Pedagogy Map

PEDAGOGY	ELABORATIONS	Links in Australian Curriculum
Support	Relationships are critical to building a climate of support and mutual understanding
	Self-actualization is as important as mastery of disciplinary content
	Cultural differences, beliefs systems and values are recognised, debated and extended	The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069).
	Materials and learning experiences are inclusive of all	The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations (ACHGK061)
	Support is differentiated to accommodate differences in experiences and individual learning need
Individualisation	Individualised learning pathways are flexible and responsive to learner needs	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
	Learners have common and discretionary materials, and different, context-based ways of engaging with materials
	Multiple ways of accessing and presenting information	Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
	Open-endedness, contextual differences and different points of entry are accommodated	The perceptions people have of place, and how this influences their connections to different places (ACHGK065)
	Learner control, individually determined activity, interaction and different learning spaces are central	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Complex and creative learning	Constructive alignment with complex learning outcomes, learning experiences and assessment is clear
	Beyond constructive alignment, opportunities are offered for learners to be creative and entrepreneurial
	Thinking is negotiated and challenged, and augmented and supplemented by interaction around ideas
	Reflection and self-evaluation is critical	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Connected learning	Learning is both individual and collaborative. Complexity can only be obtained when multiple perspectives are negotiated
	The learner is a part of a local learning community	The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
	The learner is part of a disciplinary community
	The learner is part of a broader local, regional and national community
	The learner is a core participant in a global learning community
	Learning is embedded in an authentic context	The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
	Learners generate new knowledge that is sufficiently valued as to be used to improve and develop the learning environment and disciplinary

Embedded Task 5

 

 

This week I have chosen to discuss Glogster. Glogster is a tool for interactive learning and digital storytelling. This tool uses a range of media expressions to create an endless possibility of  multimedia posters. Through the utilisation of this online tool, students and teachers can develop ICT capabilities and explore collaborative learning.

 

Glogster has a range of template available and pre-made posters for a range of subject areas and year levels. However, there is an option to create a poster to suit individual classrooms.  

 

Personally, I would use Glogster in my Grade twelve Geography class, using the four levels of the SAMR model.

 

On the substitution level, I would use a poster to introduce the topic of a field report. For Augmentation, the students would fill in the poster, using the pictures and videos embedded in it. Then they would be quizzed to check for understanding.

On the modification level, students would develop their own poster as a scaffold for their field report. This poster would outline the content in each section and would have their desired pictures attached.

To redefine the task, students would create a field report poster. This poster would include an audio of their findings and interactive 3D images of their findings.

 

Overall, Glogster is a very easy digital tool to use which allows the creation of a range of posters. Glogster enhances technological capabilities and ensure students use creativity with the classroom.

 

If you would like to view an example of a glogster poster please view the following link.

http://lihograiekaterina.edu.glogster.com/london/?=glogpedia-source.

Embedded Task Four

This week in my Digital Pedagogies tutorial we discussed presentation tools. Presentation tools allow teachers boundless ways to teach content and keep students engaged in lesson content. From a student perspective, presentation tools allows them to create, become self learners and obtain skills which aids them in becoming 21st century learners. For the purpose of this blog I have chosen to discuss power points.

One example of how power points can be used in the classroom is for teachers to present information visually rather than students reading a text and taking notes. The power point presentation below can be used in teaching a geography lesson on Erosion. I have created this power point as an example. Another way to use power point presentations is to create an interactive presentation which students could access, perhaps through wiki, and work through at their own pace. This would cater for a diverse range of students.

http://www.authorstream.com/Presentation/georgiaelearning-2448964-erosion-deposition-copy/

 

 Teachers can also use power points within the classroom by allowing students to create their own presentation. For example, a Year 9 geography class could use power point presentations to learn content.

 

 

This Year 12 Geography class task can be created using the SAMR model. Catering for all four levels, teachers are able to create a task which allows students to use power point presentation technology. At the substitution level, a power point presentation could include notes on the lesson content. These notes could be accessed by students which could be printed out to save writing. Students can also access this information at home. At a argumentation level a quiz could be developed which tested if the information from the power point was retained. At the modification level,  students could create a power point presentation present their ideas and findings about land processes. At the final level of redefinition, students can capture their ideas on a power point and add their voice to it to make a presentation and upload to the class wiki. Students can then submit their field report to their class wiki where the teacher can provide feedback. Also, by uploading it to the class wiki, expert geographers can provide professional feedback and suggestions.

 

Power points can be used for a variety of reasons in the classroom. Power points allow students to continue to develop their technological abilities and ensure higher order thinking through engagement in the classroom.

I HAVE CREATED A POWERPOINT AND EMBEDDED IT ABOVE.

Embedded Task 3

 

 

This week in my Digital Pedagogies tutorial we discussed digital media, specifically audio, images and videos. Digital media allows teachers boundless ways to teach content whilst catering for a diverse range of students needs. From a student perspective, digital media allows them to create, become self learners and obtain skills which aids them in becoming 21st century learners. For the purpose of this blog I have chosen to discuss videos.

This week in my Digital Pedagogies tutorial we discussed digital media, specifically audio, images and videos.  Videos provide an opportunity for information to be communicated in a digital format.

 

One example of how videos can be used in the classroom is for teachers to present information visually rather than students reading a text and taking notes. The video below can be used in teaching a history lesson on Christopher Columbus. This video can be accessed on any device through YouTube. A range of other resources for teacher videos can be accessed at Teachertube, iTunes U, Khan Acaademy, Scootle and Vimeo.

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Teachers can also use videos within the classroom by allowing students to create their own video using a range of programs such as iMovie, Movie Maker, YouTube editor or on the video feature in mobiles. For example, a Year 12 Geography class could create a movie on their field trip - inserting videos, pictures and audio on their findings.

 

 

This Year 12 Geography class task can be created using the SAMR model. Catering for all four levels, teachers are able to create a task which allows students to use video technology. At the substitution level, a list of resources can be developed, and uploaded to the class wiki, which deliver relevant information. Students can then access this information at home. At a argumentation level a quiz, made on a slideshow, could be developed which tested if the information from the videos was retained. At the modification level,  students could create a movie, using one of the programs mentioned above, to generate their hypothesis about the field report findings. At the final level of redefinition, students can capture their field report on video. The task has now be redefined as students no longer have to use text to report their findings - it can be captured as they work. Students can then submit their field report to their class wiki where the teacher can provide feedback. Also, by uploading it to the class wiki, expert geographers can provide professional feedback and suggestions.

 

Videos can be used for a variety of reasons in the classroom. Videos allow students to continue to develop their technological abilities and ensure higher order thinking through engagement in the classroom.