Curriculum Workshop Day 4 AM Thomas Cobb Faculty of Education Université du Québec à Montréal Lili Ji International Bureau of Education Geneva Student Final Presentations 2 1 Language ID: 599215
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KICD – UNESCO – IBECurriculum WorkshopDay 4 AM
Thomas CobbFaculty of Education, Université du Québec à Montréal Lili JiInternational Bureau of EducationGenevaSlide2
Student Final Presentations (2)1. Language2. Science
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Is this what we were looking for yesterday?
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http://www.learnalberta.ca/
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The key is to look for “Program of study”5Slide6
Research Paper 26Slide7
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CONSTRUCTIVISMIs the learning theory
most commonly associated with competency reformUsually encapsulated n the boring platitude that constructivism = learner centred 9Slide10
CONSTRUCTIVISMIs the learning theory
most commonly associated with competency reformUsually encapsulated in the boring platitude that constructivism = learner centred Well, yes, but that barely scratches the surface
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CONSTRUCTIVISMIs the learning theory
most commonly associated with competency reformBut few who talk about it seem to understand that this theory actually isAnd there are very few research studies that even investigate let alone prove its power in an educational context !!11Slide12
All knowledge….Exists in composites
of smaller ideas, emotions, etcOne “item of knowledge” can be imparted to another in two ways:As a composite (whole, unit, etc), orIn piecesFor the receiving party to make into a composite for himself / herselfMake into a composite = CONSTRUCT
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Pieces of knowledge… Also known as DATA
Raw data as opposed to fully formed, precast, theory13Slide14
In other words… It’s all about the grain size
of the knowledgeAnd the roles of the knowledge giver and receiverIn constructivism, the receiver takes on a large roleSo this is the bigger picture on the boring platitude that constructivism = learner centred14Slide15
And the educational application of all this?That while “data” is not always the convenient unit for every purpose…
We do not give children paper and matches and ask them to discover a conclusion about these substances…Data that is constructed into knowledge by the learners themselves, through activity and thought, will be STRONGER, more GENERALIZABLE, and especially MORE TRANSFERABLE TO NOVEL CONTEXTSKnowledge that cannot be applied to a novel context is dead knowledge (a.k.a. inert knowledge)
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And this attaches to the competence approach how ?
Knowledge for USEIs another way of saying knowledge for TRANSFERUSE = USE IN A NOVEL CONTEXT16Slide17
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Raw data for the meaning of ‘about’Slide18
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Pre-constructed data for the meaning of ‘about’Slide19
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PRESENTATIONSTea Break 11h00
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13h – 14hLunch
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