JS423 EDUCATION SERVICE AND COMMUNITY ENGAGEMENT
LECTURE 12/5/07
When we read world events in the context of the times we come to understand that terrorist events are a form of speech or language telling us that the inhumane division of world wealth and resources is not acceptable. That 20% of the world’s population should enjoy 80% of wealth and resources is inequitable.
Imperialism and colonialism by the western powers have led to the situation where the 20% world require the poverty of the 80%. Many current problems in the world can be traced back to the effects of colonialism. While poverty of the 80% promotes terrorism it is also a consequence of shame and humiliation experienced by those who identify with the humiliated 80%. Violence grows out of an unequal world and consumerism and overconsumption by the privileged 20% fuel the humiliation and degradation of the oppressed and poor.
While as a society we crave for more and more material goods to make us feel happy and secure it is interesting to reflect that rampant materialism is not only the root cause of much anxiety and suffering in ourselves and our own society but on a global level causes misery and poverty. With a global perspective hopefully we can find more motivation as a society and as individuals to have non-materialistic goals as our reason for being. The world environmental crisis looms as large as it is because of overconsumption and neglect of non-material values. Perhaps the environmental crisis will help us realise that we have to change our ways, not only to save the planet from ecological disaster but also because it is unfair to the majority 80%.
Whilst there is such disturbing inequity in the world there is a hopeful note when we look at the economic progress that has been made in many poverty stricken parts of the world. Enormous material gain has been made in much of Asia with some parts of South America also pulling themselves out of poverty. Environmental issues continue to grow in these parts of the world but if the world is to climb out of ecological disaster then it is important that all the nations of the world work more co-operatively in the common interests of all.
As individuals we can educate ourselves and others to be more aware of issues and in our own example change our lifestyles.
JS423 – Lecture 22/5/07
We reviewed the links with terrorism through consumerism and humiliated communities . We looked at terrorism and its different guises whether it be in the shape of a B52 bomber or a suicide bomber on a bike. Remnants of the colonial project whereby 20% of the world’s population enjoys 80% of its wealth have an enormous impact on the prevalence of violence in our world. Colonial approaches to wielding power ensured that institutional structures that were established would work to maintain the power of the colonial nations. This broad international structure, initiated in colonial times, is responsible for broad global levels of violence as the 80% of the earth’s population do not have access to a corresponding amount of global wealth.
In examining international developments associated with global conflict we can see that conflict arises not only over territorial issues but also over protecting a way of life. This is particularly obvious when we look at the American ideals and the sense that lifestyle issues are non-negotiable. In particular the mythology of the American Dream is particularly powerful especially as it operates largely on an unconscious or subliminal level. It applies even to those who have difficulty accessing the dream, because they do not have assess to wealth and privilege in the same way that the elite of American society do, because they aspire to the American dream. As such it is a very powerful tool. The mythology of each society has a huge impact on the aspirations of the people of that society. In the American case its effect operates on many levels from conscripting the poor underclass to fight its wars to the broader ethic that consumerism will make you happy.
Symbols and icons such as the American flag, baseball, cleanliness, and the ideal small-town America have an enormous effect in promoting patriotism for country, a consumerist mentality and promotion of American values in general. Activists such as Noam Chomsky make it known that the real agenda of American power wielding is to maintain the disparity of power between the rich and the poor. In this way the American power base can be maintained and propaganda effectively manipulated without the general populace even being aware they are being manipulated. Because the American Dream of a happy life has so effectively been taken into all levels of American life primarily through the media it operates as a driving force on all aspects of society and particularly on those who do not have easy access to the benefits of the materialist society because of poverty or racial background. In these cases the poor and underprivileged aspire to the American way of life and so the hidden patriotic and materialist agenda operates to preserve the status quo.
Noam Chomsky in his lecture to Harvard University, “Distorted Morality” video, on my blogsite, Sauntering2, in 2002, speaks of the need for moral integrity in American attitudes to terrorism. He gives examples of the involvement of the American Government in state sponsored terrorism over a number of decades from the Contras in South America to instances of CIA involvement in terrorism in the Middle East. This terrorism is upheld by the American government as acceptable and legitimate as it purportedly supports the ideal of democracy. Chomsky advocates that the American government is hippocritical in its approach to terrorism as it supports terrorism in order to obtain its goals just as other nations are doing. The American government propaganda asserts that terrorism is acceptable in certain circumstances, that is, to allegedly promote democracy. Chomsky states that an honest approach would be to stop talking about morals, right and wrong, and to assert that America has the benefit of the military and will use it to rule the world.
Being a hippocrit or condemning in others what you do yourself is condemned in the Bible and is antithetical to Christian values. Fear is an effective tool for galvanising public opinion against others when it demonises the other and so not only in America but also in Australia we have the scenario where Australian troops have been sent to Iraq as part of the war against terror. Within the psyche of Australians, icons and images strongly work through the media to make it seem imperative to us that we protect ourselves from terrorism. We believe this will help us protect the Australian way of life and the Australian dream of material prosperity and well-being. Owning our own home in suburbia, having plenty of material things and following a consumerist way of life are promoted as the path to happiness. However when we look at research quoted in the Sydney Morning Herald, June 2-3, front-page, “Millions yearn for 9-to-5 heyday”,( A Desire for 9 to 5: Australian’s Preference for a Standard Working Week, by Dr. Brigid van Wanrooy, a post-doctoral fellow at the Workplace Relations Centre at the University of Sydney) we see that Australians are working some of the longest hours in the industrialised world. They work these long hours to live out this ideal of the Australian Dream that money and consumer goods will make them more happy. However while Australians are more wealthy, research indicates that the increased working hours needed to achieve this goal of materialism have resulted in the breakdown of family and other relationships. With this breakdown in relationships we are finding we are less happy and the dream can be seen as a false illusion.
On a Christian level if we are able to devote more time to building community and helping others then we may find this will lead to not only greater societal well-being but also greater personal satisfaction with life. Upholding values different from the prevalent materialist and consumer approach is critical to preserving not only the environment but also our humanity and basic Christian values.
Saturday, June 2, 2007
Friday, May 25, 2007
Wednesday, May 23, 2007
Tuesday, May 22, 2007
The usefulness of wikis
Wikis can be helpful as a means of organising information in a coherent form. This is enhanced by the use of hyperlinks. If there are any questions about a piece of information then further reference can easily be made to other sources of information for explanation. New information can easily be added and edited and the users refine and develop the product. Ideas and information for projects can easily be shared. A wiki needs to be highly structured and organised to be successful They are useful in education
Monday, May 21, 2007
ED 4134 Assignment 2: Learning Style Supported by ICT and Implementation as a Cognitive Tool
I have tried to organise material on this blog site around the theme of Indigenous Australia. The image of an aboriginal person getting ready for a corroboree would facilitate learning for a visual/spatial learner. The visual learner is the most widespread of learning intelligences and most of the learning styles would be enhanced by image and graphics. The video clip, slide show and graphic organiser would also assist the visual learner as this material is in a visual form. Due to traditional Aboriginal taboos about photographing Aboriginal people it was difficult to get a range of images depicting traditional lifestyles.
In the video a visual learner could study the detail of the appearance of Aboriginals in their movement, voice and costume. As the video can be replayed it is a good opportunity to closely study detail of the corroboree and get a better sense of the nature of this type of activity.
As a video can contain many ways of expressing information and ideas it can suit most of the learning styles. In the corroboree video a bodily/kinesthetic intelligence would enjoy focusing on the dance and movement features of the video. As a video can include all types of information it can suit most learning styles. A video of discussions would suit the interpersonal learner. Videos of debates, surveys, journals, diaries would suit the Intrapersonal learner. As most videos have sound the needs of the verbal/linguistic intelligence and the musical/rhythmic intelligence would be appropriately met.
A graphic organiser would particularly suit a visual/spatial learner and would also be helpful to the logical mathematical intelligence due to its ability to organise material.
A sound file is useful for the verbal/linguistic and musical rhythmic learners and so a sound clip incorporating Aboriginal songs and languages would be useful for these types of learners.
Games can appeal to a wide variety of learning types. More sophisticated games appeal to most learning types. Multiple player games appeal to the intrapersonal and interpersonal learners. These games can also require teamwork and problem solving, strategy, simulation of experience as well as a range of emotional input such as empathy for characters in different situations. Higher order learning as articulated in Bloom's taxonomy involving strategic thinking, interpretative analysis, problem solving and adaptation to rapid change are also facilitated. Going on journeys in virtual landscapes facilitates the visual/spatial learner but also the verbal/linguistic learner as they write about the experiences they have along the way. Extending this type of learning can channel it towards higher level creative learning. In this way listening and writing skills can develop as students increase their ability to focus. The naturalist learner can be involved in learning with games that bring in a variety of database, mapping, microscope and other related skills. The body/kinesthetic learner is supported with simulations requiring eye-hand coordination and related activities.
A graphic organiser as set out in the Inspiration based mind-map setting out ideas around the theme of aboriginal Australia can open up higher order thinking possibilities as students use it to map out problems and look for solutions to resolve problems and challenges. Creativity develops as students are able to brainstorm different options and arrive at their own possible solutions and outcomes. Mindmaps can also be designed in the context of the particular stage of learning that the student has reached. Simpler or more complex organisers can be developed depending on the proximal stage of development the student is at. Students can also work in collaboration with each other and help to facilitate new and creative approaches to various situations. The logical/mathematical intelligence is promoted through activities that stimulate reasoning and so the order and form of the graphic organiser can help stimulate this ability. The graphic organiser also facilitates the categorizing and ordering of information which stimulates the naturalist intelligence. Manipulation of image stimulates the visual learner in the mindmap realm.
In the video a visual learner could study the detail of the appearance of Aboriginals in their movement, voice and costume. As the video can be replayed it is a good opportunity to closely study detail of the corroboree and get a better sense of the nature of this type of activity.
As a video can contain many ways of expressing information and ideas it can suit most of the learning styles. In the corroboree video a bodily/kinesthetic intelligence would enjoy focusing on the dance and movement features of the video. As a video can include all types of information it can suit most learning styles. A video of discussions would suit the interpersonal learner. Videos of debates, surveys, journals, diaries would suit the Intrapersonal learner. As most videos have sound the needs of the verbal/linguistic intelligence and the musical/rhythmic intelligence would be appropriately met.
A graphic organiser would particularly suit a visual/spatial learner and would also be helpful to the logical mathematical intelligence due to its ability to organise material.
A sound file is useful for the verbal/linguistic and musical rhythmic learners and so a sound clip incorporating Aboriginal songs and languages would be useful for these types of learners.
Games can appeal to a wide variety of learning types. More sophisticated games appeal to most learning types. Multiple player games appeal to the intrapersonal and interpersonal learners. These games can also require teamwork and problem solving, strategy, simulation of experience as well as a range of emotional input such as empathy for characters in different situations. Higher order learning as articulated in Bloom's taxonomy involving strategic thinking, interpretative analysis, problem solving and adaptation to rapid change are also facilitated. Going on journeys in virtual landscapes facilitates the visual/spatial learner but also the verbal/linguistic learner as they write about the experiences they have along the way. Extending this type of learning can channel it towards higher level creative learning. In this way listening and writing skills can develop as students increase their ability to focus. The naturalist learner can be involved in learning with games that bring in a variety of database, mapping, microscope and other related skills. The body/kinesthetic learner is supported with simulations requiring eye-hand coordination and related activities.
A graphic organiser as set out in the Inspiration based mind-map setting out ideas around the theme of aboriginal Australia can open up higher order thinking possibilities as students use it to map out problems and look for solutions to resolve problems and challenges. Creativity develops as students are able to brainstorm different options and arrive at their own possible solutions and outcomes. Mindmaps can also be designed in the context of the particular stage of learning that the student has reached. Simpler or more complex organisers can be developed depending on the proximal stage of development the student is at. Students can also work in collaboration with each other and help to facilitate new and creative approaches to various situations. The logical/mathematical intelligence is promoted through activities that stimulate reasoning and so the order and form of the graphic organiser can help stimulate this ability. The graphic organiser also facilitates the categorizing and ordering of information which stimulates the naturalist intelligence. Manipulation of image stimulates the visual learner in the mindmap realm.
Sunday, May 20, 2007
Indigenous Australia.gif
Overview of various issues affecting our understanding of indigenous Australia today.
Saturday, May 19, 2007
indigenous australia
I. Influential people
A. Noel Pearson
B. Gary Foley
II. History
A. Arrival of First Fleet
III. Political events
A. 1967 referendum
Land Rights Act
B.
C.
D.
IV. Daily life
A. Food
B. Health
Issues
C. law and order issues
D.
V. Geography of Different Nations
A. Languages
B. Sydney area
Sacred Sites
VI. Music, literature
& arts
A. Indigenous musicians
B.
C. Dance and corroboree
Book
Canyon
Process block
Aboriginal Artists
Aboriginal Art
Stolen Generation
Rainforest
Sorry?
Protest
Protests and demonstrations
I.
Leader
Leader
Land Rights
Seasons
Kangaroo
Totemic animals
I. Influential people
A. Noel Pearson
B. Gary Foley
II. History
A. Arrival of First Fleet
III. Political events
A. 1967 referendum
Land Rights Act
B.
C.
D.
IV. Daily life
A. Food
B. Health
Issues
C. law and order issues
D.
V. Geography of Different Nations
A. Languages
B. Sydney area
Sacred Sites
VI. Music, literature
& arts
A. Indigenous musicians
B.
C. Dance and corroboree
Book
Canyon
Process block
Aboriginal Artists
Aboriginal Art
Stolen Generation
Rainforest
Sorry?
Protest
Protests and demonstrations
I.
Leader
Leader
Land Rights
Seasons
Kangaroo
Totemic animals
Friday, May 18, 2007
Saturday, May 12, 2007
Tuesday, May 8, 2007
AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
How do we manage multiple intelligences in the ICT environment?
AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htm
This site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICT
http://hometown.aol.com/abctagteam/multiple_intelligences.htm
Applying Bloom's Taxonomy in the classroom
This gives you concrete leads....but how do you use it in the ICT environment?
http://www.teachers.ash.org.au/researchskills/dalton.htm
There are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.
http://www.ncsl.org.uk/networked/index.cfm
Constructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.
http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
This site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.
http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.
http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Sunday, March 18, 2007
How to add video into your blog
http://bloggerstatusforrealbeta.blogspot.com/2007/01/editing-template-in-new-blogger-blog.html
Posted by offspring at 11:46 PM 1 comments
Monday, March 12, 2007
http://www.slideshare.net/Downes/elearning-20/1
Posted by offspring at 4:59 PM 0 comments
Monday, March 5, 2007
http://evolution.massey.ac.nz/assign2/MH/webpage.htm
Posted by offspring at 7:10 PM 0 comments
April 2007 Home
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Updated link for The Knowledge Tree reading > 8.05...
Holiday dreaming
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The World Is Flat - in 6 minutes
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Online resources
Interview with Al Gore
Polar bears talking
How do we manage multiple intelligences in the ICT...
Google gadgets for your webpage- just for fun
How to add video into your blog
http://www.slideshare.net/Downes/elearning-20/1
http://evolution.massey.ac.nz/assign2/MH/webpage.h...
About Me
offspring
View my complete profile
AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htm
This site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICT
http://hometown.aol.com/abctagteam/multiple_intelligences.htm
Applying Bloom's Taxonomy in the classroom
This gives you concrete leads....but how do you use it in the ICT environment?
http://www.teachers.ash.org.au/researchskills/dalton.htm
There are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.
http://www.ncsl.org.uk/networked/index.cfm
Constructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.
http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
This site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.
http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.
http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Sunday, March 18, 2007
How to add video into your blog
http://bloggerstatusforrealbeta.blogspot.com/2007/01/editing-template-in-new-blogger-blog.html
Posted by offspring at 11:46 PM 1 comments
Monday, March 12, 2007
http://www.slideshare.net/Downes/elearning-20/1
Posted by offspring at 4:59 PM 0 comments
Monday, March 5, 2007
http://evolution.massey.ac.nz/assign2/MH/webpage.htm
Posted by offspring at 7:10 PM 0 comments
April 2007 Home
Subscribe to: Posts (Atom) Date & Time
Gadgets powered by Google
Blog Archive
▼ 2007 (11)
▼ May (2)
Updated link for The Knowledge Tree reading > 8.05...
Holiday dreaming
► April (1)
The World Is Flat - in 6 minutes
► March (8)
Online resources
Interview with Al Gore
Polar bears talking
How do we manage multiple intelligences in the ICT...
Google gadgets for your webpage- just for fun
How to add video into your blog
http://www.slideshare.net/Downes/elearning-20/1
http://evolution.massey.ac.nz/assign2/MH/webpage.h...
About Me
offspring
View my complete profile
Learning Styles
Learning styles suited to an online environment: the first ones that come to my mind are visual, kinesthetic, spatial. Musical and general oral learning is enhanced with sound on the computer.
Saturday, May 5, 2007
JS 423 Education, Service and Community Management
Lecture 21st April, 2007
In this lecture we were introduced to the two rival streams of religious projects: the prophetic and the purist. Both streams have their strengths and weaknesses. In a broad sense the prophetic stream is concerned with doing justice and the purist stream is concerned about the observance of the rules and keeping the law. The tension between these two approaches is a part of everyday life in general but is particularly obvious when dilemmas in the life of the church are examined. We looked at a number of examples where the tension between these two approaches is evident and then looked at the history of Christ’s crucifixion and resurrection within the context of these approaches.
We also looked at atonement theology and its feudal roots and how this has influenced modern day thinking about the death of Christ. In atonement theology Christ atones or is payback for the sins of Adam so that God is then seen as a vengeful God who intends Christ’s death. If the Bible stories are examined in the light of the purity/prophetic stream then Christ’s death is interpreted in a different way to that of atonement theology. We then see Christ as a victim of competing purist/prophetic forces within the religious world. Jesus remains faithful to the Kingdom Project and resurrection is God’s faithful response to the faithfulness of Jesus.
I found the examination of atonement theology within the context of medieval thinking to be helpful in understanding modern day religious approaches to the death of Christ. I also found the juxtaposition of purist/prophetic polarities as a way of understanding and interpreting historical events insightful.
I believe the Bible is open to different explanations surrounding Christ’s death and resurrection and for myself I find Rudolf Steiner’s work surrounding the role of Christ and the direction of humanity to be persuasive and inspiring. In this regard I believe that humanity is gradually evolving over time and that the Christ being brought the teaching of love of our fellow human to humanity. Part of this teaching was the role of resurrection and so it was necessary for Christ to die on the cross. I do not see God as being responsible for evil in the world as I see it is important for the human to evolve. The human can only truly evolve if given the freedom to do so or not to do so as the case may be. To evolve and develop in freedom then the human has the right to choose how it will evolve. Evil is a necessary part of our world and we must choose the path we will follow and whether or not we will seek to overcome evil. If we do choose to follow Christ’s path of love then we must strive further to develop ourselves by following the Christian way. Our path may be difficult but out of our suffering then we develop ourselves. God’s love is there for us if we seek it.
As my beliefs surrounding the role of Jesus differ to mainstream Catholic views I do not find it necessary to absolve God of responsibility for evil and I find Christ’s death and resurrection as powerful and necessary events. I appreciate the importance of looking at spiritual events in new ways and find it encouraging where new dialogue, discussion and ideas are being raised as part of a broad Christian dialogue.
Lecture 21st April, 2007
In this lecture we were introduced to the two rival streams of religious projects: the prophetic and the purist. Both streams have their strengths and weaknesses. In a broad sense the prophetic stream is concerned with doing justice and the purist stream is concerned about the observance of the rules and keeping the law. The tension between these two approaches is a part of everyday life in general but is particularly obvious when dilemmas in the life of the church are examined. We looked at a number of examples where the tension between these two approaches is evident and then looked at the history of Christ’s crucifixion and resurrection within the context of these approaches.
We also looked at atonement theology and its feudal roots and how this has influenced modern day thinking about the death of Christ. In atonement theology Christ atones or is payback for the sins of Adam so that God is then seen as a vengeful God who intends Christ’s death. If the Bible stories are examined in the light of the purity/prophetic stream then Christ’s death is interpreted in a different way to that of atonement theology. We then see Christ as a victim of competing purist/prophetic forces within the religious world. Jesus remains faithful to the Kingdom Project and resurrection is God’s faithful response to the faithfulness of Jesus.
I found the examination of atonement theology within the context of medieval thinking to be helpful in understanding modern day religious approaches to the death of Christ. I also found the juxtaposition of purist/prophetic polarities as a way of understanding and interpreting historical events insightful.
I believe the Bible is open to different explanations surrounding Christ’s death and resurrection and for myself I find Rudolf Steiner’s work surrounding the role of Christ and the direction of humanity to be persuasive and inspiring. In this regard I believe that humanity is gradually evolving over time and that the Christ being brought the teaching of love of our fellow human to humanity. Part of this teaching was the role of resurrection and so it was necessary for Christ to die on the cross. I do not see God as being responsible for evil in the world as I see it is important for the human to evolve. The human can only truly evolve if given the freedom to do so or not to do so as the case may be. To evolve and develop in freedom then the human has the right to choose how it will evolve. Evil is a necessary part of our world and we must choose the path we will follow and whether or not we will seek to overcome evil. If we do choose to follow Christ’s path of love then we must strive further to develop ourselves by following the Christian way. Our path may be difficult but out of our suffering then we develop ourselves. God’s love is there for us if we seek it.
As my beliefs surrounding the role of Jesus differ to mainstream Catholic views I do not find it necessary to absolve God of responsibility for evil and I find Christ’s death and resurrection as powerful and necessary events. I appreciate the importance of looking at spiritual events in new ways and find it encouraging where new dialogue, discussion and ideas are being raised as part of a broad Christian dialogue.
U.S. schols abandoning 1 to 1 laptop use
Here is an interesting article on why some schools in the U.S. are abandoning the use of one to one laptops in some American schools
http://www.nytimes.com/2007/05/04/education/04laptop.html?ex=1336017600&en=0da7ad13de3693ef&ei=5124&partner=permalink&exprod=permalink
http://www.nytimes.com/2007/05/04/education/04laptop.html?ex=1336017600&en=0da7ad13de3693ef&ei=5124&partner=permalink&exprod=permalink
Thursday, April 19, 2007
JS 423 EDUCATION, SERVICE AND COMMUNITY MANAGEMENT
I found the words of the paper on “A New Way of Encountering God”, inspiring in that it particularly talks about “encountering” God. In my experience it is very important that we experience God in our hearts and care for others not only because we believe it is the intellectually right thing to do but as we are all part of God, then by our compassion and caring for the rest of humanity we also care for ourselves.
Whilst caring for humanity we need to find a balance so that we look at our own needs as well as how we can make the world a better place. As I believe that God is in all of us then if one person is suffering in the world then it is my responsibility to try and do something about it and that is my task. Certainly God is “the God of the poor” (1) but God is in all of us and so we need to honour and respect our own Godliness and that of others. While we are alive we must look to helping others and this can take an enormous number of different paths. “To make common cause” (2) with persons who are suffering is a powerful act and one that intrinsically accepts their human dignity and accepts that we are all in this journey together and that we are responsible for each other. Whilst ever there are persons in need in our society then it is our responsibility to attend to those needs as best we can. If we truly love our neighbour then we are loving God. Our neighbour is any person who is in need and when we look at the state of the world then we see that we have many neighbours as there are so many in need in the world.
Liberation theology as outlined in “ A New Way of Encountering God, “(3) refers to the commitment to the poor and that is extremely important. I believe it is important to connect with our hearts with people in need so that we are moved by their situation and wish to do something to change it. I appreciate the analogy of theology being like a love letter (4) as it keeps the connection to God as something that has a quality of mystery to it which is heartfelt and not something that one thinks about only on an intellectual level.
In 2005 I spent 5 weeks walking on the pilgrimage to Santiago de Compostella in Spain On that walk I met a South American catholic priest who wished to tackle the problems of the poor. I was impressed by his commitment even though he acknowledged the many problems that the institution of the Catholic church is saddled with. Walking for a long distance can be a valuable way of finding the space in which to connect with God and to focus on where to set priorities. I found that the act of walking and having solitary time for myself gave me a way of experiencing and connecting with God on a deeper level. It became something very experiential that I connected to with my heart and not just with my thoughts. Others will find different ways of connecting with God but if one can feel connected to God on a thinking and heartfelt level and do something to honour that connection then God becomes very alive. Then it is possible to do justice in the world and to experience that God is in our midst and is very much alive.
When I look at the difficult situations that exist in the world it is hard to know where we can effectively help to change the world . I believe we need to ask that question in our prayers and to be open to guidance that can come from the spiritual world if we are truly seeking with our heart the path to follow and not trying to abstractly intellectualise or rationalise what we should do.
Liberation theory refers to the importance of the Bible (5) for understanding what is required of Christians. I believe the Bible is an important tool for deepening our understanding of the Christian path and for promoting discussion but there are many ways of understanding and interpreting it and we need to be open to different possibilities. I found the ideas of the interpretation of the Exodus story as outlined by liberation theory (6) thought provoking. It brings aspects of the historical picture to present the bible images afresh. For example the “chosen people” were not called Jews or Hebrews at that time but were the poor and oppressed who were probably a nomadic slave class. In my readings of the historical accounts of the movement of nomadic Jewish peoples down to Egypt, one gets this sense of a group of impoverished people who were trying to survive in difficult circumstances. This particular picture is strong in bible stories such as the story of Joseph and how he rediscovers his lost family in Egypt after he has become a high Egyptian official. I found it helpful to look at an analysis of the historical background and likely scenarios suggesting what type of situation people found themselves in .
When liberation theory looks at reducing specific events to more “plausible and appropriate” scenarios then I find it more frustrating. For example I find the imagery of the parting of the waters as the Hebrews escape across the Red Sea in the Exodus story quite vivid and inspiring . To try and reduce this down to a more likely scenario to find out what really supposedly happened I find frustrating. I believe that the consciousness of people alive at that time would be different to our modern day consciousness and what actually happened may be quite different to what it appears from these words. In these words is some truth though it may not be in a literal sense and it is not that important that we understand exactly what happened as the consciousness of people alive at that time would have meant that they experienced these events in a sense that was important to them and of which we may have little understanding.
There are many different levels of meaning in stories and writing that comes from a spiritual level. We can try to understand these many levels but we may misunderstand many aspects as we do not see things in the same way as people of that time, A reductionist/pragmatist view eliminates other imaginative possibilities and I find that frustrating when I try to comprehend the mystery of these words of the bible and its remarkable stories.
It is an important task to try and reflect on our set ways of seeing the world and to look at it anew and to try and bring to our consciousness new ways of connecting with and understanding the world. In that respect the ideas of liberation theory and the new ways of understanding bible material are very important to how we move forward in the world.
References
(1) Liberation Theory. A New Way of Encountering God, page 51
(2) Ibid, page 56
(3) Ibid
(4) Ibid page 53
(5) Ibid, page 59
(6) Lecture by Michael Elphick, 27/3/07, JS423
I found the words of the paper on “A New Way of Encountering God”, inspiring in that it particularly talks about “encountering” God. In my experience it is very important that we experience God in our hearts and care for others not only because we believe it is the intellectually right thing to do but as we are all part of God, then by our compassion and caring for the rest of humanity we also care for ourselves.
Whilst caring for humanity we need to find a balance so that we look at our own needs as well as how we can make the world a better place. As I believe that God is in all of us then if one person is suffering in the world then it is my responsibility to try and do something about it and that is my task. Certainly God is “the God of the poor” (1) but God is in all of us and so we need to honour and respect our own Godliness and that of others. While we are alive we must look to helping others and this can take an enormous number of different paths. “To make common cause” (2) with persons who are suffering is a powerful act and one that intrinsically accepts their human dignity and accepts that we are all in this journey together and that we are responsible for each other. Whilst ever there are persons in need in our society then it is our responsibility to attend to those needs as best we can. If we truly love our neighbour then we are loving God. Our neighbour is any person who is in need and when we look at the state of the world then we see that we have many neighbours as there are so many in need in the world.
Liberation theology as outlined in “ A New Way of Encountering God, “(3) refers to the commitment to the poor and that is extremely important. I believe it is important to connect with our hearts with people in need so that we are moved by their situation and wish to do something to change it. I appreciate the analogy of theology being like a love letter (4) as it keeps the connection to God as something that has a quality of mystery to it which is heartfelt and not something that one thinks about only on an intellectual level.
In 2005 I spent 5 weeks walking on the pilgrimage to Santiago de Compostella in Spain On that walk I met a South American catholic priest who wished to tackle the problems of the poor. I was impressed by his commitment even though he acknowledged the many problems that the institution of the Catholic church is saddled with. Walking for a long distance can be a valuable way of finding the space in which to connect with God and to focus on where to set priorities. I found that the act of walking and having solitary time for myself gave me a way of experiencing and connecting with God on a deeper level. It became something very experiential that I connected to with my heart and not just with my thoughts. Others will find different ways of connecting with God but if one can feel connected to God on a thinking and heartfelt level and do something to honour that connection then God becomes very alive. Then it is possible to do justice in the world and to experience that God is in our midst and is very much alive.
When I look at the difficult situations that exist in the world it is hard to know where we can effectively help to change the world . I believe we need to ask that question in our prayers and to be open to guidance that can come from the spiritual world if we are truly seeking with our heart the path to follow and not trying to abstractly intellectualise or rationalise what we should do.
Liberation theory refers to the importance of the Bible (5) for understanding what is required of Christians. I believe the Bible is an important tool for deepening our understanding of the Christian path and for promoting discussion but there are many ways of understanding and interpreting it and we need to be open to different possibilities. I found the ideas of the interpretation of the Exodus story as outlined by liberation theory (6) thought provoking. It brings aspects of the historical picture to present the bible images afresh. For example the “chosen people” were not called Jews or Hebrews at that time but were the poor and oppressed who were probably a nomadic slave class. In my readings of the historical accounts of the movement of nomadic Jewish peoples down to Egypt, one gets this sense of a group of impoverished people who were trying to survive in difficult circumstances. This particular picture is strong in bible stories such as the story of Joseph and how he rediscovers his lost family in Egypt after he has become a high Egyptian official. I found it helpful to look at an analysis of the historical background and likely scenarios suggesting what type of situation people found themselves in .
When liberation theory looks at reducing specific events to more “plausible and appropriate” scenarios then I find it more frustrating. For example I find the imagery of the parting of the waters as the Hebrews escape across the Red Sea in the Exodus story quite vivid and inspiring . To try and reduce this down to a more likely scenario to find out what really supposedly happened I find frustrating. I believe that the consciousness of people alive at that time would be different to our modern day consciousness and what actually happened may be quite different to what it appears from these words. In these words is some truth though it may not be in a literal sense and it is not that important that we understand exactly what happened as the consciousness of people alive at that time would have meant that they experienced these events in a sense that was important to them and of which we may have little understanding.
There are many different levels of meaning in stories and writing that comes from a spiritual level. We can try to understand these many levels but we may misunderstand many aspects as we do not see things in the same way as people of that time, A reductionist/pragmatist view eliminates other imaginative possibilities and I find that frustrating when I try to comprehend the mystery of these words of the bible and its remarkable stories.
It is an important task to try and reflect on our set ways of seeing the world and to look at it anew and to try and bring to our consciousness new ways of connecting with and understanding the world. In that respect the ideas of liberation theory and the new ways of understanding bible material are very important to how we move forward in the world.
References
(1) Liberation Theory. A New Way of Encountering God, page 51
(2) Ibid, page 56
(3) Ibid
(4) Ibid page 53
(5) Ibid, page 59
(6) Lecture by Michael Elphick, 27/3/07, JS423
Thursday, April 5, 2007
Assessment 1 Glasser
Glasser believed that people are driven by five basic needs: survival, power, love/belonging, freedom and fun. When people are aware of their needs and why they are acting in certain ways then they are able to make choices as to the reality they will create in their life. In the classroom the most important of these needs is the need to be loved and to feel a sense of belonging. A close relationship is essential before the other needs can be met and so Glasser listed habits that teachers should have in the classroom. These are supporting, encouraging, listening, accepting, trusting, respecting and negotiating differences. Opposed to this are the seven deadly habits.
Glasser also believed that if students are able to take responsibility for their own behaviour by making contracts with the teacher and by making appropriate choices then problem behaviour could be overcome.
Glasser's ideas about human needs and the focus on love and belonging are important and often overlooked aspects of a student's experience. As a teacher it is a central part of our role to see the student as a being who we respect and care for regardless of the nature of their behaviour. It is necessary that we present to the student by our own conduct and attitudes a picture of positive behaviour and relationships regardless of the negative behaviour they present to us. Glasser's focus on teacher's habits highlights the importance of the attitudes brought to the classroom and the choice that can be made to take respnsibility for one's own behaviour.
Glasser required students to take responsibility for their behaviour and believed that taking responsibilty would minimise misbehaviour. Taking responsibility could occur in a variety of ways such as entering into contracts with teachers that the students and teachers agree on.
This is a beneficial approach for a student at highschool level but I do not believe making contracts with children is appropriate for very young children who live out of their active wills. Having students reflect on their behaviour and how to improve it is an excellent skill that high school age students can master with practice.
I have difficulty with Glasser's theory that fun is a basic need as I see the need for fun as a positive adjunct to daily life and not a basic need. Fun is a quality we hope to experience at different times but I do not see it as a basic need central to human existence.
References:
http:wik.ed.uiuc.edu/index.php/Glasser,_William
http://raider.muc.edu/-schnelpl/Control%20Theory%20-%20Overhead.html
Glasser outlin
Glasser also believed that if students are able to take responsibility for their own behaviour by making contracts with the teacher and by making appropriate choices then problem behaviour could be overcome.
Glasser's ideas about human needs and the focus on love and belonging are important and often overlooked aspects of a student's experience. As a teacher it is a central part of our role to see the student as a being who we respect and care for regardless of the nature of their behaviour. It is necessary that we present to the student by our own conduct and attitudes a picture of positive behaviour and relationships regardless of the negative behaviour they present to us. Glasser's focus on teacher's habits highlights the importance of the attitudes brought to the classroom and the choice that can be made to take respnsibility for one's own behaviour.
Glasser required students to take responsibility for their behaviour and believed that taking responsibilty would minimise misbehaviour. Taking responsibility could occur in a variety of ways such as entering into contracts with teachers that the students and teachers agree on.
This is a beneficial approach for a student at highschool level but I do not believe making contracts with children is appropriate for very young children who live out of their active wills. Having students reflect on their behaviour and how to improve it is an excellent skill that high school age students can master with practice.
I have difficulty with Glasser's theory that fun is a basic need as I see the need for fun as a positive adjunct to daily life and not a basic need. Fun is a quality we hope to experience at different times but I do not see it as a basic need central to human existence.
References:
http:wik.ed.uiuc.edu/index.php/Glasser,_William
http://raider.muc.edu/-schnelpl/Control%20Theory%20-%20Overhead.html
Glasser outlin
Wednesday, April 4, 2007
Assessment 1 Bruner
Bruner developed educational theories based on the constructivist model which looked at the nature of instruction. He developed principles of instruction to highlight what he believed to be important aspects of good instruction.
There are three principles: firstly it is important to assess the stage at which the student is at so as to determine readiness for the activity.
Secondly a spiral organisation helps the student be able to grasp what is being brought.
Thirdly the student should be able to take on tasks themselves and further develop them and take them to a new level.
In all of this he saw it important that the actual experience of learning was a reward in itself.
Bruner further believed that Piaget's stages of development were important issues to look at but he took a different view to that of Piaget. Bruner stated that there were three stages of development dominant during learning affecting readiness to learn. As the stages are dominant factors only Bruner considers that difficult learning about all subjects can be brought to children in any stage of development so long as the scaffolding and cultural context are appropriate. The stages, similar to what Piaget had outlined are enactive, iconic and symbolic. Piaget believed that only certain types of learning could occur at the earliest stages contrary to what Bruner believed.
I have found that children learn in different types of ways at different stages and that learning is maximised when these stages are taken into account. For example a young child learns through movement and utilising this ability one can have them move and jump number patterns to maximise their learning in mathematics. This is appropriate to their stage of development. Learning how to work with abstract symbols and sums whilst possible at this stage is not healthy to their overall development and generally would not maximise enthusiasm to learn. I would agree with Bruner that they are capable of learning complex tasks but it is important that learning be appropriate to their stage of development and so I would disagree with him that any sort of learning is appropriate at any stage.
Bruner stated that a spiral promotes learning and that different ways of learning promote this spiral of development. He gave examples where different approaches could facilitate learning . For example a student could learn about prime numbers by working with visual patterns instead of abstract theory. Once they had grasped the process they could try out different approaches of their own and take the initiative to extend their own learning.
I find that learning is most effective when students experience different styles of learning and when a central theme is explored in different ways. This way of learning promotes a learning spiral as the material is experienced in different ways and in different contexts over time.
References
M.K. (2002) 'Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www.infed.org/thinkers/bruner.htm. Last updated: January 28, 2005.
http://tip.psychology.org/theories.html
There are three principles: firstly it is important to assess the stage at which the student is at so as to determine readiness for the activity.
Secondly a spiral organisation helps the student be able to grasp what is being brought.
Thirdly the student should be able to take on tasks themselves and further develop them and take them to a new level.
In all of this he saw it important that the actual experience of learning was a reward in itself.
Bruner further believed that Piaget's stages of development were important issues to look at but he took a different view to that of Piaget. Bruner stated that there were three stages of development dominant during learning affecting readiness to learn. As the stages are dominant factors only Bruner considers that difficult learning about all subjects can be brought to children in any stage of development so long as the scaffolding and cultural context are appropriate. The stages, similar to what Piaget had outlined are enactive, iconic and symbolic. Piaget believed that only certain types of learning could occur at the earliest stages contrary to what Bruner believed.
I have found that children learn in different types of ways at different stages and that learning is maximised when these stages are taken into account. For example a young child learns through movement and utilising this ability one can have them move and jump number patterns to maximise their learning in mathematics. This is appropriate to their stage of development. Learning how to work with abstract symbols and sums whilst possible at this stage is not healthy to their overall development and generally would not maximise enthusiasm to learn. I would agree with Bruner that they are capable of learning complex tasks but it is important that learning be appropriate to their stage of development and so I would disagree with him that any sort of learning is appropriate at any stage.
Bruner stated that a spiral promotes learning and that different ways of learning promote this spiral of development. He gave examples where different approaches could facilitate learning . For example a student could learn about prime numbers by working with visual patterns instead of abstract theory. Once they had grasped the process they could try out different approaches of their own and take the initiative to extend their own learning.
I find that learning is most effective when students experience different styles of learning and when a central theme is explored in different ways. This way of learning promotes a learning spiral as the material is experienced in different ways and in different contexts over time.
References
M.K. (2002) 'Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www.infed.org/thinkers/bruner.htm. Last updated: January 28, 2005.
http://tip.psychology.org/theories.html
Monday, April 2, 2007
Assessment 1 Hattie
John Hattie studied schools to find what sort of factors in schools had an effect on learning. He ascertained that if one put together reliable data based on effective research then this would inform debate and direction in determining what measures schools should adopt to improve learning.
When looking at the evidence as to what is effective in schools he found that certain features in teaching were more effective than others. Two of the highly influential factors are "direct instruction" and "feedback".
By direct instruction Hattie outlined an Active Teaching Model which included certain features. These features included elements of: review, showing how, individual work and practice and checking of work.
I think these are useful tools to keep in mind when teaching. In history lessons I generally tell some sort of story about the topic. In history class this could be a biography or details of what led up to certain historical events. I find it useful to have the students review this story the next day by retelling the story as a group. Out of this will arise questions and discussion. The students are then given a task to work on either individually or in small groups. When the tasks are finished I usually check their books to see that they are up to date. When these elements are covered I find that a rhythm is created in the classroom which enhances learning.
Feedback is essential according to Hattie and can take different forms. I find it very useful to let a student know where they are doing well and to specify exactly what is working well rather than leaving it as a general statement, "you have completed good work." Specifying the precise nature of what makes the work "good" helps the student to build confidence and also see the broader picture of where they are going. The positive feedback
should highlight specific details that work rather than simply being praise without explanation.
Reflection is a further necessary element outlined by Hattie and it is important to make this a regular part on the teaching routine.
Hattie's ideas are important to further the general debate over what works effectively in teaching.
References:
www.geoffpetty.com/research.html
www.acer.edu.au/workshops/documentsHattieslides.pdf
When looking at the evidence as to what is effective in schools he found that certain features in teaching were more effective than others. Two of the highly influential factors are "direct instruction" and "feedback".
By direct instruction Hattie outlined an Active Teaching Model which included certain features. These features included elements of: review, showing how, individual work and practice and checking of work.
I think these are useful tools to keep in mind when teaching. In history lessons I generally tell some sort of story about the topic. In history class this could be a biography or details of what led up to certain historical events. I find it useful to have the students review this story the next day by retelling the story as a group. Out of this will arise questions and discussion. The students are then given a task to work on either individually or in small groups. When the tasks are finished I usually check their books to see that they are up to date. When these elements are covered I find that a rhythm is created in the classroom which enhances learning.
Feedback is essential according to Hattie and can take different forms. I find it very useful to let a student know where they are doing well and to specify exactly what is working well rather than leaving it as a general statement, "you have completed good work." Specifying the precise nature of what makes the work "good" helps the student to build confidence and also see the broader picture of where they are going. The positive feedback
should highlight specific details that work rather than simply being praise without explanation.
Reflection is a further necessary element outlined by Hattie and it is important to make this a regular part on the teaching routine.
Hattie's ideas are important to further the general debate over what works effectively in teaching.
References:
www.geoffpetty.com/research.html
www.acer.edu.au/workshops/documentsHattieslides.pdf
Saturday, March 31, 2007
Assessment 1 Vygotsky
For Vygotsky the connections that exist between people and the cultural context in which they live are important for learning to occur. He believed learning could be enhanced by a community of learning where children could learn from their peers as well as from adults. He described a zone of proximal development where students could move to acquire new skills and understanding if they were given the right help or scaffolding. Once students received the right assistance then they would be able to move through this zone and successfully complete new learning on their own.
I find that students enjoy learning from each other and that a student who has mastered a topic frequently can explain questions to a student working on a task in a helpful manner. Both students feel better having helped each other. The other student often motivates the learner to try new approaches and to generally be interested in the subject matter.
Scaffolding is important in all aspects of learning and takes many different forms. Telling a story about a subject I find to be a very effective form of scaffolding as it serves to arouse students interest in a topic and gives them ideas about how they might approach such a topic themselves. For example, telling a story about a personality of the Middle Ages gives the students a picture of life for that person and then raises questions in their mind about different aspects of their life. If they then go on to write an essay as if they were that person they can expand their own ideas and using their imagination go on to recreate life in that period of history. Their experience of that period would be augmented by their own research and they make it a living experience of history rather than a memorisation of facts. The scaffolding takes a variety of forms as the story brings the student into a zone where they really want to learn more about this person or generally learn more about life in this era. The students learn from each other by sharing their writing and by working in groups and stimulating new ideas.
Referenes:
http://www.coe.uga.edu/epitt/vygotskyconstructionism
I find that students enjoy learning from each other and that a student who has mastered a topic frequently can explain questions to a student working on a task in a helpful manner. Both students feel better having helped each other. The other student often motivates the learner to try new approaches and to generally be interested in the subject matter.
Scaffolding is important in all aspects of learning and takes many different forms. Telling a story about a subject I find to be a very effective form of scaffolding as it serves to arouse students interest in a topic and gives them ideas about how they might approach such a topic themselves. For example, telling a story about a personality of the Middle Ages gives the students a picture of life for that person and then raises questions in their mind about different aspects of their life. If they then go on to write an essay as if they were that person they can expand their own ideas and using their imagination go on to recreate life in that period of history. Their experience of that period would be augmented by their own research and they make it a living experience of history rather than a memorisation of facts. The scaffolding takes a variety of forms as the story brings the student into a zone where they really want to learn more about this person or generally learn more about life in this era. The students learn from each other by sharing their writing and by working in groups and stimulating new ideas.
Referenes:
http://www.coe.uga.edu/epitt/vygotskyconstructionism
Friday, March 30, 2007
ED4134 Assessment 1
Piaget
Piaget stated that children learn in a different way to adults and that there are certain stages of development that children follow in their growth to adulthood. It is important to recognise these stages as children are not little adults and they do not learn in the same way as adults.
He labelled the stages as sensorimotor (birth to 2 years); preoperational (2-7) concrete operational (7-11) and formal operations ( adolescent to adult)
He believed that young children initially learn when they are actively engaged in movement. As they grow they are able to learn through their mental or thinking processes and are able to engage in formal operations when they are 16 years old. He called this constructivism as the child is contiually interacting with their environment and their own heredity and building or constructing their learning and learning environnment.
As a Steiner teacher I began teaching my class when they were 6 years old and turning seven and now they are turning 13. I have changed the way I teach as they have grown older. When they were young I taught them by encouraging all sorts of movement and hands on activities. For example, in maths they would physically engage with the numbers by jumping different number patterns but now at 13 jumping and movement is not appropriate as they are able to take in new concepts through the thinking process and reason on a more abstract level. This approach is used through our curriculum and greatly facilitates learning. I see how important it is to recognise the different types of learning appropriate for each age and how important it is to bring learning to the child in such a way that they are encouraged to make their own discoveries. When they make their own discoveries then it allows them to continually construct their own learning.
Piaget outlined the different ways that children construct their environment by assimilation, accomodation and equilibration. As it is a complex process I try to bring as many types of ways of learning to the child as possible.
There have been a number of criticisms of Piaget including the observation that children are able to move faster through these stages that Piaget indicated. Our experience in the Steiner system is that children can be pushed to learn before they are ready but this is to the detriment of the child in other ways. For example we delay the teaching of reading until the child is ready which is usually between 7 to 9. They can learn to read earlier but this may be to the detriment of their physical or mental health. When they read at an older age we find that their reading ability increases considerably and that they are reading at the same level or higher as their peers who started reading at an earlier age.
References:
http://www.coe.uga.edu/epitt/piaget.htm
chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Piaget stated that children learn in a different way to adults and that there are certain stages of development that children follow in their growth to adulthood. It is important to recognise these stages as children are not little adults and they do not learn in the same way as adults.
He labelled the stages as sensorimotor (birth to 2 years); preoperational (2-7) concrete operational (7-11) and formal operations ( adolescent to adult)
He believed that young children initially learn when they are actively engaged in movement. As they grow they are able to learn through their mental or thinking processes and are able to engage in formal operations when they are 16 years old. He called this constructivism as the child is contiually interacting with their environment and their own heredity and building or constructing their learning and learning environnment.
As a Steiner teacher I began teaching my class when they were 6 years old and turning seven and now they are turning 13. I have changed the way I teach as they have grown older. When they were young I taught them by encouraging all sorts of movement and hands on activities. For example, in maths they would physically engage with the numbers by jumping different number patterns but now at 13 jumping and movement is not appropriate as they are able to take in new concepts through the thinking process and reason on a more abstract level. This approach is used through our curriculum and greatly facilitates learning. I see how important it is to recognise the different types of learning appropriate for each age and how important it is to bring learning to the child in such a way that they are encouraged to make their own discoveries. When they make their own discoveries then it allows them to continually construct their own learning.
Piaget outlined the different ways that children construct their environment by assimilation, accomodation and equilibration. As it is a complex process I try to bring as many types of ways of learning to the child as possible.
There have been a number of criticisms of Piaget including the observation that children are able to move faster through these stages that Piaget indicated. Our experience in the Steiner system is that children can be pushed to learn before they are ready but this is to the detriment of the child in other ways. For example we delay the teaching of reading until the child is ready which is usually between 7 to 9. They can learn to read earlier but this may be to the detriment of their physical or mental health. When they read at an older age we find that their reading ability increases considerably and that they are reading at the same level or higher as their peers who started reading at an earlier age.
References:
http://www.coe.uga.edu/epitt/piaget.htm
chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Friday, March 9, 2007
Monday, March 5, 2007
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