Catholic learning space

Visiting the Catholic Education Melbourne website I noticed a section about Learning spaces.

The website discusses how schools should develop their physical landscape and how to direct learning. They aim to create learning spaces that are open, flexible, environmentally sustainable, including ICT and furniture. It states that areas should include collaborative learning, individual learning, small group and support services. These are some of the learning spaces that I have looked at in my blog.

If you would like to read more about this, view:

http://www.ceomelb.catholic.edu.au/learning-teaching/learning-spaces/physical-landscape/

 

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Presentation

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I have created a Prezi to explain the different types of learning spaces:
~ the classroom and the school
~ beyond the classroom
~ the electronic learning space
~ the individual learning space
~ the group learning space
~ learning in the 21st century

Click on this link:
http://prezi.com/xdtvocnh7aqq/present/?auth_key=0xytw7i&follow=ux_o1wd-86jy#65_50139505

Studying scorpions

I thought I might post my drawing of Scorpionum: antiquis creaturae pulcritudinem.
The scorpion I drew in science was a Urodacus elongates (I think). The opportunity to observe a real-life scorpion was a fantastic experience and one that is very effective in the classroom. It reminds me of the zoo/wildlife incursions organised at schools these days. Seeing animals and creatures in real-life can be so enriching and it brings to life everything that you have been learning about.

The learning space while drawing these scorpions was individual but also grouped because you were able to discuss features of the scorpions with peers nearby. The lesson was student-centred where plenty of questions were raised about the specific features found on this magnificent creature. It was amazing to notice the perspectives of everyone in the class… some drew the main outline of the scorpion and others noticed the tiniest details.

In my drawings, I tried to draw the scorpion from both the top view and bottom view. One of the drawings are incomplete (as you can see) but I enjoyed the lesson nonetheless.

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Innovating for the heart

This is a beautiful and insightful blog by Melite.
Educate the mind and the heart with COMPASSION, ACCEPTANCE and TOLERANCE.

Petroula Karagianni

A recent tweet by GOOD put a very interesting idea out there: “Why Every School Needs an ‘Innovation Day”, which I believe should go further and towards having an innovation session/slam, every week, in every school, so that the practice becomes a habit.  7 years ago with my team in The Netherlands we used to have weekly “That’s my Theory” sessions, which were of the most impact full and interesting sessions I have participated in. The issue with innovation is this: if you ask a room of people “who of you considers him/herself innovative?” then, my theory is, that only a few people will raise their arms. Whereas, if you ask “Which one of you has a theory or an idea of how things could be done differently?” then, I am sure the result will be different; many arms in the air and many nodding heads. Now, I understand…

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Personal taxonomy

Tax…a…what? Taxonomy – “what is that?” I hear you say… Let me explain:

Taxonomy is the classification of certain concepts or principles in learning. It is a list of categories that are sorted in an order based on learning objectives in education. It focuses on ways of developing higher-order thinking skills when strategies and questions are used during learning.

The order from Bloom’s Taxonomy is cognitive (knowing/head), affective (feeling/heart) and psychomotor (doing/hands). In each of these there are sub-categories that move from lowest-order thinking to higher-order thinking processes (usually represented like a pyramid). Cognitive is commonly the taxonomy implemented in education because students are encouraged to use knowledge, comprehension, application, analysis, synthesis and evaluation. It helps break down the learning objectives into parts and assists with thinking in different ways to gain perspective.

Here is a diagram of Bloom’s taxonomy:

blooms_taxonomy
(Successful Teaching, 2011. Blooms Taxonomy [Image]. Retrieved from http://juliaec.wordpress.com/2011/03/23/blooms-taxonomy-encouraging-higher-cognitive-thinking-in-primary-school-classrooms/)

Thinking about my own taxonomy I created the flow chart below. It begins with the learning intention and follows through until I have completed my task and reflected. I developed this as a cycle because I continue to re-evaluate my learning and reflect on everything I have learnt thus far.
taxonomy

(Hennequin, 2013)

Blogger/Bloggee

monkey

As a blogger, it is my role to post entries that suit my interest. I can choose how I post them – text, video, photos etc., what my blog looks like, what my readers can see, and how frequent I want to post. It is a personal decision as to how I want to set up my blog and what comments I would like to be viewed by others.
Not forgetting that as a blogger another role is to make my blog interesting, engaging and educational so that my visitors want to come back and read more.

A visitor’s role in blogs involves viewing entries by the author/s and deciding whether or not it is of personal interest as to whether to continue reading. As a visitor you can read all the posts, a little bit or none at all. If you have a response to a post it is nice to reply with a comment, give criticism, and provide ideas or personal insight on the topic.

(MisterEddie, 2008. Monkey [Image]. Retrieved from http://mistereddie.blogspot.com.au/)