Essential Learnings
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http://www.sacsa.sa.edu.au/index_fsrc.asp?t=EL
Futures
The purpose
To make current educational practice relevant to learners, and provide them with the skills and the capacities to thrive in a fast changing world.
To develop optimistic active learners who will take part in the shaping of their own futures.
This means
Learners developing an understanding of patterns and connections within systems.
Learners understanding world views when analysing future challenges.
Learners building scenarios of preferred futures.
Learners acquiring skills that will enable them to thrive in a fast changing world rather than becoming casualties of such change.
Identity
The purpose
To assist learners to achieve a sense of their own current and emerging identity.
To develop learners who will take action to shape their own personal and group relationships.
This means
Learners developing an understanding of themselves, of the groups to which they belong, and of other members of their community.
Learners coming to an understanding of the social construction of identities.
Learners developing the capacity to relate effectively to others and to resist the pressure of negative stereotyping.
Learners achieving a sense of their own current and emerging identities.
Multiple Intelligences
see Table of multiple Intelligences
Metacognition (Knowing oneself as learner)
Teaching ABOUT thinking metacognition
- Teaching about thinking is teaching about reflection, self-regulation and self-assessment.
- teaching about one’s own thinking is called metacognitive reflection.
- It’s about self-awareness and subsequent self-regulatory processing, or self-evaluation.
- It requires learner regulated goal setting, self-monitoring, and reflective actions and reactions to the learner and their learning.
- It’s the cornerstone of the learner-centred concept that drives personal application and transfer of learning.
Interdependence
The purpose
To develop learners who recognise that their own lives and lifestyles are inseparable from wider systems.
To develop learners who are active in shaping local and global communities.
This means
Learners coming to an understanding of cultural and global connections, patterns and evolutions.
Learners coming to an understanding of what is needed for sustainable social and physical environments.
Learners cooperating to achieve agreed outcomes.
Learners acting to benefit their communities.
Thinking
The purpose
To develop learners who value both the rigorous and creative aspects of quality thinking.
To develop learners who have the capacity to generate and evaluate ideas and solutions.
This means
Learners knowing themselves profoundly as learners and thinkers.
Learners using a wide range of thinking modes.
Learners utilising thinking from a range of times and cultures.
Learners developing and employing enterprising attributes.
Learners developing enterprising and creative solutions for contemporary issues.
Quality thinking (Bloom’s Taxonomy)
| Taxonomy level (Bloom’s) | Focus questions |
| Remember (Factual answers, recall and recognition) | Can you describe the facts of the situation? |
| Understand (Translating, interpreting, showing understanding) | Can you show that you understand the situation? |
| Apply (Using information gained in a different and a familiar situation) | Can you apply this information to another situation? |
| Analyse (Break into parts to examine more closely) | Can you break this information into parts so that you may understand the structure? |
| Evaluate (Judge, use criteria, rank, substantiate) | Can you form an opinion or make a judgment and give reasons for it? |
| Create (Combine information and new situations to create new products, ideas, etc.) | Can you create some fresh ideas or new solutions? |
Communication
The purpose
To develop learners who understand the complexity and power of communication and how it works.
To develop learners who have the capacity to communicate effectively through their understanding of literacy, numeracy and information and communication technology.
This means:
Learners having an understanding of the complexity and power of language and data.
Learners having an understanding of how communication works.
Learners having the ability to make effective use of language, mathematical information and the tools of information and communications technology.
Learners being able to effectively use communication in a range of modes.
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