School of the future v2
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School of the future v2
- 1. Our School of the Future By Alvin Tan & Terence Tan
- 4. School of the Future Personalized System Mass customisation Time variable/ Achievement constant/ Mastery based / variable-pace learning model Mobile / anywhere and everywhere Blended learning Flexible schedule (curriculum) ; anytime Differentiated instruction Differentiated and specialized teacher role Digital Portfolio and exhibition
- 9. Effective technology integration for pedagogy on subject content Bloom’s Taxonomy to guide and assess learner’s understanding
- 10. Effective technology integration for pedagogy on subject content Bloom’s Taxonomy to guide and assess learner’s understanding Digital Bloom’s Taxonomy using Web 2.0 tools
- 11. Digital Bloom’s Taxonomy Visual Representation Technological Knowledge (TK)
- 13. Effective technology integration for pedagogy on subject content Teaching for Understanding (TfU) framework, Howard Gardner’s multiple intelligence theory for lesson design Bloom’s Taxonomy to guide and assess learner’s understanding Digital Bloom’s Taxonomy using Web 2.0 tools
Notas do Editor
- From the above situational analysis, the educational landscape is moving towards constructivism. The focus must then shift from the teacher to the students. Students construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Hence, the curriculum change supports constructivist view of learning that can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (like problem-based learning and inquiry-based learning) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The curriculum also needs to be transformed to meet the needs of the information age and 21 st century learners.
- I have adopted Shulman’s (1986) idea of TPACK for my curriculum design where effective technology integration for pedagogy on subject content is supported. Pedagogical Knowledge (PK) is guided by Teaching for Understanding (TfU) framework where it provides the common language for teachers to design their lesson activities and professional reflection; In addition, Howard Gardner’s multiple intelligence theory provides the direction on how different activities can be carried out to maximise learning and also supports personalised learning (based on learning style). Content Knowledge (CK) is guided by Bloom’s taxonomy & the D4 innovation process where they provide a guided process of acquiring specific skills and competencies; Technological Knowledge (TK) is guided by Bloom’s Digital Taxonomy where appropriate web 2.0 tools are identified for acquiring of specific skills and competencies. Technology is essential for enhancing communication, connection and collaboration.
- I have adopted Shulman’s (1986) idea of TPACK for my curriculum design where effective technology integration for pedagogy on subject content is supported. Pedagogical Knowledge (PK) is guided by Teaching for Understanding (TfU) framework where it provides the common language for teachers to design their lesson activities and professional reflection; In addition, Howard Gardner’s multiple intelligence theory provides the direction on how different activities can be carried out to maximise learning and also supports personalised learning (based on learning style). Content Knowledge (CK) is guided by Bloom’s taxonomy & the D4 innovation process where they provide a guided process of acquiring specific skills and competencies; Technological Knowledge (TK) is guided by Bloom’s Digital Taxonomy where appropriate web 2.0 tools are identified for acquiring of specific skills and competencies. Technology is essential for enhancing communication, connection and collaboration.
- This slide shows the visual representation of transition to digital taxonomy. Each of the taxonomic element features some web 2.0 tools that helps to promote attainment of that skill.
- I have adopted Shulman’s (1986) idea of TPACK for my curriculum design where effective technology integration for pedagogy on subject content is supported. Pedagogical Knowledge (PK) is guided by Teaching for Understanding (TfU) framework where it provides the common language for teachers to design their lesson activities and professional reflection; In addition, Howard Gardner’s multiple intelligence theory provides the direction on how different activities can be carried out to maximise learning and also supports personalised learning (based on learning style). Content Knowledge (CK) is guided by Bloom’s taxonomy & the D4 innovation process where they provide a guided process of acquiring specific skills and competencies; Technological Knowledge (TK) is guided by Bloom’s Digital Taxonomy where appropriate web 2.0 tools are identified for acquiring of specific skills and competencies. Technology is essential for enhancing communication, connection and collaboration.
- The curriculum aims to provide greater flexibility to meet individual needs and strengths by the use of Howard Gardner’s theory of multiple intelligences (Gardner 1993). The use of multiple intelligences as organisers for curriculum experiences enable students to be exposed to many different ways of learning rather than the traditional model of academic learning.