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Learning Theory statement

The development and integration of technology into society and educational


facilities over the past decade has seen growth at an exponential rate. So
much so to the point where 2 year olds are using iPads and our younger
generations are being bombarded with technology in every day life, we
as a society have become dependent on something that we cannot
control. In order to keep up with the 21st century and the new digital
natives, education boards and curriculums have had to adapt and
upgrade in order to avoid accusations of incapability and misguided
education, in students preparation for the real world.
ICT has now become part of many lessons within the schooling system and has
been intertwined within teaching styles and pedagogical understanding.
Our lessons have been prepared under science with the use of ICT and
we have aligned them the with multiple intelligence theory and social
constructivism.
Social

Constructivism has many theories however, the overarching


understanding is that the theory takes the outlook of creativity. It states
that people do not simply learn from their environment, or from a teacher
who stands at the front and talks the whole lesson. Rather they scaffold
personal understands by creating connections between old and new
information. There are 5 key factors that learning and constructivism
come to create one, of which our lessons and website meet.
Active, our lessons are active, students are able to move around
the classroom
environment and observe their chosen lifecycle,
they are able to make observations
and recordings in forms of
mind-maps, google.docx and Spider-scribe.
Constructive, this is when the experience is connected with
knowledge. This is done
through the use of online tools,
games and activities on our Life Cycle Lab
website, as well as
the physical handling and observation of their animal or
plant
which can immediately connect to their prior knowledge of their
sub
jects.
Authenticity, is where learning is situated in the real-world context.
This is displayed throughout our 4 lessons and website.
However, the biggest real world and authentic experience
within our lessons is that of the alive animals and plants
where students can physically touch, turn, record and see
their progress with the animals and plants.
Cooperative, this of course is a natural act that most students
have. With our tasks being set in groups cooperation of
students plays a major role in determining the experiments
outcome and grades. With this project needing so many roles
it allows students to shine in their area of expertise whilst

learning and working as a group. If students are in sync,


cooperating and contributing to the group a greater depth
and understanding of the subjects content will become
apparent.
Intentional. Our 4 lessons allow students to create their intentions
based on the set goals which is placed on each page and also
mentioned in each lesson. Students are able to articulate
their goals for meaningful learning as they learn with their
animals and plants whilst following an online website created
by the teacher where goals of each lesson are apparent and
due dates are clear. Students can flow through their set tasks
and meet their goals each lesson with ease.
As previously mentioned our assignment is also intertwined with Dr. Gardner's
theory of Multiple Intelligences. As similar as this relates to some content
above it is also important that students needs are met. This theory
suggests that there are atlas 7 different ways in which people can see
and understand the information they are presented with, or in which way
they are more effective learners for themselves. These 7 are: Linguistic,
Logical-Mathematical,
Visual/Spatial,
Body,
Musical/Rhythmic,
Interpersonal/communication, Interpersonal/Individual.
Linguistics is the ability to use speech and written words in order to
communicate, observe or record. Our assignment allows students
to use linguistics in every aspect, they must record their findings,
create mind-maps, a journal of all their information and write lyrics
for a song on their lifecycle.
Logical. Where logical thinking is concerned it is embedded throughout
our task yet it is predominately seen where students have to work
collaboratively in order to reasons themselves and their information
they have collected, as well as create links between what they
think they know, what they have found out, and what is happening,
in terms of physically being able to see their cycle.
Visual. Our lessons are very visual based, they require photos, live
observations, mind-maps and the creation of a book/journal to
represent their findings as a group.
Body is where our assignment excels. Students are constantly moving
around with their technology, taking photos, observing and taking
care of their animal/plant as well as working in groups to flow
through the website to create their end product.
Interpersonal in terms of communication is relating to the social
constructivism section as previously mentioned. It is where our
students work in groups and must communicate in order to
complete their given tasks. If they want to succeed they need to
communicate.

Finally, interpersonal/individual. This assignment caters for individual


work as well as a group effort in order to finish their tasks. Students
can access the website and work through the work individually
however must report back to their group. This project is clearly a
large task and the use of groups allows for delegation so students
aren't as stressed emotionally and mentally.
Overall we believe this assignment is based upon a foundation of pedagogical
knowledge in order to effectively meet students needs and implement
the curriculum.