Essential Learnings = Planning Essentials

For this task we are asked to deconstruct the Essential Learnings for our KLA - in my case this is Technology (for Home Economics/Hospitality) - Essential Learnings by the end of year 9.

So what are Essential Learnings?  They identify what should be taught and what is important for students to have opportunities to know and be able to do at particular year juntctures.  There are 3 parts to the Essential learnings for each KLA (Key Learning Area) and these are: the Learning and Assessment focus, the Ways of Working and Knowledge and Understanding.  All 3 areas inform curriculum planning outlining the agreed core for the KLA.  This agreed core is a minimum only and schools are still able to organise their curriculum to meet the needs of their students. (QSA, 2007)

So, on to the deconstruction process:
I am going to use bold text for the words that I consider to be most important.

Learning and Assessment Focus

• Explore the role of technology in society from a range of perspectives
• Use their imagination and creativity to develop design solutions and make design and production designs that demonstrate consideration of requirements
• They understand how information, materials and systems can be combined in innovative ways
• Understand the importance of matching characteristics to specifcations or standards
• Investigate contributions of technological processes and products in all markets
• Recognise that technology has a rich history, overlapping fields and great career opportunities

Ways of Working

Blooms Taxonomy   Essential Learnings Key Words
Remember                 Identify
Understand                Consult, discuss, communicate, select, identify
Apply                         Apply, make, refine, manipulate, design
Analyse                      Analyse, investigate
Evaluate                     Evaluate, reflect, justify, recommend
Design                        Design, generate, plan, manage, make

Higher order thinking involves the transformation of information and ideas resulting in synthesis, generalisations, explanations, hypothesising, interpreting and the drawing of conclusions. (taken from powerpoint generated for Kurwongbah State School)
I believe that all of the key words listed in the Ways of Working are examples of higher order thinking skills where it is not about simply recalling information, but using the information to make informed decisions, solve problems and generate a deep understanding of the topic by building on previous knowledge (constructivism).  When doing research however, I discovered that Analyse, Evaluate and Design are the highest order thinking levels.

Knowledge and Understanding
Technology as a human endeavour

• New products and technologies are designed and developed to meet changing needs and wants of intended audiences, and include artefacts, systems, environments, services and processes
• Product design and production designs are influenced by aspects of appropriateness and by detailed specifications, constraints and standards of production

Information, materials and systems (resources)

• characteristics of resources are compared, contrasted and selected to meet detailed specifications and predetermined standards of production to best suit the user

Final Reflection
We cannot ask students to demonstrate the ways of working (or Blooms taxonomy) without first teaching them how to do what we are asking.  That means, if we want them to do an analysis on something, we must first teach them how to analyse.  It is only when they understand how to do the task that they will be able to demonstrate their knowledge and understanding of the topic.

I have listed some strategies for each stage of Blooms Taxonomy:
Remember - mnemonics, Rhymes, Acronyms, Music
Understand - concept maps, KWL charts, casue-effect maps
Apply - classification activities, tree diagrams, puzzles, games
Analyse - SWOT analysis, Y-charts, Venn diagram, flow charts
Evaluate - decision making matrix, Judge Jury activity
Design - problem/solution charts, modelling
(ITC, 2009)

 References:
Blooms Taxonomy power point accessed at http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm


ITC. (2009) Innovative Teachers Companion 2010. Sydney: ITC Publications


QSA. (2007). Essential Learnings – Information Statement.
     Retrieved 30th November, 2009 from
http://www.qsa.qld.edu.au/downloads/learning/qcar_is_essential_learnings.pdf

My Belief Statement

No matter who we are or where we have come from, it is human nature to have your own beliefs or ideas.  I think it is important, especially as a Learning Manager, to be familiar and comfortable with your beliefs to ensure success in the classroom.
The Macquarie dictionary states that the word learn means 'to come to have knowledge of or skill in by study, instruction or experience.  Learning, then, is the act or process of getting knowledge and skill.  Learning is not about sitting in on a class and listening to the content - it also takes into consideration the embedding of this information so that we can use it meaningfully.
Teaching involves giving that knowledge and skill in a way that students will be able to understand, store, internalise and use in a meaningful way. (Marzano & Pickering, 2006).
So how do we ensure that our students are able to do all of these things?  With so many different learning styles present in a classroom, it is up to us as Learning Managers to ensure learning outcomes are met in ALL learners (Smith, Lynch & Knight, 2007).
Killen (2003) states that 'Different teaching strategies are simply different ways of helping students to learn.'
I believe in my discipline of Home Economics/Hospitality, it is easy to 'Keep it Real' (ie. relate learning to the everyday life experiences of the students).  Regardless of whether we are studying Food, Textiles or Individuals, Families and Communities, the students have had or will have exposure to all of these areas.  I love that what I am guiding the students through will undoubtedly help them in later life.  No matter how 'real' the learning is, the variety of learning styles will still shape how I need to address my lesson planning. I have made a list of pedagocial techniques that I have used or seen used in the classroom:

• Class discussion and brain storming of ideas
• Hands on Learning (practical cooking, sewing, creative pieces)
• Use of ICT in 'theory' lessons to make it more interesting
• Peer review
• Effective feedback following tasks, assessments and lessons

I know this is a small list but it is my intention to build on this during the course of the term.

References:
Killen, R. (2003). Effective teaching strategies: Lessons from research and practice. Victoria: Thomson  Social Science Press.
Marzano, J.& Pickering, D. (2006). Dimensions of learning: Teachers manual. (2nd ed.). Heatherton: Hawker Brownlow Education.
Smith, R., Lynch, D. & Knight, B.A. (2007). Learning management: Transitioning teachers for national and international change. Frenchs Forest: Pearson Education Australia

Teaching vs Learning

So what is the difference between teaching and learning?

Does teaching automatically mean learning?

Roy Killen (2003) describes a teacher as the person responsible for guiding the instructional process.  So just because you are a teacher, does that mean that students are automatically going to learn what you tell them.  Short answer - NO!  I am sure we have all experienced the good and the bad as far as 'teachers' go - those ones that make class a pleasure to go to, and then those that make us cringe at the very thought of going to one of their lessons.  Now, my high school days were a while ago (19 years to be precise) and I can still remember those teachers that made learning more enjoyable but I probably remember more vividly the ones that didn't!!!!  Being a teacher is so much more than standing in front of the class with a lesson plan full of content to get through - it is about engaging with the students. 
The term 'Learning Manager' is certainly more appealing to me than 'teacher', indicating that we are going to 'manage' the students, making them more responsible for their own learning and thus creating a sense of empowerment.  We can stand up in front of that class and talk until the sun goes down about a particular topic but if there is no engagement from the students, we may as well be pushing it from one of their ears straight out the other one.  They need to be able to internalise the information in a variety of ways and this is where student directed learning comes into its own.  What better way to get the students to learn, than to put it into a relevant, real life and meaningful context.  Giving students choice in learning isn't about letting them learn about whatever they want, but more allowing them to direct it in a way that suits their needs and desires.
I know I want to be remembered as the 'teacher' that taught them so they actually 'learnt' - the one that they look back on and realise how I helped shaped their teenage years.  I realise that for a lot of students, we are the significant adult in their lives so they will most certainly look to us for guidance - isn't it only fair that we offer every student the chance to 'learn' from us.

Reference:
Killen, R. (2003). Effective teaching strategies: Lessons from research and practice. (3rd ed.). Victoria: Thomson Social Science Press

A previous learning journey.....

'Before we can move towards a better understanding of the Middle Phase Learner, and our role as manager of learning, it is wise to redefine the concepts of teaching and learning'. (http://moodle.cqu.edu.au/mod/resource/view/php?id=81545)
In order to do this, I will look back at a previous learning journey that I have had by answering some questions.
The learning journey that I am going to choose is during my time as an apprentice hairdresser.
What was the reason for learning? Did it just 'happen' or was it planned?
Well, as far as becoming a hairdresser, it was something I kind of 'fell' into.  After moving to the Gold Coast at age 21, I realised that I wanted to put my brain to some use but had absolutely no idea what I wanted to study.  So I took myself off to the local TAFE and got some brochures on the courses that they offered.  The certificate in Salon Practices looked like fun so I signed up.  Never in a million years did I think that this would lead to a career in Hairdressing.  So, initially, I guess you could say that the learning journey just 'happened' but once I had started, the learning became a lot more planned.
Were you anticipating success? Was your motivation intrinsic or extrinsic?
Whenever I do something, my philosphy is 'to do my best' - I am very much the perfectionist (which can be very tiring at times!!) So was I anticipating success? OF COURSE......as for motivation, there is always self satisfaction on a job well done but there is also a great deal of pride when you are praised by peers or work colleagues.
Was it a useful or desirable thing to learn?
It was extremely useful as this was to be my career and I was lucky enough for it to be desirable as well.  As much as I HAD to do it in order to complete my apprenticeship, it was also something that I was really enjoying.
Was it a by heart (rote) type of learning or was it more about understanding and using the information?
For me it was very much about understanding why I was doing things and being able to use that information in a variety of ways.  Hairdressing is not the type of thing you can learn by rote - instead it takes lots of practical experience (backed up by a great understanding of the relative theories).
Who did you learn from? Did somebody support you, model or explain the desired learning outcome?
In my situation, I would attend TAFE one day a week and work in the salon for the rest of the week.  The time I spent at TAFE seemed as though it was purely to get my certificate.  With a group of around 20 apprentices, it was hard to get the one-on-one modelling that was sometimes required.  Back in the salon was another story - my senior hairdresser was fantastic.  She definately knew her subject and was able to model and explain all the elements very effectively.  I believe this may have had a lot to do with the fact that I was the only apprentice and therefore, generally had her undivided attention.
How did you know you were successful at learning?
The obvious answer would be - I completed my apprenticeship.....but that doesn't necessarily mean that I was successful at learning.  I know a lot of hairdressers that although qualified, probably don't have the skills they should have. 
I believe that I was successful at learning because I was able to take the knowledge and skills taught and apply that in real-life situations - in this case, styling someones hair!  Hairdressing can be very unforgiving - if you are not good at it, you generally won't have any clients!!!! :)  Thankfully, I had a really good following so I must have been OK.
When I was younger, I would constantly doubt my abilities but as I have gotten older (and hopefully wiser), I realise that you can only ever do your best - and as long as you are doing that, what else can you ask of yourself.  I  tell the students in my classes (and my own children) that the only person you have to prove anything to is yourself - because your conscience is stronger than anything else in the world.

Introduction

Just a quick message to say Hi and welcome to my Blog.  I am looking forward to getting to know some of you over the next term.