By Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
Evaluate for studying [AfL] is sure up with scholars turning into self reliant lifelong inexperienced persons who're energetic members within the lecture room and past. This booklet explores instructor and scholar stories of AfL interactions in basic technology and know-how study rooms. operating from a sociocultural point of view, the book's basic premise is that AfL has a contribution to make to scholars constructing identities as entire newbies and knowers. the focal point is on figuring out and embellishing instructor practices that align with the spirit of AfL. the next issues are illustrated: • AfL interactions are multifaceted, multimodal and ensue over a number of time scales. • pupil studying autonomy is promoted while lecturers offer possibilities for college students to workout business enterprise inside a method of accountabilities. • instructor pedagogical content material wisdom performs a pivotal function in lecturers with the ability to reply to scholars. • efficient AfL interactions are reflective of how a specific self-discipline generates and warrants wisdom. The booklet should be of curiosity to lecturers and academic researchers who are looking to learn AfL from a theoretical and a pragmatic viewpoint.
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What did these planners look like? We first examine the first layer of the technology planner and follow this with an examination of the first layer of the science planner. Then we examine the second layer for both subjects. The Technology Learning Intentions Planning Layer The first layer of the technology planner focused teachers on identifying the technology learning intentions for the unit. It prompted teachers to decide on the main task they wanted their students to undertake. This main task was then designed as the overarching technology outcome for students to work towards (for example, to use materials found on a farm to make musical instruments for a public performance).
Typically New Zealand primary teachers report to parents two or three times a year through a combination of face– to–face interviews and written reports that can include individual student portfolios and school–developed report templates. 21 CHAPTER 3 SCIENCE AND TECHNOLOGY EDUCATION IN NEW ZEALAND New Zealand has had a national curriculum since the 1880’s. At the time of the InSiTE project, our teachers were working with the Science in the New Zealand Curriculum (Ministry of Education, 1993) and the Technology in the New Zealand Curriculum (Ministry of Education, 1995) documents.
Grant’s technology learning intentions plan Technical LIs The children will develop: – 2D/3D/technical drawing skills including measurements, scale, labelling – Technical skills for sawing, measuring, hammering, painting, sticking, trimming, glazing – Model making skills including use of colour, cutting, gluing – Skills for erecting signs Levels: 2, 3 & 4 Years: 5–8 STRENGTHENING TEACHER PLANNING AND PREPARATION 33 CHAPTER 4 of a focus on the macro task in technology we began the planning development process by thinking about what might be the ‘big’ idea in the science topics the teachers were interested in.
Expanding Notions of Assessment for Learning: Inside Science and Technology Primary Classrooms by Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass