Wow! To think that 12 weeks ago I considered myself in level 1 of Salmon’s stages of online learning – setting up, welcoming, and experiencing the online learning space for the first time. This was definitely a change to attending lectures and tutorials at university. Who would have thought that I’d be able to start a blog of my own and keep it running consistently for 12 weeks straight. No doubt – it has been enjoyable and refreshing compared to essays and exams.
Looking at this image, I think I have certainly stepped up those stairs during the past weeks but I believe that this is only the beginning. There is always more for me to learn and I hope to continue by adding to this blog throughout my teaching career. In the future, I hope to gain a teacher’s point of view of these learning spaces discussed and experience how it feels to be the developer instead of the learner. The community formed on my PLN isn’t extensive at the moment, but maybe one day it may form a community of interested bloggers who enjoy reading my posts/tweets.
Even though I am completing my online unit, I still look forward to building on my knowledge and blogging all about my teaching practices. Continue to read “SUZY’S LEARNING SPACE” and visit my educational scenario page.
It is a learning space where the Aboriginal ways of knowing interconnects with the Western ways of knowing. It aims to learn about Aboriginal and Torres Strait Islander histories and perspectives within schools to change ways of thinking and build reconciliation for the future.
Teachers and students alike hold their own personal views which include individual beliefs, values and cultural understandings. As teachers, the third cultural space is important for students to learn about because it related to our past and future. Our Australian history is unique and building respect for each other is vital to understand different view points.
By incorporating the 8 Aboriginal ways of learning in the class then there may form a change in cultural thinking. Thus, this third cultural space can begin to develop.
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.
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.
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.