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	The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
	Learning is embedded in an authentic context
	Learners generate new knowledge that is sufficiently valued as to be used to improve and develop the learning environment and disciplinary

Embedded Task 5 - Reflection on Simulations, Interactives (or Technology of your choice)

Hi all,

In this weeks Digital Pedagogies in Secondary Schools class we discussed and look at different types of digital tools such as Simulations and interactives like Google Maps. For this weeks reflection I have chosen to focus my attention on the program Prezi.

Prezi is a cloud-based presentation software and storytelling tool for presenting ideas on a virtual canvas. The product employs a zooming user interface (ZUI), which allows users to zoom in and out of their presentation media, and allows users to display and navigate through information. It can be used by teachers and students to collaborate on presentations with multiple users having access and the ability to edit the same presentation, and to allow students to construct and present their knowledge in different learning styles.

Here is an example of a Prezi presentation based on waves.


This technology is relatively easy to use however there is a learn and support tab if help is needed. Prezi is available as a free program, however if you want extra features that are not available in the free version, there is a sub scriptable version.

This particular program I believe is an essential tool for pre service teachers to use. Students could use this program to create presentations or using for brainstorming. Teachers could use this technology to provide digital resources across multiple learning settings and to assess student work.

The SAMR model can be used to further evaluate Prezi. Some examples of this are included below.

Level of SAMR	Student	Teacher
Substitution Level	This program will engage the students more than completing the same things in their books.	Easy way to create a number of digital resources.
Augmentation Level	This allows students to express their own ideas.	Allows the teacher to give the students feedback on their work individually.
Modification Level	Allows more time for the needs of all those involved which leads to higher focus on the learners and adds the option to continually modify the activities.
Redefinition Level	Allows students and teachers to develop their own digital components. This will help the students when they are completing their assessment items.

This week I have found yet another useful program that gives me as a pre service teacher an enormous amount of different ways to utilise it and apply it across a range of learning environments.

Here is a link to the Prezi website so that you can start creating your own presentations!
https://prezi.com

James Smith.

Embedded Task 4 - Reflection on Presentation Tools

In this weeks course materials, we looked at the different presentation methods available for use as pedagogical tools in the classroom. Whilst PowerPoint, Prezi and Glogster are all great presentation tools, for this particular blog reflection I will focus on the use of PowerPoint. PowerPoint has many different ways that it can be utilised and incorporated into classroom curriculums.

There are several different ways to ensure that your PowerPoint presentation is engaging for your students, and the possibilities are endless. PowerPoint is a great way to utilise for student assessment as it can be used as an accompaniment for an oral presentation, a source of typed notes and information for teachers to present just to name a few. It also offers the opportunity to insert pictures, audio, videos, graphs and much more to add to the presentation, and it is presented in a slide format. PowerPoint is in my opinion a great program to incorporate a range of teaching resources within different contexts. PowerPoint is an extremely easy program to use and navigate through and there is also a help page to guide users through the program and how it operates.

As I am a pre-service Health and Physical Education teacher, there is a huge number of different ways that I could incorporate the use of this program into my teaching. The most obvious one would be to have the students use the program to present their assignments. By using the SAMR model I can design my teaching programs to suit my students. At the substitution level, I could give my students an effective model of what their PowerPoint needs to look like, while I am explaining their assessment task. At the augmentation level, I can begin to have the students develop their own PowerPoint presentation and as the teacher I can monitor their progress and provide feedback. At the modification level, the students can begin to add pictures, audio and videos and anything else that will enhance their work to the presentation. Finally, at the redefinition level, the students can present their PowerPoint presentation to the class while I mark it.

The use of program PowerPoint in the classroom curriculums can enhance the students to present their work with the use of digital technology, and engage themselves in higher order thinking to be able to present their work effectively.

Embedded Task 3

Hi all,

In class this week we looked at how digital artefacts can be utilised as pedagogical tools in the classroom. As a teacher in the 21st century, it is expected that most of the curriculum is based around the use of different technologies in order to ensure that students are engaged and are learning and retaining information. Whilst audio, images and video are all great tools to use to engross the students, I will for the purpose of this task focus on the use of videos and the endless capabilities of them fitting into my own personal teaching contexts. I will also use the SAMR model to further my justification of why the use of videos in the classroom is an effective learning tool.

There are an endless number of ways to create a video, for example home videos, animations and live videos to name a few. The video program that I have had the best experiences with is Windows Movie Maker. In this particular program it is possible to upload a video clip and edit parts out, add music, turn parts into slow motion footage and much more. Windows Movie Maker is a relatively easy program to navigate as there is help functions present to guide you through the video making process. Windows Movie is in my opinion a great way to incorporate resources within a number of learning contexts.

There are many ways that I can relate the use of this technology to my main teaching area, Health and Physical Education. I could for example, film my students practicing drills and participating in games so that I can use the footage in order to grade the students. Through the use of the SAMR model I can suit my teaching programs to my students. At the substitution level, I could upload these videos of the students assessment so they can evaluate their own performance. At the augmentation level, I can have the students write a reflection on how they thought they performed during the videos. At the modification level, the students could create a movie that has their footage and a voice over that is explaining what they are doing and how they can improve. Lastly, at the redefinition level, the students could put the video they have created onto a blog or wiki so that the teacher can provide feedback to the students.

Here is a video of a skills session with voice overs, to give an example of the types of things I would look for from the students.
The use of videos in the classroom can create an endless number of opportunities for students to develop their understanding of how they can use technology and engage themselves in higher order thinking in the classroom.