Please enable JavaScript.

Coggle requires JavaScript to display documents.

Curriculum Studies: Lead Lectures - Coggle Diagram

- - - - Chapter 4 – Sean McBlain - Learning Theories in Childhood
        
        Piaget “favoured discovery learning through practical activities.” Pg 44
        
        “Piaget describes the child as a lone scientist who creates his or her own sense of the world”. Pg44
        
        “Humans generate knowledge from an interaction between their experiences and their ideas”
        
        “Piaget believed that children’s thinking begins before they have the language to express their thoughts.”Pg45
    - - Chapter 7 – Sean McBlain
        Learning Theories in Childhood
        
        In practice “scaffolding” is happening everywhere around us…… The adult might break down the learning into smaller, more manageable elements. In this sense, the adult is offering the child a scaffold which will allow him to extend his knowledge and skills and perhaps more importantly, his understanding. Pg 115
        
        “Bruner viewed children’s level of interest in a subject as being one of the best stimuli to their learning”. Pg 116
        
        “The child uses their previous knowledge and life experiences to build new knowledge and skills and further develop their thinking. Pg 116
      - scaffolding
      - The Student Learning Spiral
    - - Lev Vygotsky
        
        Chapter 5 – Sean McBlain
        Learning Theories in Childhood
        
        “According to Vygotsky development is not an individual process but the result of an aggregate of social relations.” Pg 71
        
        “The child has an innate ability to learn through instruction.” Pg71
        
        “He believed that child development is the result of interactions between the child and their social environment.”Pg72
        
        “As children listen and respond to each others ideas and contributions, they develop and enhance their own understanding. Pg74
        
        “Zone of Proximal development – “the lower line provides a measure of what the child can achieve independently. The higher line is the measure of the level a child can achieve with help and support from a more knowledgeable other”. Pg77
- - - - any target children
- - - - childhood/youth as at risk
      - childhood/youth as empowered
  - - - leaders take on or construct a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life.
  - - - Ahistoricism Forgetting historical legacies and complicities
- - - - ‘Knowledge falls naturally into ‘”domains”, called subjects, which are bounded by specific kinds of conceptual thinking, specific ways of constructing knowledge that fit the content of the subject, and by procedures that are specific to that content’
    - - ‘To be interdisciplinary, a rigorous attempt to synthesize and integrate the ideas and methods of each pertinent discipline concerning the particular issues must be made.’
- - - - Both Feuerstein and Lipman, though from very different starting-points, hold a similar belief in children's abilities. They consider that through thinking exercises and activities learners can exceed the predicted level of competence which psychometric or school-based tests may have suggested is their limit.
    - - Philosophy 4 Children P4C
        
        a teaching methodology that helps develop pupils’ critical thinking and enables them to engage with quite complex issues.
        
        The intention behind P4C is not to introduce another subject in schools, but to use philosophical approaches to enhance students’ overall educational experience, and to get them thinking both creatively and critically. In addition, P4C focuses on teaching children how to apply their thinking skills and to “develop the general disposition to think better.”
        
        Stimulus - a really good photograph, a story
        
        Response
        
        Paired question creation
        
        Elect focus for the enquiry
        
        Assumptions/interpretation of question?
        
        Enquiry
        
        Stop half way to reflect on the progress
        
        Enquiry towards resolution or conclusion,
        
        Reflection on progress and on process
  - - - Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
      - Applying - Implementing, carrying out, using, executing
      - Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating
      - Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring
      - Creating - designing, constructing, planning, producing, inventing, devising, making
      - Higher Order Thinking Skills (HOTS) https://www.readingrockets.org/article/how-increase-higher-order-thinking
      - Lower Order Thinking Skills (LOTS) Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding
  - - - the ways learners monitor and purposefully direct their learning. For example, having decided that a particular cognitive strategy for memorisation is likely to be successful, a pupil then monitors whether it has indeed been successful and then deliberately changes (or not) their memorisation method based on that evidence.
      - By metacognitive strategies, we mean the strategies we use to monitor or control our cognition, such as checking that our memorisation technique was accurate or selecting the most appropriate cognitive strategy for the task we are undertaking.
      - A common misconception is that metacognition is only developed effectively in mature young adults and not young children. We know from research, however, that children as young as three have been able to engage in a wide range of metacognitive and self regulatory behaviours, such as setting themselves goals and checking their understanding. Whitebread, D. & Coltman, P. (2010)
      - They also show greater accuracy on tasks they have chosen to accept than on tasks they would have preferred to opt out of. Bernard, S., Proust, J. and Clement, F. (2015)
      - There is clear evidence that the level of security and self-knowledge remains rather inaccurate until about eight years of age, with children being over-optimistic about their levels of knowledge.8 However, although older children typically exhibit a broader repertoire of metacognitive strategies, the evidence suggests that younger children do typically develop metacognitive knowledge, even at a very early age. Clark, I. and Dumas, G. (2016)
  - - - KAGAN : 4 principles (PIES)
      - Positive Interdependence
      - Individual Accountability
      - Equal Participation
      - Simultaneous Interaction.
    - - JOHNSON: 5 principles
      - Positive interdependence.
      - Individual and group accountability.
      - Interpersonal and small group skills.
      - Face-to-face promotive interaction.
      - Group processing.
- - - - What counts is the extent to which instruction requires students to think, not just to report someone else's thinking
    - - cumulative talk - everyone simply agrees
      - exploratory talk - everyone listens, asks questions, shares relevant info., ideas are challenged and reasons given, builds on what has come before, encourages everyone to contribute, trust and respect, sense of a shared purpose and group seeks a shared agreement.
      - disputational talk - competitive, everyone makes their own decisions
    - - Spoken language support and enhances children’s cognitive development
      - Move away from IRF to talk that opens up the talk and thinking in the classroom
      - Teacher’s role: facilitate, extend, mediate, probe
      - Teachers to build a ‘repertoire’ of talk-based techniques tailored to needs of individual classes (teacher agency)
      - https://blog.irisconnect.com/uk/developing-effective-dialogic-teaching-and-classroom-talk
    - - compares France, Russia, England and America in their approaches to the english curriculum
      - 6 contrasting versions of teaching
        
        democracy in action: teacher and pupils jointly create knowledge
        
        development facilitation: teacher waits for pupils to be ready to move on
        
        induction: providing access to learning
        
        acceleration: teacher sets the pace of learning
        
        transmission: rote learning
        
        technique: efficiency of teaching, e.g. use of time, space, tasks, assessment.