the individuals personal beliefs and culture. Gone are the traditions of the past where a gentleman may come courting accompanied by a chaperone so that no unpleasant activities would occur. We are living in the 21st Century, where we have access to everything the civilised world can provide. I'm sure that there are those out there who disagree however I don't agree or disagree it is a personal choice between consenting adults who at the time may or may not be romantically inclined in their affections towards each other.
John Howard did a great job.
Former Prime Minster John Howard was elected to perform a task and also to provide stability, economic growth and development with sustainability across all faculties under his directorship as well as ensuring a secure and positive future for our country states and communities. I am sure that each government have their positive and negative applications to their policies and also do the best job that they can for their country and what their specific representative party mandate entails. As a Liberalist, I believe the he was able to perform his role to the best of his ability, faced some challenges and in the end was needing to adapt and change to survive in his position. I think he made a valued contribution to our country however some may view he did not and that is their opinion.
Teaching is out-dated, outmoded, yet a very convenient child-minding service.
The square root of 81 is 9.
This is correct.
“I don’t have no groceries left” is syntactically correct.
Depends which town you come from I guess... or perhaps suburb in Mackay... then again I'm sure major centres have residents like those with poor grammar skills and lack of understanding in their own English language. It may also convey a new Australian citizen who is grasping the language and unable to process the translation correctly.
Activity 2.4
LEARNING THEORIES
How have philosophers, psychologists, and educators thought about the learning process over the course of history?
The process of learning has always been a similar transaction through the course of history. The acquisition of new ideas and experiences and the application of that knowledge and or skill to life. Both sides of the philosophical and psychological arguments express their own notions of how learning occurs; either from experience and influences of the outside world or prior knowledge enhanced by experiences in the outside world. Either way we are still able to gain knowledge and understanding of ourselves, society, and the world around us. We are an inquisitive species. Naturally wanting to develop more skills and in some ways keep evolving to a better version of ourselves. I've watched numerous documentaries on various species and looking at our nearest 'relative' the gorillas, they learn from a serious of behaviours, having being shown how to do certain things and developing understanding of these skills. In some ways we learn by this method too as argued by behaviourists and empiricists such as Aristotle, Locke and Rousseau. Others philosophised over rationalistic experiences and self-reflection and inner personal development, as presented by Plato and his later contemporaries such as Kant and Descartes.Educators today see a connection across both sides of the coin. A combination of both declarative and procedural knowledge can enhance the student's life and greater interaction and experiences with the world outside. To me its not how we learn as students, that is important, but more that we are learning and continue to do so.
Learning Theory vs Teaching Practice: What's the Relationship?
Theory and practice go hand-in-hand. Without the theoretical content and knowledge how are we to present topics to our students in an informative and engaging manner without having experienced that knowledge ourselves? The relationship between the two learning and teaching is also of benefit to the other. I don't think you are able to teach without having first learned, however learning can occur without being taught directly and engage in more social interaction with the wider community being that in the classroom, year level or school entity, even with members of society and family. Learning Theory is the result of these centuries of philosophical debates, psychological studies and educational investigations and when applied to teaching practice, we as the next generation of educations can benefit most from the past, provide our own pedagogical stamp on it and post it into the future. It is through the Dimensions of Learning that we are able to utilise the learning theories, and apply them to our teaching practice.
Activity 2.5
LEARNING THEORIES & THE CLASSROOM
Why is it important of teachers to know learning theories?
It is important for teachers to have a sound knowledge and understanding of learning theories, as this knowledge better equips them for individual students' methods of learning. Some are learners who make use of the traditional methods such as rote. The means of a behaviourist (passive) approach to knowledge absorption and skills development and the later application to life. This somewhat two-dimensional learning theory allows the teacher to design lessons that suit their own personal styles and approach to instruction from their previous experiences with learning. Not all students will accept knowledge and skills education in the same manner. We are all different. A secondary approach to the provision of learning to students is via their own personal experiences with the outside world and what lessons they may have gained from that experience. This cognitive application allows for a discussion between students about their individual memories of what they encountered. If it was something that they deemed to be unimportant, it was scrapped and lost from the short-term memory. If it was somewhat useful yet upon further reflection or application, again it too was scrapped in the process. Something however that was easy for students to relate to, as well as interesting to their own personal development, would perhaps be modified from their short-term memory bank and then accepted into the longer-term and knowledge and skills gained from that would then be common-place. This approach is certainly something that teachers would hope occurs with each lesson and topic that they cover in their daily lesson plans. It is the teacher's responsibility to ensure that they are interested in the topics, engaged in active conversation and able to transfer knowledge from the short-term memory and be able to understand the application to their daily lives and the relevance thereof and send and store in the long-term memory. The knowledge and skills teachers themselves have with the varied learning theories, will ultimately help them recognise the various learning patterns that their students encapsulate and subsequently develop successfully adaptive methods (pedagogy) to transfer experiences, knowledge and skills to their classroom. Maximising the potential for greater learning and knowledge sharing.
Why is it important to consider all aspects of a child's development when planning for teaching and learning?
Children, at various stages within their lives, either early-childhood, childhood or adolescent, develop similarly, however at different rates and also specific to their gender, as many studies have shown that females mature earlier than boys, mentally and or physically. To not consider the aspects of a child's development would hinder and be detrimental to the learning process when engaged in the classroom. The result may be that the information or skill is too complex or perhaps be physically unable to perform a task or their language may not be fluent enough for them to comprehend your instruction. Recognising the developmental stages of our students will ultimately lead to a greater success and outcome overall, both for the teacher and the student as a result. This would also include, but not be limited to the individuals' cultural diversity but their linguistic, social, emotional, physical and cognitive development. By considering all aspects, the teacher is then able to plan a productive and successful lesson that may cover many subjects and provide greater knowledge and experiences with opportunities for all students to enjoy the process of learning.
TOPIC 1 | Learning Teaching & Pedagogy
- Looking at a piece of sheet music, then listening to it and identifying the differences as a class.
- Group discussion about what would be easier to sing in the car.
Listen to another piece of music [excerpt] and note where and when different textures and harmonies against the melody is used.
Explain what may occur at this time lyrically to assist this development.
Note what chordal structure may be used in this song at each of the change points.
Processes
- Note on the music where and what changes occur in the audio track.
- Listening to the tempo, rhythm, lyrics pitch chordal structure as well as overall form of the piece.
3. PROCESS / CAUSE & EFFECT RELATIONSHIPS
What elements create polyphonic texture?
If you were to take away some of the elements, what would remain from the original?
Could you recognise the same piece of music with less instrumentation?
Processes:
- Listening and reading music to identify the melody and harmony and what other instruments are used that may add to this effect.
- Identification of rhythmic patterns
- Noting the similarities and differences between polyphonic / harmonic / monophonic texture
4. EPISODES
How many bars are in a piece of pop music compared to a country and western song (compare and contrast two songs of each genre) and at which point(s) does the structure change to denote changes in the song itself (lyrically) and what other differences might there be?
Processes:
- Identifying the time signature of the music.
- Counting the number of bars in the song.
- What are the main rhythmic patterns used throughout?
- Taking note of what changes occur and marking the various points at where they occur.
5. GENERALISATIONS / PRINCIPLES
Adding different melodic phrases deepens the texture of the piece of music itself. Melodic and harmonic phrases should maintain the key signature and chordal structure however there may be certain elements where this is exempt and adds another dimension and layer to the texture again.
Processes:
- Listening to a different piece of music, possibly orchestral, noting the time signature and number of bars of music.
- identifying the various textures throughout.
- Identifying instruments that may have been used to build the texture and at what intervals they entered
6. CONCEPTS
Texture, melodic and harmonic structure across different styles of popular music.
Processes:
- Identification of different textures [differences and similarities]
- Identification of form
- Awareness of what elements are involved in producing a song
- Group discussion on music genres
REFERENCES:
Essential Learnings: The Arts by the End of Year Nine. (2007). Queensland Studies Authority. Queensland Government. Retrieved March 16th, 2013 from: http://www.qsa.qld.edu.au/7262.html
Activity 3.3
DECLARATIVE & PROCEDURAL KNOWLEDGE
Connection & Configuration of a new Television & DVD Player
Activity 3.4
DECLARATIVE & PROCEDURAL KNOWLEDGE IN TEACHING AREAS
Delineation of Declarative & Procedural Knowledge Across KLA's
REFLECTION
I disagree with this deliniation, primarily with my Key Learning Area being The Arts.I am taking the perspective that these subject areas are in a secondary education setting. I feel that there is more than 10% being offered through declarative knowledge as most students who have studed drama and or music eitehr during primary school, or perhaps as an extra-curricular activity, know what stage presence is (a skill in itself that can't be taught) and various instruments from primary school music classes. They would also be able to understand the concepts of both music and drama, in that volumes, timbre (tonality and texture) characterisation (what characters are: fictional representations) and what a stage and orchestra are as an entity.
Students would also have knowledge in literacy (reading) specific for dialogue for a script or song lyrics, and be able to recognise musical notation in the simple form of shape (up and down = pitch) and beat (tempo) and rhytmic patterns. I do however agree that with further development and the applicaiton of procedural knowledge that students could differentiate between characters and also be able to impart different vocal qualities to either the sung or spoken dialaogue or lyrics to give added characterisation to a piece.
I also reviewd the other KLA's and diagree that Geography being as high in declarative knowledge, yes students would recognise what a map is or perhaps know weather patterns (synoptic mapping) and also recognise the various contintents that make up our planet, however may need further procedural knowledge applicaiton to understand the concepts fully involved in drawing and reading these diagrams, what countries inhabit the continents and also other environmental impacts such as volcanos and earthquakes.
Similar thoughts also go for History. This is a subject area that develops not just various events through time, but the physical location of various events that occured and knowledge in the cultural diversity each location. Students may not know beforehand how the English Reformation occured, or pehaps why the Declaration of Independace was signed. I unfortunately didn't learn (enough) about our political history in my junior high school SOSE classes, and I feel that is very important for all students in Australia, regardless of cultural background.
Science should have more procedural knowledge imparted to students, as you would be conducting various experiments and garnering informaiton via feild reports and knowledge in the construction of these specific reports would need to be discussed and developed in class, although literacy knowledge learnt in English would also apply in this KLA, alongside various other methods of reading and writing from reports to journals and research.
The KLA of Mathematics would certaily be an even par as procedural knowledge could be applied in daily life and then declarative knowledge would be increased in this experience and application. In that statement however, I would be mindful that the higher levels of Maths (B & C) would also involve more scrupulous application of different methods, formulas and procedural knowledge to assist developing these skills and processes for future application.
TOPIC 2 | Learners & Learning
Activity 2.1
WHAT IS LEARNING?
What is learning and how does it apply to teaching?
To me, learning is not just the acquisition of new skills and knowledge, it is also understanding those skills and the concepts of that knowledge in order to make use of and benefit from those new concepts and ideas. It is the free flowing information between one person to another, from one object (say a book, or a musical score) to the reader or the student that is in the process of acquiring that new information. As a teacher, we are to recognise any students who perhaps show any prior (declarative) knowledge or skills in the area or topic of discussion as well as ensure other students too, are able to participate in class discussions as applicable. Teachers should also then ensure the application of the knowledge, skills training and experience they are also providing to their students, are then coupled with real--life examples in which they are able to relate to, practice and enjoy a further process of understanding the new knowledge or skill that they are being directed to learn. Students who are showing a greater competency of this newly acquired knowledge or skill may also assist their fellow students who may have some difficulty understanding, and then also be rewarded further down the line where they themselves, may grasp greater conceptual knowledge and understanding.
Activity 2.2
MY CURRENT SCHEMA AT WORK
MY CURRENT SCHEMA AT WORK
[A schema is a nehavious pattern and in education refers to
the current organisation of one's mind-thinking's and can be used to enhance one's learning]
The questions that parents face as they raise children from infancy to adult are not easy
to answer. Both fathers and mothers can become concerned when health problems such as
constipation arise anytime after the early-childhood stage to later life. Experts recommend that young children should have plenty of support and nutritious food for healthy growth. Boys and girls should not share the same bathroom items or even be in the same room, They may be afraid of the dark.
Or an alternative that I'd thought I'd try with a little help from Google research.
Or an alternative that I'd thought I'd try with a little help from Google research.
The questions that poultry farmers face as they raise chickens from incubation to adult are not easy to answer. Both farmers and meat-handlers can become concerned when health problems such as cocciodiosis arise anytime after the embryonic stage to later life. Experts recommend that young chickens should have plenty of space and nutritious food for healthy growth. Breeds and geese should not share the same barn or even be in the same run. They may be afraid of the dogs.
REFLECTION:
What implications does understanding my learner's current schema have on teaching and planning?
The implications can be both negative and positive. It is, I guess a task to get an overall view of the individual opinions of what each word (blank) may be, and compare and contrast around the class as a whole. This is also a good exercise to perhaps help gain their declarative knowledge about a particular subject to be covered in that day's lesson, or as part of the unit of work to be completed. The positive and negative results being that students may or may not fully understand the unit and content to be covered, subsequently affecting their overall results.
The Positive result would enable the teacher to design a more stimulating and challenging lesson plan for future classes to encompass more details involved in the unit of work and perhaps work more progressively and further complex information to be passed in a shorter amount of time.This outcome may provide the class as a whole with a greater overall result for the unit.
A Negative outcome may result in extra class-time taken to involve a small number or majority of students in further analysis and discussion of the topic itself. With a less vigorous approach to the unit as a whole, students are then able to grasp the concepts and knowledge at their own pace through the the standard lesson plan thus enabling a satisfactory result of the topic and unit across all students at the conclusion.
Activity 2.3
ALTERNATE EXAMPLES OF SCHEMA AT WORK
As the brother of a member of the armed forces and having met many other members of his platoon and their families, I believe that this war is not justified on behalf of the Australian Allied Forces that are expected to continue this merciless operation. There were many innocent lives lost during a myriad of conflicts. The current and continuing conflict is a direct result of the attacks that occurred in the United States. Yes, we as a globally community need to feel safe and protected from such terrorism attacks however I believe that there are more peaceful and co-operative methods in which to gain international freedom and peace. Two wrongs certainly don't make a right. In this instance, we have been 'right' for 10 years and counting and yet still seem to be in a continual battle, with other regions facing conflict that also has been going on for hundreds of years - yet there doesn't seem to be a resolution there either. I feel for those families who have lost soldiers in this and other conflicts. We've not only lost members of our society, family members, friends, fathers, uncles, sons and daughters, but we have lost their intellect, their passion and their own talents in various other areas. We have also lost the compassion and the respect for other cultures, other diverse aspects that come from international citizens. I can keep going on this topic as I hate having to say goodbye to a brother I fear may one day not return. This same brave and intelligent person also serves his country leaves his young daughters and new wife anxiously waiting and praying for his safety in various operations, even when closer to home.No war is justified however many governments deem its necessity.
Sex outside of marriage is immoral.
We are living in a more socially interactive and communicative global community where we are all able to connect on various levels, electronically, mentally, physically, emotionally and spiritually. This immorality I believe, depends on the individuals personal beliefs and culture. Gone are the traditions of the past where a gentleman may come courting accompanied by a chaperone so that no unpleasant activities would occur. We are living in the 21st Century, where we have access to everything the civilised world can provide. I'm sure that there are those out there who disagree however I don't agree or disagree it is a personal choice between consenting adults who at the time may or may not be romantically inclined in their affections towards each other.
John Howard did a great job.
Former Prime Minster John Howard was elected to perform a task and also to provide stability, economic growth and development with sustainability across all faculties under his directorship as well as ensuring a secure and positive future for our country states and communities. I am sure that each government have their positive and negative applications to their policies and also do the best job that they can for their country and what their specific representative party mandate entails. As a Liberalist, I believe the he was able to perform his role to the best of his ability, faced some challenges and in the end was needing to adapt and change to survive in his position. I think he made a valued contribution to our country however some may view he did not and that is their opinion.
Teaching is out-dated, outmoded, yet a very convenient child-minding service.
If it was, why aren't there more parent's home-schooling so that they may be able to keep trend with their own child's development and also understand what we as teachers will enjoy once we are in the workplace on a full-time basis. Teaching is not out-dated, in fact we are I believe one of the most re-inventive and progressive professions there is as we are always researching improvements to pedagogy, looking for more information to provide to our students and ensuring maximum retention across all KLA's so that at the end of the day, term, year and educational life in schools, we are able to provide our community and society with well-rounded, confident and knowledgeable citizens for tomorrow.
This is correct.
Well thank you Rickie for adding Numeracy to PCK.
Depends which town you come from I guess... or perhaps suburb in Mackay... then again I'm sure major centres have residents like those with poor grammar skills and lack of understanding in their own English language. It may also convey a new Australian citizen who is grasping the language and unable to process the translation correctly.
Activity 2.4
LEARNING THEORIES
How have philosophers, psychologists, and educators thought about the learning process over the course of history?
The process of learning has always been a similar transaction through the course of history. The acquisition of new ideas and experiences and the application of that knowledge and or skill to life. Both sides of the philosophical and psychological arguments express their own notions of how learning occurs; either from experience and influences of the outside world or prior knowledge enhanced by experiences in the outside world. Either way we are still able to gain knowledge and understanding of ourselves, society, and the world around us. We are an inquisitive species. Naturally wanting to develop more skills and in some ways keep evolving to a better version of ourselves. I've watched numerous documentaries on various species and looking at our nearest 'relative' the gorillas, they learn from a serious of behaviours, having being shown how to do certain things and developing understanding of these skills. In some ways we learn by this method too as argued by behaviourists and empiricists such as Aristotle, Locke and Rousseau. Others philosophised over rationalistic experiences and self-reflection and inner personal development, as presented by Plato and his later contemporaries such as Kant and Descartes.Educators today see a connection across both sides of the coin. A combination of both declarative and procedural knowledge can enhance the student's life and greater interaction and experiences with the world outside. To me its not how we learn as students, that is important, but more that we are learning and continue to do so.
Learning Theory vs Teaching Practice: What's the Relationship?
Theory and practice go hand-in-hand. Without the theoretical content and knowledge how are we to present topics to our students in an informative and engaging manner without having experienced that knowledge ourselves? The relationship between the two learning and teaching is also of benefit to the other. I don't think you are able to teach without having first learned, however learning can occur without being taught directly and engage in more social interaction with the wider community being that in the classroom, year level or school entity, even with members of society and family. Learning Theory is the result of these centuries of philosophical debates, psychological studies and educational investigations and when applied to teaching practice, we as the next generation of educations can benefit most from the past, provide our own pedagogical stamp on it and post it into the future. It is through the Dimensions of Learning that we are able to utilise the learning theories, and apply them to our teaching practice.
Activity 2.5
LEARNING THEORIES & THE CLASSROOM
Why is it important of teachers to know learning theories?
It is important for teachers to have a sound knowledge and understanding of learning theories, as this knowledge better equips them for individual students' methods of learning. Some are learners who make use of the traditional methods such as rote. The means of a behaviourist (passive) approach to knowledge absorption and skills development and the later application to life. This somewhat two-dimensional learning theory allows the teacher to design lessons that suit their own personal styles and approach to instruction from their previous experiences with learning. Not all students will accept knowledge and skills education in the same manner. We are all different. A secondary approach to the provision of learning to students is via their own personal experiences with the outside world and what lessons they may have gained from that experience. This cognitive application allows for a discussion between students about their individual memories of what they encountered. If it was something that they deemed to be unimportant, it was scrapped and lost from the short-term memory. If it was somewhat useful yet upon further reflection or application, again it too was scrapped in the process. Something however that was easy for students to relate to, as well as interesting to their own personal development, would perhaps be modified from their short-term memory bank and then accepted into the longer-term and knowledge and skills gained from that would then be common-place. This approach is certainly something that teachers would hope occurs with each lesson and topic that they cover in their daily lesson plans. It is the teacher's responsibility to ensure that they are interested in the topics, engaged in active conversation and able to transfer knowledge from the short-term memory and be able to understand the application to their daily lives and the relevance thereof and send and store in the long-term memory. The knowledge and skills teachers themselves have with the varied learning theories, will ultimately help them recognise the various learning patterns that their students encapsulate and subsequently develop successfully adaptive methods (pedagogy) to transfer experiences, knowledge and skills to their classroom. Maximising the potential for greater learning and knowledge sharing.
Why is it important to consider all aspects of a child's development when planning for teaching and learning?
Children, at various stages within their lives, either early-childhood, childhood or adolescent, develop similarly, however at different rates and also specific to their gender, as many studies have shown that females mature earlier than boys, mentally and or physically. To not consider the aspects of a child's development would hinder and be detrimental to the learning process when engaged in the classroom. The result may be that the information or skill is too complex or perhaps be physically unable to perform a task or their language may not be fluent enough for them to comprehend your instruction. Recognising the developmental stages of our students will ultimately lead to a greater success and outcome overall, both for the teacher and the student as a result. This would also include, but not be limited to the individuals' cultural diversity but their linguistic, social, emotional, physical and cognitive development. By considering all aspects, the teacher is then able to plan a productive and successful lesson that may cover many subjects and provide greater knowledge and experiences with opportunities for all students to enjoy the process of learning.
TOPIC 1 | Learning Teaching & Pedagogy
Activity 1.1
WHAT IS LEARNING & TEACHING
What is the relationship between teaching and learning?
After reading everyone's varied experiences on what the relationship between the two elements of teaching and learning means to them, I would humbly agree. Our individual stories are unique yet also similar. I recall from my experiences within the hospitality industry and having be 'taught' and learn the practices that came from such an industry that is very unique, hands-on and in someways structured in its approach and direction in regards to service, which is also unique to its establishment and clientele. From this teaching I gained knowledge, and understanding o the practices methods and ingredients to make a successful student in myself, an employee to others and a supervisor within my team environment. the skills, knowledge and training that I had received from my predecessors enabled me to then teach a new 'generation' as it were, putting my own experiences in the pot, stirring it and letting it develop within those to whom I was teaching and learning from also.
Activity 1.1 | An Added Extra
After reviewing my thoughts on the first activity, I noted there was a smaller item further in the Study Guide:
"What are your thoughts on the differences between a teacher / trainer and facilitator - is there one?"
It was a rather "smirk" giving moment to me when I thought about the scenarios...
Teacher - School
Trainer - First Aid
Facilitator - Lecturer
Then I broke them down into what I think they could be.
Teacher
The person/s who provide knowledge to build upon personal experiences and to enhance their (learner's) experiences and future lives.
Trainer
Provides skills to enhance knowledge and also imparts experiences to apply to current situations to enhance the learner's overall collaboration with wider community
Facilitator
A combination of both teacher and trainer, who provides both skills and knowledge to enhance the student's ability and present skills while also helping the students themselves in achieving their wider personal goals.
In that last statement "achieving their wider personal goals" not to say that the teacher nor trainer are exempt from assisting the learner in achieving their goals but their tasks are more directive and concise about what they are required to achieve... for example "this examination will enable you to pass the course, should you be successful" rather than my experiences with a facilitator where "if you don't pass this written exam, the practical component will assist in your success within this course" or something along those lines.
Please note these are just my current thoughts at this stage and may also change with further reading and valued input from my new friends and colleagues.
Just thought I'd widen the discussion a little and gain insight into everyone's own opinions into this mini-
activity.
The reason for my smirk is I was teaching a children's-based Music Theatre class attached with CQU last year. During this time parents asked what my official title was... Convener? Teacher? Lecturer (given that is was held within a tertiary institution) Facilitator stuck out for me as I didn't see myself as a teacher (I didn't feel 'qualifieid' enough to be classed in this role) nor lecturer. I saw myself as a student also. I was learning about them, their habits, their behaviours, their methods of learning and in turn I was instructing, shaping and developing their creative ability and I felt I was facilitating their journey, observing their personal development and assisting them achieving their dreams of being on "Glee", or at least a 'Mackay' version of; and they too were learning about me in every way possible. I also smirked because I thought it would be fun to update my Facebook Profile to reflect my new academic position within the establishment of CQU and changed to 'Facilitator'. My senior lecturers at the time commented on this and also had a giggle, but then I thought about it, what job description did they use when talking to others about their field of academia? Were they simply 'lecturers' or associate professors, perhaps class themselves sessional staff employed to fill a space a more senior members of staff were unable to fill.
Either way I felt I was apart of their elite group yet also still a mere student in their eyes, however I did enjoy the experiences that this opportunity provided.
So, what are your thoughts?? If I may open up to the wider forum.
Activity 1.2
THE TEACHING PROFESSION
Teaching as a profession? Is this possible?
I'm in agreeance with Meredith's opening statement:
"Some people believe that being a member of a 'profession' is crucial to their self esteem. My view then would be that their view of professionalism is flawed and perhaps somewhat selfish" (Faraqhuar, 2003).
Being recognised in a profession, I feel gives you a greater standing within the wider social fabric of the community Again I draw from my experiences within the hospitality sector (for the most part I have spent my working adult life). I felt somewhat glum about my future, my career path and orientation within the sector.Especially when if you wanted a social life you were working when 'normal' people were socialising and you had to socialise when they were working.
I was seen as a waiter or in less "technical" terminology, a human food relocation unit. This aspiration to become 'head' food relocation unit AKA supervisor, then manager, soon navigated my career choice during undergraduate study, during which I deferred my studies, to pursue my then-dream of being a higher level manager somewhere in that food chain as it were. This term of endearment would have us 'waiters' akin to an industrialised appliance within the framework that made up the workplace.
Our kitchen hands jokingly referred to themselves as sub-aquatic porcelain technicians given they were constantly arms-deep (or further) in water washing, rinsing and cleaning cutlery, crockery and other items within the kitchen as well as general cleaning and preparatory duties required of their position.
Our chef's however were deemed to be the 'true professional' in this world. After all they had studied and cooked their way through 4 years of TAFE to ascertain their Diploma after their apprenticeship, although to me at the time, all they did was cook, distribute and decorate plates of food to their personal tastes and when someone opposed them, got quite upset and needed a 'break' with some sort of 'medicine' usually inhaled or consumed orally...Even our General Manager who may or may not have attended business school or even have qualifications befitting his station within the team, would be seen as a professional given his ranking and hard work in achieving his goals.
My status in the team environment didn't seem to change all that much. From that or waiter, to Supervisor, Restaurant Manager, Function and Event's Coordinator (yes I was also enjoying the fact that my name badge included the use of capital lettering to somehow denote a level of seniority) and eventually "cross-training" into Front Office Supervisor within the wider hotel establishment. However with all these positions came a greater respect and responsibility both with added paperwork, and my colleagues but allowed a bit more freedom within the team to explore new avenues and improve our levels of service as I had worked my way up that chain or rope or ladder...
When I was on those days appointed to work in the restaurant I was still perceived by the general public as a waiter, someone who was there to cater to their needs, their wants and their desires. But where was my want for them to recognise my hard work and my endeavours and reward for length of service to this place that paid me weekly. Where was my desire for them as guests to understand that I too have spent time training in First Aid so that should they consume too much liquor and fall into the pool that I might be able to save them from drowning; or training in the latest gadgets so that they can connect to the free WiFi; or attended a class that allowed me to even be able to serve them the alcohol that allowed them drink and browse the Internet whilst walking along the pool edge...
At the time I felt like a mere mannequin in a store window, seen not heard but respected for the job that I was there to do. I didn't feel to be the professional that they would often advise my upper-managers that I was not to be when they happened to fill out the complaints form advising that I had ceased their alcohol service yet my training and length of employment would suggest otherwise. In the wider community I felt even though I had gained certification in hospitality Practices though vocational training we were still seen as a 'dime-a-dozen' when applying for other positions elsewhere. I know that this is a similar scenario with my new career path and I know I will feel the rewards more easily and the recognition will be there automatically as this profession of Teaching has certainly developed and created an environment within the community as one of respect and understanding where we all 'went away' for study and came back with this degree and recognisable body to which we will be registered with and belong to.
As a newly qualified private teacher in voice I feel a great professionalism in my approach to various community organisations that I am also a member of. they look at my training and qualification as something special and important and regard my opinions with respect and also ask me on my thoughts on various topics etc and I value their respect in me and the trust they have in the training I have received to then provide them with what they term to be 'professional opinion'. I still see myself as a student who is constantly learning new methods to old practices, new terms for vocal mechanisms and applying different methods to give different tonal qualities to the voice. I seek professionalism to enhance my own. The certification that I gained after undergraduate study has given my the confidence in my own ability and I feel a better footing on the world that I had prior to my study. I would have relied upon my experiences alone to which some refer to as 'amateur' and may not be in fact trained or lack the understanding to the application, however now that i have been 'trained' I have certainly developed a greater understanding and appreciation for academic study and results that come from this application.
REFERENCES
"Some people believe that being a member of a 'profession' is crucial to their self esteem. My view then would be that their view of professionalism is flawed and perhaps somewhat selfish" (Faraqhuar, 2003).
Being recognised in a profession, I feel gives you a greater standing within the wider social fabric of the community Again I draw from my experiences within the hospitality sector (for the most part I have spent my working adult life). I felt somewhat glum about my future, my career path and orientation within the sector.Especially when if you wanted a social life you were working when 'normal' people were socialising and you had to socialise when they were working.
I was seen as a waiter or in less "technical" terminology, a human food relocation unit. This aspiration to become 'head' food relocation unit AKA supervisor, then manager, soon navigated my career choice during undergraduate study, during which I deferred my studies, to pursue my then-dream of being a higher level manager somewhere in that food chain as it were. This term of endearment would have us 'waiters' akin to an industrialised appliance within the framework that made up the workplace.
Our kitchen hands jokingly referred to themselves as sub-aquatic porcelain technicians given they were constantly arms-deep (or further) in water washing, rinsing and cleaning cutlery, crockery and other items within the kitchen as well as general cleaning and preparatory duties required of their position.
Our chef's however were deemed to be the 'true professional' in this world. After all they had studied and cooked their way through 4 years of TAFE to ascertain their Diploma after their apprenticeship, although to me at the time, all they did was cook, distribute and decorate plates of food to their personal tastes and when someone opposed them, got quite upset and needed a 'break' with some sort of 'medicine' usually inhaled or consumed orally...Even our General Manager who may or may not have attended business school or even have qualifications befitting his station within the team, would be seen as a professional given his ranking and hard work in achieving his goals.
My status in the team environment didn't seem to change all that much. From that or waiter, to Supervisor, Restaurant Manager, Function and Event's Coordinator (yes I was also enjoying the fact that my name badge included the use of capital lettering to somehow denote a level of seniority) and eventually "cross-training" into Front Office Supervisor within the wider hotel establishment. However with all these positions came a greater respect and responsibility both with added paperwork, and my colleagues but allowed a bit more freedom within the team to explore new avenues and improve our levels of service as I had worked my way up that chain or rope or ladder...
When I was on those days appointed to work in the restaurant I was still perceived by the general public as a waiter, someone who was there to cater to their needs, their wants and their desires. But where was my want for them to recognise my hard work and my endeavours and reward for length of service to this place that paid me weekly. Where was my desire for them as guests to understand that I too have spent time training in First Aid so that should they consume too much liquor and fall into the pool that I might be able to save them from drowning; or training in the latest gadgets so that they can connect to the free WiFi; or attended a class that allowed me to even be able to serve them the alcohol that allowed them drink and browse the Internet whilst walking along the pool edge...
At the time I felt like a mere mannequin in a store window, seen not heard but respected for the job that I was there to do. I didn't feel to be the professional that they would often advise my upper-managers that I was not to be when they happened to fill out the complaints form advising that I had ceased their alcohol service yet my training and length of employment would suggest otherwise. In the wider community I felt even though I had gained certification in hospitality Practices though vocational training we were still seen as a 'dime-a-dozen' when applying for other positions elsewhere. I know that this is a similar scenario with my new career path and I know I will feel the rewards more easily and the recognition will be there automatically as this profession of Teaching has certainly developed and created an environment within the community as one of respect and understanding where we all 'went away' for study and came back with this degree and recognisable body to which we will be registered with and belong to.
As a newly qualified private teacher in voice I feel a great professionalism in my approach to various community organisations that I am also a member of. they look at my training and qualification as something special and important and regard my opinions with respect and also ask me on my thoughts on various topics etc and I value their respect in me and the trust they have in the training I have received to then provide them with what they term to be 'professional opinion'. I still see myself as a student who is constantly learning new methods to old practices, new terms for vocal mechanisms and applying different methods to give different tonal qualities to the voice. I seek professionalism to enhance my own. The certification that I gained after undergraduate study has given my the confidence in my own ability and I feel a better footing on the world that I had prior to my study. I would have relied upon my experiences alone to which some refer to as 'amateur' and may not be in fact trained or lack the understanding to the application, however now that i have been 'trained' I have certainly developed a greater understanding and appreciation for academic study and results that come from this application.
REFERENCES
Activity 1.3
PRINCIPLES OF TEACHING
A Prescription for 'Good' Teaching.
1: Teachers should not coerce, bully or intimidate.
This is true. Children are faced with many other social behavioural, emotional, and physical challenges both while at learning sites, and home. Friends and colleagues are to be made to build a positive support network. Part of the D.O.L. is attitudes and perceptions - keeping positive and open will benefit learning outcomes and expose them to a vast library of skills and knowledge that negatively may lock them out for the remainder of their lives. Impact positively.
2: Teachers should respect learners by not belittling or abusing them in any form.
Again I agree. We, as teachers, are there to give them a stronger social stance in their community. We were (and in a way, still are) students in their places once. We know what they are going through; in fact, with the ever-growing pace of the world, respect them for being so easily adaptive, and evolutionary in their approach to learning.
3: Teachers should try to improve the learners' self worth.
Without improvement comes lack of understanding and our own personal growth and development. We, as teachers, can influence their career paths, chosen vocational endeavours, and also aspirations within society. Confidence in the learner's ability is crucial to their own "want" to develop.
4: Teaching should be about collaboration with learners concerning the aims, purposes and methods of the learning situation whoever possible.
A healthy collaboration should be encouraged, giving students insight into opportunities to assist in their own personal development and understanding of set tasks and their responsibilities in setting goals that are achievable yet challenging to them. This will then encourage them to develop their own methods of practice in healthy study and revision as well as giving them purpose to approach study positively and in a nurturing way. By using D.O.L. we are able to establish a connection between the learner and the teacher that is also building upon these foundations with the aims, purposes and methodology in place to ensure a healthy approach to the passing of knowledge and skills between both teacher and student. Should there not be a collaboration between the learner and the teacher, there might be a rift that can produce miscommunication behavioural issues and a lack of drive, focus and direction for their future within the school and the wider community. By using different methods, modes and avenues of presenting these 'lessons' teachers are better able to communicate their message and their instruction will be greatly enhanced thus encouraging the learner to continue their learning path.
5: Teaching should be about praxis
During my undergraduate degree we had a course named 'praxis' this was a hands-on practical course in theatre design concepts that enabled students the ability to create plan and develop sets, costumes and props (items that can be held or manipulated by actors) after reading a script.This practical approach allowed me as the learner to explore my more creative side, exploring different options and scenarios for a 17th Century play about incest, adultery and supernatural themes. By encouraging students to use their own skills, devices and previous (declarative) knowledge, we are able to as educators able to access and assess their abilities and perhaps explore avenues that we may have missed in our own thought processes. this ability to workshop ideas is also another way to encourage team-work and skills necessary for every-day life outside of the classroom. By exploring physical activities and allowing students to develop their own sense of creative thinking, that doesn't necessarily have to involve the 'arts' but could be creative writing, or thinking may in fact help nurture the natural talents of a future civil engineer or veterinarian who may happen to be sitting at a desk in the third row...
6: Learners should be encouraged to reflect on their personal experiences as a means to their educational development.
From experience comes knowledge, or so I've read. Without one can you have the other? Are you able to experience something and not learn from it or are you able to learn but not experience it? By reflecting on their experiences, learners are able to take the flaws and successes from that and apply to their next project. Like putting your hand on a hot plate and feeling the heat, would you do it again know that you may get burnt? This simple instruction we give our younger children to teach them heat, and even the sense of touch helps them understand the world around them. By reflecting on our own experiences as educators, are we not them imparting our own knowledge and understanding of the world, through our reflections of it, onto our students? By encouraging this healthy method of learning, we are also encouraging analytical thinking and evaluation within themselves and their academic study that they will apply to later life and their own families.
7: Teaching should foster critical minds so that learners realise that much of knowledge, values, beliefs and behaviours are socially constructed.
By allowing healthy discussion, and encouraging active participation from the whole classroom, we are imparting social skills, networking opportunities and nurturing diversification of ideas, opinions, experiences and knowledge to flow collaboratively within the group. This will also be allowing the reflective analytical mind, from which students are also better able to share experiences and their own (declarative) knowledge of situations, values, beliefs etc from their own lives and in turn listen, accept and absorb those from their classmates. This again will encourage positive interaction amongst the students who all come from different backgrounds and social walks of life. By fostering this creative environment, we are also assisting in creating a more tolerable and understanding social framework within the walls of our school environments.
8: Teaching should be both informed and open-ended. Teachers should know enough to facilitate learning and teachers should also be honest about what they do not know and use this as an opportunity to learn with the learners
Another correct statement. Learning does not stop when you are classified as a teacher. I feel we are all perpetual students. Are we not learning more about technology every day? Are we not learning more about the world and what social impacts there are? Are we not learning about the latest scientific break-through in medical research? If we as educators don't know something, pose this as an assignment task for the students, get them to help you learn and in turn you are helping them learn by producing the task, this could be a report, or presentation, using different modes of delivery will also expand their creative sides and enable them to explore different resources and materials. Keeping students interested and informed as well as knowledgeable in the world around them and socially adaptive to various challenges will certainly enable all students to develop new skills and understandings and who knows that particular unit of work that you were unsure how to teach may just become a favourite topic for future classes.
Activity 1.4
WHAT IS PEDAGOGY?
What does it mean to me & why is it important to design effective techniques?
I believe that pedagogy is the application of providing the information we are to pass to those (learners) trusted to us as teachers. The way we present it to them to keep it relevant, current and interesting to all in the classroom through the use of multi-modes of delivery keep us ahead of the game and by utilising technology that they are familiar with, they are then also able to interact with the lesson and the class as a whole.
Effective Pedagogical Design enables all students to relate to the various styles you as a teacher have matched to their abilities and in turn pick up the information that we are providing to them through the various methods of presentation that we enable them to encounter as learners. By keeping it current and relevant to their everyday lives, the learners are then able to apply to the world around them, the skills and knowledge that we have provided them in the classroom
Activity 1.5
WHAT IS EFFECTIVE PEDAGOGY?
Teaching the Teacher
To me (at this point) it is recognising the individual strengths and weaknesses presented within the classroom. Utilising the D.O.L principles to ensure adequate application of the knowledge through various methods of delivery to keep active minds interested and participating in a positive and effective manner.
Asking them (the learners) various questions to ensure that they are understanding various concepts and assisting their own experiences in the outside world are then applied to their daily lessons within the school environment. By working together, respecting differences and enjoying the learning process together as well as ensuring a cross-communication of ideas, goals and activities to ensure maximum retention of the knowledge that they are encountering. then reflecting on the processes and concepts used, and how to better apply them to future classes to also keep the teacher interested and focused on their own goals.
Activity 1.6
PEDAGOGICAL CONTECT KNOWLEDGE
Taxonomy of Key Learning Area | Domain & Topic Specific Pedagogical Content Knowledge
My attempt at the Domain & Topic Specific Pedagogical Content Knowledge when applied to my Key Learning Area.
Very good progress so far Kris! I especially enjoyed your succinct answer to Activity 2.4, regarding the impact of philosophers, psychologists, and educators throughout history on education and learning theories.
ReplyDelete- Nick