Week 3: Planning and Sequencing Learning Experiences

Welcome and Acknowledgment

  • Introduction of the week’s focus: Planning for learning and sequencing learning experiences.
  • Acknowledgment of traditional owners: Turrbal and Yarborough peoples.
  • Respect for elders, customs, and creation spirits.
  • Recognition of Aboriginal and Torres Strait Islander people's role at QUT.

Overview of Learning Intentions

  • Focus on learning and sequencing.
  • Reference to pre workshop activities and learning intentions available for students to review.

Definition of Learning

  • Learning as a process:
    • Starting point for various theoretical perspectives.
  • Different theoretical perspectives on learning:
    • Behavioralist perspectives: Focus on behavior as a response to stimuli.
    • Humanistic orientations: Emphasize personal growth and self-actualization.
    • Situational orientation: Context of learning influences outcomes.
    • Constructivist orientation: Learning as building on previous knowledge.
    • Cognitive orientation: Focus on mental processes in learning.
  • Ambiguity of the concept due to multiple interpretations.
  • Importance of drawing on various theoretical frameworks to reflect on teaching practice.

Traditional vs Contemporary Views of Learning

  • Traditional Views Include:
    • Learning is acquisition of knowledge seen as universally true.
    • Learning is only for the young and involves explicit teaching (instructor-led).
    • Learning occurs in a calm environment.
    • Understanding is viewed as the only measure of proper learning.
  • Contemporary Views Include:
    • Learning is ongoing and multifaceted, characterized by growth and regression.
    • Development of understanding of personal learning processes changes over time—different at ages 5, 15, and 30.
    • Emphasis on self-discovery and relevance in learning.

Insights from Psychology and Neuroscience

  • Importance of understanding brain development in relation to learning.
  • Cognitive processes influential in memory processing:
    • Types of memory:
    • Short-term vs long-term memory.
    • Implicit vs explicit memory.
  • Role of environment and experience on memory retention.

Planning for Learning

  • Questions to consider when planning:
    • What should students create, evaluate, analyze, apply, understand, and remember?
    • Emphasis on higher-order thinking beyond rote memorization.
  • Introduction of Bloom's Taxonomy as a framework for developing learning experiences:
    • Higher order skills: Analyze, Evaluate, Create.
  • Importance of formative feedback in assessing understanding.

Adaptation and Differentiation in Lesson Planning

  • Learning expectations should accommodate varying levels of student cognition.
  • Wiggins and McTighe's Six Facets of Understanding:
    • Explanation, Application, Interpretation, Perspective, Empathy, Self-Knowledge.
  • Importance of adapting lessons for diverse learners to ensure comprehensive understanding.

Reflection and Evaluation in Teaching Practice

  • Emphasis on systematic lesson planning, which may involve challenges:
    • Need for rigorous preparation and adaptability in teaching based on student responses.
    • Implement reflection to improve teaching practices continuously.

Checklist for Effective Planning

  • Observational strategies should include:
    • Knowledge about child strengths, interests, and cultural backgrounds.
    • Adoption of meaningful observational methods focused on outcomes.
  • Analysis of information gathered during observations is crucial to understand student needs and plan accordingly.

Learning Intentions and Goals

  • Clarity in communicating learning intentions is essential:
    • Should be tailored to age and language level of students.
    • Different methods for different contexts, emphasizing multimodal communication.
  • Importance of explicit and measurable learning outcomes based on curriculum frameworks.

Connection Between Planning and Curriculum

  • Curriculum frameworks guide educational goals and intended learning outcomes to achieve:
    • Australian Curriculum as a context used to guide lesson planning.
  • Preparation of lessons should focus on competencies and desired outcomes for students.

Identifying Common Misconceptions in Lesson Planning

  • Some misconceptions include:
    • Class quietness being necessary for effective lesson start.
    • Passive waiting for attention vs proactive engagement strategies.
  • Reference to the Australian Professional Standards for Teachers (APSTs):
    • Align lesson planning with educational standards and cultural respect.
    • Emphasis on inclusion of Aboriginal and Torres Strait Islander histories and culture.

Reflective Practice

  • Reflection as a significant tool in teacher development:
    • Critical perspective on self-practice is essential for growth.
    • Regular evaluation of teaching strategies and understanding how to improve them.
  • Use of comprehensive notes and reflections on teaching practice facilitating informed discussions with supervisors.

Continuous Professional Development

  • Encouragement to maintain a reflective approach in both current placements and future teaching roles.
  • Decisions about pedagogy should reflect students' diverse cultural backgrounds and learning needs.
  • Consideration of differentiated instruction approaches to cater to diverse learning styles and needs.

Conclusion

  • Reminder about upcoming tutorial assignments involving lesson plans in sequence.
  • Encouragement to consider the aforementioned principles while preparing for the assignment in the future.