Integrating Established Learning Theory in Our Project
Summary This ICT assignment and our activities within have been strongly influenced by the established learning theories unpinning the Australian Curriculum. As seen in the 2016 NMC Horizon Report: K-12 Edition, a greater shift to collaborative learning and a focus on students as creators not consumers is seen. The Australian Curriculum has been shaped by established learning theory. Multiple intelligences (Gardner, 2011) and social constructivism (Vygotsky, 1978) are seen to be the greatest influences, with cognitive theory also being incorporated. For this project, this was a huge focus in the activities outlined in the lesson plan and the ICT tools used. The SAMR model was also incorporated, to enhance and transform the learning experience. |
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Social Constructivism
Social constructivism is the learning through collaborative processes (Vygotsky, 1978). As students participate in the classroom, each student's interpretation of stimuli is different due to their language, social context or cultural history (Ormrod, 1995), and it is crucial that students are able to collaborate to share ideas and better understand the topic. Social constructivism is an ongoing process in which the teacher mediates peer interaction and discussion so that students are able to collaborate and discuss problems. concepts, and scenarios. Throughout this WebQuest, students must collaborate to find the most efficient way to answer complex questions and present their findings in creative ways. Each student sees the same stimuli and reads the same question, however, as previously mentioned, cultural and social factors influence the student's understanding of the topic. Students must collaborate and explore the internet via provided websites to gather conclusions and answer questions, which will arise more questions, further expanding and developing their knowledge. |
The Australian Curriculum
In the Australian curriculum, the ACSIS140 strand for Year 8 Biological Science highlights the importance of collaboratively planning and investigating topics in the classroom. This strand has underpinned our project and the processes involved in our lesson plans. Students are seen to be working collaboratively on tasks that involve searching the internet in various places for information regarding the topic. An emphasis is placed on social constructivism in the curriculum and in our project as students must work together to efficiently research information in order to extract answers. This enhances the learning experience as students are able to collaborate with each other to produce greater quality of work. The end product can then be shared on the internet for others to see and comment on, transforming their learning experience.
Similarly, the ACSIS144 strand for Year 8 Biological Science focused on the importance of students to be able to construct a range of representations of data. The lesson plans highlight the strong use of ICT tools used to guide students in constructing timelines, slideshows, and labelled diagrams to present the information they have found. The learning theory of multiple intelligences was a focus in this strand and in our project, as students who learn better as visual learners will benefit from timelines and diagrams, linguistic or musical/rhythmical learners will benefit greatly from slideshows and videos, and kinaesthetic learners will benefit from interactive videos such as ExplainEverything.
In the Australian curriculum, the ACSIS140 strand for Year 8 Biological Science highlights the importance of collaboratively planning and investigating topics in the classroom. This strand has underpinned our project and the processes involved in our lesson plans. Students are seen to be working collaboratively on tasks that involve searching the internet in various places for information regarding the topic. An emphasis is placed on social constructivism in the curriculum and in our project as students must work together to efficiently research information in order to extract answers. This enhances the learning experience as students are able to collaborate with each other to produce greater quality of work. The end product can then be shared on the internet for others to see and comment on, transforming their learning experience.
Similarly, the ACSIS144 strand for Year 8 Biological Science focused on the importance of students to be able to construct a range of representations of data. The lesson plans highlight the strong use of ICT tools used to guide students in constructing timelines, slideshows, and labelled diagrams to present the information they have found. The learning theory of multiple intelligences was a focus in this strand and in our project, as students who learn better as visual learners will benefit from timelines and diagrams, linguistic or musical/rhythmical learners will benefit greatly from slideshows and videos, and kinaesthetic learners will benefit from interactive videos such as ExplainEverything.
Multiple Intelligences
->Interpersonal Through the underpinning of social constructivism in this project, the interpersonal intelligences of students is seen to be one of the greatest influences and developments. In each part of this WebQuest, students must work collaboratively in order to answer complex questions and present information in a creative and constructive way. Students must use and develop their communication and teamwork skills when working with a partner or in groups. Having a sense of responsibility when having an assigned role, and engaging in discussion and presentation of their work ensures every student is able to draw from their peer's ideas and interpretations, further expanding their knowledge and understanding of the topics. |
->Verbal/Linguistic
Verbal/Linguistic learners benefit greatly from reading, writing, and communicating information. There is a substantial amount of time dedicated to this type of learner throughout this WebQuest, developing their interpretation and communication skills. Students must interpret and portray information through verbal communication, and writing and representing information and data. During lessons 1-3, students are primarily extracting and writing information in diagrams, posters, and timelines. In the fourth lesson however, students must use their linguistic and communication skills to verbally communicate information via the 'Explain Everything' app. During these lessons, students are provided with a significant amount of information which they must view and extract information from. This develops their verbal/linguistic interpretation skills as they must extract relevant information from the substantial amounts provided.
-> Naturalist
Accomodating for naturalist learners was challenging, however as cells are the natural building blocks for all living organisms, naturalist learners will find this concept very engaging. During lesson 1, students are taught the first concepts of cells and how they are structured to enable all living organisms to live and grow. Throughout all lessons, it is reiterated how crucial it is to understand how each cell works together to help organisms to grow, function, reproduce and be sustainable.
-> Spatial
Spatial learners will benefit greatly from participating in this WebQuest as there is a substantial amount of diagram and image interpretation and representation. Spatial learners will be very engaged in all lessons as each part involves some sort of spatial application. By presenting information and findings in a Slide.ly, ThingLink, Sutori, and Explain Everything, students will gain a very keen understanding of the concept as they will be able to visually see the concept. This is crucial in this particular topic as knowing how a cell is structured and shaped greatly influences the student's ability to understand how it functions.
->Bodily/Kinaesethetic
Kinaesthetic learners are catered for during the fourth lesson, using the 'Explain Everything' app. By drawing and explaining the stages of Meiosis, they are able to obtain a keen understanding of the structure and relative location of the certain structures within the cell. Being able to hand-draw the structures of the cell ensures students obtain a keen understanding of the shape and relative location of each structure within the cell, and the cell as a whole.
->Musical
Musical learners learn best when they hear audio information, usually in the form of rhyme, or with a musical tune. These learners have been catered for during lesson 2, as some of the information they can gather is in the form of a song which is linked into the page. Students can access this song which provides some great information regarding the functions of the cell. Furthermore in this lesson, students are encouraged to add in extra resources to their ThingLink, whether that be images, videos, or songs. This encourages the students to find songs to help them extend their knowledge on the topic.
->Intrapersonal
During this WebQuest, intrapersonal learners are not directly catered for in particular activities, however, aspects of each activity has a sense of intrapersonal learning. During the group work, each student has an assigned role that they must fulfil. This encourages a sense of responsibility and that students ensure they complete their own assigned role so that they are able to contribute to the goals of the group. After the completion of the activity, students are able to reflect on their contribution to the group's work and self-evaluate what they did well, and what they can improve on.
->Logical/Mathematical
Logical/Mathematical learners learn best when being able to come to conclusions based on logical arithmetic. During lesson 3, these students are catered for by instructing students to present their information in a timeline format. By presenting information in a timeline, students are able to see the logical order of events that the particular event occurs in. They are able to visually see and understand that the next stage in the process is not able to begin until the previous stage has ended. The students are then able to make observations and logically explain what stage of the process the event is in.
Verbal/Linguistic learners benefit greatly from reading, writing, and communicating information. There is a substantial amount of time dedicated to this type of learner throughout this WebQuest, developing their interpretation and communication skills. Students must interpret and portray information through verbal communication, and writing and representing information and data. During lessons 1-3, students are primarily extracting and writing information in diagrams, posters, and timelines. In the fourth lesson however, students must use their linguistic and communication skills to verbally communicate information via the 'Explain Everything' app. During these lessons, students are provided with a significant amount of information which they must view and extract information from. This develops their verbal/linguistic interpretation skills as they must extract relevant information from the substantial amounts provided.
-> Naturalist
Accomodating for naturalist learners was challenging, however as cells are the natural building blocks for all living organisms, naturalist learners will find this concept very engaging. During lesson 1, students are taught the first concepts of cells and how they are structured to enable all living organisms to live and grow. Throughout all lessons, it is reiterated how crucial it is to understand how each cell works together to help organisms to grow, function, reproduce and be sustainable.
-> Spatial
Spatial learners will benefit greatly from participating in this WebQuest as there is a substantial amount of diagram and image interpretation and representation. Spatial learners will be very engaged in all lessons as each part involves some sort of spatial application. By presenting information and findings in a Slide.ly, ThingLink, Sutori, and Explain Everything, students will gain a very keen understanding of the concept as they will be able to visually see the concept. This is crucial in this particular topic as knowing how a cell is structured and shaped greatly influences the student's ability to understand how it functions.
->Bodily/Kinaesethetic
Kinaesthetic learners are catered for during the fourth lesson, using the 'Explain Everything' app. By drawing and explaining the stages of Meiosis, they are able to obtain a keen understanding of the structure and relative location of the certain structures within the cell. Being able to hand-draw the structures of the cell ensures students obtain a keen understanding of the shape and relative location of each structure within the cell, and the cell as a whole.
->Musical
Musical learners learn best when they hear audio information, usually in the form of rhyme, or with a musical tune. These learners have been catered for during lesson 2, as some of the information they can gather is in the form of a song which is linked into the page. Students can access this song which provides some great information regarding the functions of the cell. Furthermore in this lesson, students are encouraged to add in extra resources to their ThingLink, whether that be images, videos, or songs. This encourages the students to find songs to help them extend their knowledge on the topic.
->Intrapersonal
During this WebQuest, intrapersonal learners are not directly catered for in particular activities, however, aspects of each activity has a sense of intrapersonal learning. During the group work, each student has an assigned role that they must fulfil. This encourages a sense of responsibility and that students ensure they complete their own assigned role so that they are able to contribute to the goals of the group. After the completion of the activity, students are able to reflect on their contribution to the group's work and self-evaluate what they did well, and what they can improve on.
->Logical/Mathematical
Logical/Mathematical learners learn best when being able to come to conclusions based on logical arithmetic. During lesson 3, these students are catered for by instructing students to present their information in a timeline format. By presenting information in a timeline, students are able to see the logical order of events that the particular event occurs in. They are able to visually see and understand that the next stage in the process is not able to begin until the previous stage has ended. The students are then able to make observations and logically explain what stage of the process the event is in.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.). New York, NY: Basic Books.
Ormrod, J.E. (1995). Human Learning (2nd ed.). New Jersey, Prentice Hall.
Vygotsky, L. (1978). Mind in Society. London: Harvard University Press
Ormrod, J.E. (1995). Human Learning (2nd ed.). New Jersey, Prentice Hall.
Vygotsky, L. (1978). Mind in Society. London: Harvard University Press