September 23, 2015UBC Instructor: Theresa Magee EDCP374 Curriculum & Pedagogy in Design and Technology Chapter 2 Organizing Knowledge for Instruction.

September 23, 2015September 23, 2015 UBC Instructor: Theresa MageeUBC Instructor: Theresa Magee

EDCP374EDCP374Curriculum & PedagogyCurriculum & Pedagogy

in Design and Technology in Design and Technology

Chapter 2

Organizing Knowledge for Instruction

Students Making a DifferenceStudents Making a Difference

https://www.youtube.com/watch?https://www.youtube.com/watch?v=dhMh8MXaWDQv=dhMh8MXaWDQ

Starter video: Hugh Boyd, Richmond, BCStarter video: Hugh Boyd, Richmond, BC 2:362:36

Today’s ActivitiesToday’s Activities

Starter Video: Starter Video: Students Making a Difference Students Making a Difference (2:36)(2:36)

Multiple IntelligencesMultiple Intelligences Closure – Exit slipClosure – Exit slip Reading HomeworkReading Homework

Reflective practice: see reading list in Reflective practice: see reading list in syllabussyllabus

Common statistics in educationCommon statistics in educationare that you retainare that you retain

10% of what you hear10% of what you hear

20% of what you read20% of what you read

50% of what you do50% of what you do

75% of what you discuss75% of what you discuss

90% of what you teach.90% of what you teach.

Who are your students?

VideoVideo

https://www.youtube.com/watch?https://www.youtube.com/watch?v=oNxCporOofov=oNxCporOofo

Teaching Strategies – Learning StylesTeaching Strategies – Learning Styles (4:25)(4:25)

Multiple IntelligenceMultiple Intelligence

Gardner’s TheoryGardner’s Theory1.1. Bodily-kinestheticBodily-kinesthetic

2.2. ExistentialExistential

3.3. InterpersonalInterpersonal

4.4. IntrapersonalIntrapersonal

5.5. LinguisticLinguistic

6.6. Logical-Logical-mathematicalmathematical

7.7. MusicalMusical

8.8. NaturalistNaturalist

9.9. SpatialSpatial

Sternberg’sTheorySternberg’sTheory1.1. AnalyticalAnalytical

2.2. CreativeCreative

3.3. PracticalPractical

Multiple IntelligenceMultiple Intelligence

Sternberg’sTheorySternberg’sTheory

1.1. Analytical Analytical (How individuals relate to their (How individuals relate to their internal worlds: analogic problem-solving)internal worlds: analogic problem-solving)

2.2. Creative Creative (insight, synthesis, and the ability to (insight, synthesis, and the ability to react to novel stimuli and situations)react to novel stimuli and situations)

3.3. Practical Practical (Able to grasp; and solve real-life (Able to grasp; and solve real-life problems in the everyday jungle of existence; problems in the everyday jungle of existence; pragmatic)pragmatic)

Techniques forTechniques forOrganizing Knowledge for Organizing Knowledge for

InstructionInstruction

Advance Organizers:Advance Organizers: Mind maps, schematics, Mind maps, schematics,

taxonomies, timelines, graphs, taxonomies, timelines, graphs, charts, information sheets, flow charts, information sheets, flow charts, and procedure sheetscharts, and procedure sheets

Sample of Concept MappingSample of Concept Mapping

A concept map can be a map, a system view, of a real (abstract) system or set of concepts. Concept maps are more free form, as multiple hubs and clusters can be created, unlike mind maps which fix on a single conceptual center.

Sample of Mind-Mapping

A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions and writing.

Samples of Schematics

Samples of Taxonomies

Taxonomy is the science or technique of classification

Sample of a Timeline

ArticulatingArticulating KnowledgeKnowledge

Procedural Knowledge Directions, rules of thumb, strategies

Propositional Knowledge Facts, concepts, generalizations

Group Activity: Procedures SheetGroup Activity: Procedures Sheet(25: 4 in a group, 15 minutes)(25: 4 in a group, 15 minutes)

Create a simple Procedures SheetCreate a simple Procedures Sheet1.1. Write using plain English. Provide Write using plain English. Provide

specific procedural directions necessary specific procedural directions necessary to perform the procedure. Number the to perform the procedure. Number the different steps in a logical sequence.different steps in a logical sequence.

2.2. Include ‘rules of thumb’ (eg. Do not Include ‘rules of thumb’ (eg. Do not make adjustments when a power tool is make adjustments when a power tool is plugged in.)plugged in.)

3.3. Pilot test your procedure by giving it to Pilot test your procedure by giving it to another group to read.another group to read.

Websites to Check OutWebsites to Check Out

Learning Styles + MI explainedLearning Styles + MI explained http://www.ldpride.net/http://www.ldpride.net/

learningstyles.MI.htm#What%20arelearningstyles.MI.htm#What%20are

Multiple IntelligencesMultiple Intelligences http://literacyworks.org/mi/assessment/http://literacyworks.org/mi/assessment/

findyourstrengths.htmlfindyourstrengths.html

ClosureClosure

Plenary – Exit slip:Plenary – Exit slip:

What two things will you take What two things will you take away with you today that was new away with you today that was new and exciting which you may use in and exciting which you may use in future in your teaching?future in your teaching?

HomeworkHomework

Reflection, Deliberation and Change Reflection, Deliberation and Change (Sept. 28)(Sept. 28)

Readings: Readings: Petrina, S. (2007). Petrina, S. (2007). Advanced teaching Advanced teaching methods for the technology classroommethods for the technology classroom..Ch. 1 – p. 14-24: Projection and Ch. 1 – p. 14-24: Projection and Reflective Practice;Reflective Practice;Page 9: Feedback;Page 9: Feedback;Page 10: Reflection;Page 10: Reflection;Page 88: (Chapter 3-Page 88: (Chapter 3-Feelings, Values, Ethics & Skills) Feelings, Values, Ethics & Skills) Projection and Reflective Practice;Projection and Reflective Practice;Page 108: Research MethodsPage 108: Research Methods