Students who are allowed to explore, empathize, question, hypothesize, conceptualize, experiment, and evaluate throughout their own learning become productive community members" (Hummell 5). Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life.
My impression speculates that the Kemp Model works well with the ADDIE approach consisting of analysis, design, development, implementation, and evaluation (Branch, 2009).This model was selected because it allows for perpetual revisions to its instructional delineation, additionally this benefits our home school as trial and error are mandatory in selecting goals and objectives conjointly authenticating testing for young learners. Set learning goals- These goals should be realistic and age appropriate for the learners in homeschool, we focus on the convergence of learning that builds personal growth and
Australian government, education authorities, tertiary education institutions and all Australian know and recognise about the opportunities and challenges that were mentioned in these researches. Hence, the curriculum can be changed and amended to cope these issues and prepare for young Australian people in the future jobs. Improving the knowledge, skills for young people through schools can be the best way. For example, as the FYA report mentioned, Young Australian need to have skills about digital, finance and skills to innovate, adapt and navigate the complex careers in the future (p. 2). Hence, the research suggested, mandatory computing or digital technologies could be considered to implement in curriculum from primary school instead of from year 9 as the recommendation of Australian curriculum, and ensuring access to digital infrastructure in all schools and communities (FYA, p, 30-32).
Research into how children think and learn has suggested that children absorb the most information while they are participating in activities which are intentional teaching methods. Taking into consideration previous knowledge of the children’s cognitive development milestones and what strategies work best for teaching at certain ages or year levels has helped this resource to be accurate and well suited to year one students and is also useful for teachers to utilize in a classroom setting. This resource was created based on the current Australian Curriculum, The Early Years Learning Framework (EYLF) and cognitive developmental milestones. Children using this resource will improve knowledge on shapes and learn how to explain the differences of various shapes; children may also find that this resource may improve development for counting and reading as they are also main components. Supporting the progress of learning shapes is vital for children as this is a skill they will use as children all the way through to
Critical reflection on two approaches – Reggio Emilia Approach and Forest School Approach Reggio Emilia Approach Reggio Emilia Approach is an educational philosophy which considers children as capable, innovative and curious learners with intrinsic motivations in learning about the unknowns surrounding them (Mitchell and Carroll, 2003). It aimed to promote children’s learning through the development of “the hundred languages” of children (Edwards, Gandini and Forma, 2012). Features Learning spaces, social exchanges, projects, art materials, documentation and collaborative teaching style are the core values of the Approach (Mitchell and Carroll, 2003). In this approach, spaces involved in students’ daily lives were considered as extensions
Multiple means of assessment means feedback can be delivered in a wide range of methods, in an age and contextually appropriate and also timely, manner. Immediate, whole class discussions following exams, self-evaluations through the use of a journal or pre-made evaluation sheet, and peer feedback, which prompts a collaborative model for learning, are all feedback tools teachers can use throughout assessment in order to improve student learning (Brand, Favazza and Dalton, 2012). It is possible to use Multiple Means of Assessment in the unit ‘Place and liveability’ in a variety of ways. For one assessment task, students are asked to act as town planners. It is here that the task of the assessment can be adjusted so students have the choice to create a written report, deliver an oral report, create a visual art piece or use technology to deliver their understanding for assessment.
“The behavior of difficult-to-manage students can be improved through providing interesting lessons on topics of personal relevance that permit active involvement and lead to competencies students consider important” (Charles & Senter, 2005, p. 131). This statement summarizes perfectly the idea that when students are engaged and learning about topics that are meaningful to them, their world opens up and they begin to see a purpose in what they are doing. According to Trevor Muir, a teacher and author of The Epic Classroom, conflict can motivate students and develop a sense of curiosity (T. Muir, personal communication, February 20, 2018). When students are presented with a real world conflict, they become motivated to find a solution. Project-based
In order to develop a child’s identity in accordance with both the EYLF and an Aboriginal perspective whilst also supporting children’s awareness of Aboriginal cultures and practices through a curriculum that supports children in learning about the land, earth, plants and animals, it is also important how we as educators will support this knowledge to grow (McKnight, et al., 2010). According to Harrison (2010), Aboriginal history plays a key role not only with Aboriginal children but also with non-Aboriginal children and the importance that everyone should learn about the importance of Aboriginal history. As well as educators developing a curriculum that incorporates the Aboriginal community in their area so as to include local histories, local
The Australian Curriculum encourages engagement with many cultures for the development of “intercultural understanding” (Australian Curriculum, Assessment and Reporting Authority, 2014). Knowledge of Thompson’s ‘virtual schoolbag’ can assist teachers to implement a curriculum equally relevant to all children, challenging the privilege and disadvantage that many feel is still entrenched in the Australian education system, helping to level the playing field. The contents of children’s ‘virtual schoolbags’ are dependent on their socio-economic and cultural backgrounds. There is, according to Thrupp (2014), a “general middle-class advantage” and also, students arrive at school “unevenly prepared for the teacher’s cultural assumptions that inform his or her literacy teaching” (O’Brien, 1998. p.16). Children who are most prepared for academic success, reside in this advantageous position due simply to the family they were born into and the ‘cultural capital’ they consequently possess (Thompson, 2002, p.5).
Universal Design for Learning is described by the CAST website as “...a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.”. Universal Design for Learning was not intended on just helping students with special needs feel included, but also to allow students who learn in a way that is not considered ‘normal’ by teachers to hopefully engage with the content. The flexibility involved in Universal Design for Learning has become an essential part of the Australian