Besides standing as an excellent example of an Authentic Task based on Project Based Learning, the task of taking a film from concept to fruition fulfills many aspects of the NSW Quality Teaching framework. Quality Teaching aims to develop deep learning and understanding, rather than a shallow surface knowledge. By integrating assessment within an authentic task, students have been encouraged to develop deep knowledge and deep understanding, both facets from the Intellectual Quality dimension of the QT framework. Throughout the task, students have not merely learnt about the use of technologies in the classroom, but have been actively engaged in the creation of a digital artifact. The level of understanding and knowledge I’ve personally developed through actually using the technologies, from Macs to Digital Cameras to Final Cut Pro, far exceeds that which I could have developed through rote learning. Encouraging students to interact with technologies rather than merely learning about them has, at least in my case, fostered the development of a sound understanding and knowledge, and I’m now confident in my ability to use these technologies.
In addition to focusing the development of Intellectual quality, the film making task has also encouraged a Quality Learning Environment, the second dimension to the QT model. As Killen (2007) states, when creating a QLE, teachers should "create learning experiences that are interesting, challenging and realistic, and that give students opportunities to work collaboratively on open-ended tasks" (Killen, 2007, p.25). Considering the comments in my previous posting, it is clear that this task fulfills these requirements. Specifically within the QLE dimension, this task encourages the facets of Learner Self-Regulation and of Learner Choice. Throughout the task, groups were largely expected to direct their own behaviours and attempts to learn. While the teacher remained on hand offer guidance of help with problems, this structure encouraged students to set goals, monitor progress and chose strategies (Zimmerman, 1989 in Killen, 2007, p.29) independently of the teacher. Likewise, the structure of the task allowed and indeed expected learner choice. Working within the framework defined by the teacher, students were given opportunity to not only choose the subject of their film, but to make decisions and solve problems relevant to the design process.
The film making task also well covers the third dimension of the QT model, that of Significance. The task clearly seeks to emphasise the relevance and significance of the project, Killen again, "Students need to be able to see that the things they are learning are relevant to them and significant to their understanding of their world." (Killen, 2007, p.29). Within the Significance dimension, the task is particularly adept at including the student's Background Knowledge, and of emphasising the Connectedness of the task. Allowing such a large amount of student self-direction gave students opportunity to utilise their background knowledge and skills. Within my group, all members used their particular strengths for the advancement of the project. The structure of the task, in allowing students to allocate their own roles, encouraged this use of background knowledge. In addition, the task clearly encouraged connectedness, focusing on building skills and knowledge which students see as real and relevant to life outside of university.
While it is clear that this task is well situated within the confines of Quality Teaching model, it also seeks to engage students through use of digital technologies and through providing an opportunity to challenge and extend their knowledge.
Showing posts with label Quality Teaching. Show all posts
Showing posts with label Quality Teaching. Show all posts
Thursday, November 4, 2010
Post 1 - Pedagogy and Curriculum
The assessment for EDUC1751, Knowledge and Information Technologies, was centered on the making of a short film. In small groups, students took a project based learning (PBL) approach. PBL uses real world problems to capture and engage students, with the teacher acting as facilitator, providing some guidance reinforcing the real-world relevance and fostering the development of what the Buck Institute for Education (2010) calls "21st century skills, such as collaboration, communication and critical thinking" The finished product is publicly presented, in this case the films were screened to all EDUC1751 students.
The production of a film, even one with a five minute duration, is a very complex task. Successful completion requires a broad range of skills, effective team work and delegation, and a high level of competency. As well as this, the mere fact that the project is a film rather than an essay or other writing task goes some way to ensure student engagement, allowing an outlet for student creativity. This way, the task falls in line with the Melbourne declaration's stated goal to create "confident and creative individuals" (Melbourne Declaration, 2008). While this particular task may have been focused upon the Stage 4-5 English syllabus, it is easily transportable, and indeed I have already attempted to integrate a similar task into lesson plans for the Stage 5 History classroom. Outcomes 4.8 and 5.8 (Stages 4 and 5 respectively) of the syllabus clearly state an outcome which could be fulfilled by this task, that a student should "locate, select and organise relevant historical information from a number of sources, including ICT, to undertake historical inquiry."
While quite a complex task, students were limited by their brief making it necessary to focus upon the theme of 'Twisted Fairytales.' By including this caveat, the brief mimicked constraints placed upon those in the working environment, bringing real-world relevance to the task. However, the focus of the task was sufficiently broad to still allow, and indeed encourage, a large amount of student direction and creative input, guaranteeing different perspectives and a "diversity of outcomes" (Reeves, Herrington and Oliver, 2002). Further to these characteristics, by including the writing of a reflective blog in the task the student is given opportunity to reflect upon the way in which the assessment was seamlessly integrated, breaking down into parts a seemingly simply yet very complex task. Taking into all aspects of the assessment, it is clear that it fulfills all ten requirements of a truly authentic task as defined by Reeves, Herrington and Oliver (2002).
It also covers the three main areas of the NSW Quality Teaching Model, Quality Learning Environment, Intellectual Quality and Significance. But that's for next blog.
The production of a film, even one with a five minute duration, is a very complex task. Successful completion requires a broad range of skills, effective team work and delegation, and a high level of competency. As well as this, the mere fact that the project is a film rather than an essay or other writing task goes some way to ensure student engagement, allowing an outlet for student creativity. This way, the task falls in line with the Melbourne declaration's stated goal to create "confident and creative individuals" (Melbourne Declaration, 2008). While this particular task may have been focused upon the Stage 4-5 English syllabus, it is easily transportable, and indeed I have already attempted to integrate a similar task into lesson plans for the Stage 5 History classroom. Outcomes 4.8 and 5.8 (Stages 4 and 5 respectively) of the syllabus clearly state an outcome which could be fulfilled by this task, that a student should "locate, select and organise relevant historical information from a number of sources, including ICT, to undertake historical inquiry."
While quite a complex task, students were limited by their brief making it necessary to focus upon the theme of 'Twisted Fairytales.' By including this caveat, the brief mimicked constraints placed upon those in the working environment, bringing real-world relevance to the task. However, the focus of the task was sufficiently broad to still allow, and indeed encourage, a large amount of student direction and creative input, guaranteeing different perspectives and a "diversity of outcomes" (Reeves, Herrington and Oliver, 2002). Further to these characteristics, by including the writing of a reflective blog in the task the student is given opportunity to reflect upon the way in which the assessment was seamlessly integrated, breaking down into parts a seemingly simply yet very complex task. Taking into all aspects of the assessment, it is clear that it fulfills all ten requirements of a truly authentic task as defined by Reeves, Herrington and Oliver (2002).
It also covers the three main areas of the NSW Quality Teaching Model, Quality Learning Environment, Intellectual Quality and Significance. But that's for next blog.
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