A personal pedagogy to teaching is something that is heartfelt through built relationships, experiences and exposure to life's upheavals and downfalls. The YouTube clip in the below link does not have an educational influence or relate to academics. However, the speech in this video is related to anyone at any point of life and can be applied to any situation. Therefore, it becomes relevant and influential when creating a personal pedagogy.
Everyone is learner at any stage of life. As learning managers we learn when we teach and interact with a plethora of individual students. These students possess different needs, wants, abilities and aspirations. It is our responsibility as a learning manager to be the example that the students need, to strive for greatness. A learning manager who demonstrates respect, focus, trust and a positive attitude is one who can facilitate an active learning environment. A dedication to developing a supportive learning environment is crucial in facilitating collaborative learning, relating learning to real life situations, whilst building social and academic skills. Providing students with an authentic education through planning to suit each student will help them connect positively inside and outside the classroom. It will also motivate them to discover new information and provide an opportunity to question their own thinking. Higher order thinking is developed through an education where students query and decompose their thoughts, others opinions and the facts to ultimately help themselves in achieving learning outcomes. Learning can be routine but through thoughtful planning, engaging activities and a positive attitude this becomes the basis for good pedagogy. This is my pedagogical approach that i will be developing throughout my teaching career.
"He who says he can and he who says he can't are both usually right"
Blooms Taxonomy and the SAMR Model
The picture below is from Kathy Schrock's (2013) website. The diagram shows how Blooms and the SAMR model work together, along with some appropriate apps to get students started. There are similar programs like the apps found all over the internet so this model is great example of how technology can be introduced in the learning environment.
The links found between Blooms Taxonomy and the SAMR model can easily be integrated into a 'modern' curriculum. In fact, because the technology can easily slot into Blooms Taxonomy it would be advantageous to take the transitional steps to introduce this into the classroom.
SAMR and Blooms Taxonomy take on the basic principle of developing information to promote higher order thinking. For example the SAMR begins at the substitution phase (lowest) and goes to redefinition (highest). Blooms Taxonomy begins at the knowledge phase and ends at the creating phase. Both of these set of levels/phases slowly require the learner to go past rote learning and delve further into information or facts to achieve the final outcome.
The substitution level of the SAMR could be linked to the remembering stage of Blooms where the student recalls basic information or facts. In this level of SAMR the student only substitutes technology, for example as a new way of taking notes or presenting information. Therefore by recalling information or knowledge and using basic technology as a substitute way of presenting or finding information, these models can be interrelated.
Like Blooms understanding and applying levels the augmentation level in SAMR is a step up and begins to enhance a students learning by develop higher order thinking skills. For example in the augmentation phase a student may use technological resources such as online sharing sites, online information sites and using online tools in replacement of books or encyclopedias. Students are beginning to be exposed to other sources, opinions and types of information that they must decide on what is relevant, truthful and resourceful to them. This is the same process in which the understanding and applying levels take place in Blooms Taxonomy. For a student to understand and apply information they must organise, compare and interpret sources using different tools. Using their acquired knowledge requires a student to separate their current knowledge and decide what is most appropriate for the information.
The modification stage of SAMR looks at students redesigning a task and using different tools to find information. This can link to the analysing and evaluating stage where the student analyses and then evaluates information, which can alter the outcome of a task. Having this technology available helps students in comparing ideas or opinions, in turn probing higher order thinking.
In the last stage of SAMR students are redesigning tasks. This redefinition uses technology to present information or aid in the process. If the work is presented online this can allow for immediate feedback and other perspectives can be considered. Once again the evaluating stage in Blooms Taxonomy can be applied to this as the student can evaluate the effectiveness of their work, how effectively it has been communicated with the technology and how technology has been used to enhance the quality of work. The final stage of Blooms Taxonomy, creating, helps students to combine all information or facts and categorize it into meaningful, summarized information.
**Contribution to the De Bono Hats can be found on the group wiki.
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