Learning by design

Adapted from Trudy Sweeney

The ideas and theories of

Professor Mary Kalantzis (Royal Melbourne Institute of Technology) and

Mr. Bill Cope (Common Ground).

Teaching as:

Mindful, Premeditated, Reflective and Shared

a focus on pedagogy – the knowledge processes

The learning-by-design The learning-by-design theorytheory

situated practice

experiencingtransformed practice

applying

overt instruction

conceptualisingcritical framing

analysing

experiencing

the known

experiencing

the new

conceptualising

by naming

conceptualising

with theory

applying

appropriately

applying

creatively

analysing

functionally

analysing

critically

The ‘knowledge processes’ of Learning by Design a pedagogical scaffold and heuristic

Integrated unit of work for Year 5

Design a New School Playground

We’re Getting a New Playground!

A unit of work for year 5 written by Trudy Sweeney, Westbourne Park Primary School, South Australia.This unit enables students to investigate characteristics of high quality playgrounds, design a playground for their own school and convince others that their design is the best. TLF learning objects used to support the many and varied activities include 'Dream machine', 'Letters to the Editor: interviews' and 'Fashion design'.

http://www.thelearningfederation.edu.au/tlf2/sitefiles/assets/docs/tad/Design%20a%20playground%20by%20T.Sweeney.pdf

learning by experiencingexperiencing……

the known - bring in, show or talk about something/somewhere familiar or ‘easy’ - listen, view, watch, visit.

the new - introduce something less familiar, but which makes at least some sense just by immersion - listening, watching, viewing, visiting etc.

The knowledge processes of learning-by-design

learning by conceptualising…conceptualising…

by naming - define terms, make a glossary, label a diagram, sort or categorise like and unlike things.

with theory - draw a diagram, make a concept map, or write a summary, theory or formula which puts the concepts together.

The knowledge processes of learning-by-design

learning by analysing…analysing…

functionally - write an explanation, create a flow diagram, draw a technical diagram, create a storyboard, make a model.

critically – identify gaps and silences, analyse purposes (what a piece of knowledge is for), predict and discuss consequences, hold a debate, write a review.

The knowledge processes of learning-by-design

learning by applying…applying…

appropriately - write, draw, act out in the ‘correct way’, solve a problem.

creatively - use the knowledge you have learnt in an innovative way, take an intellectual risk, apply knowledge to a different setting, suggest a new problem, translate knowledge into a different mix of ‘modes’ of meaning.

The knowledge processes of learning-by-design

Possibilities

Learning Objects have been designed to engage and instruct students using Australian content.

Combining Learning Objects with problem-based and/or inquiry-based learning can be a powerful motivator for students that promotes student centred learning.

The more students are engaged and tasks reflect their interests and goals, the easier it will be for them to construct in-depth knowledge.

Conclusion

Learning Objects have been designed to engage and instruct students using Australian content.

Combining Learning Objects with problem-based and/or inquiry-based learning can be a powerful motivator for students that promotes student centred learning.

The more students are engaged and tasks reflect their interests and goals, the easier it will be for them to construct in-depth knowledge.

Designing a new playground The national project About the task

Connect Attend Imagine Inform Practice Extend Refine Perform http://www.cgpublisher.com/publishers/10/web/index.html

Design Brief & Assessment Rubric