Page 142 - Microsoft Word - The Future of Learning April 2017.docx

130
In the example below, the Learning Process follows a progression across a series of concepts from left to right. The individual concepts will eventually build the concept framework that the learning is targeting. As we move across from ‘starting out’ through to ‘predicting with confidence’, each concept becomes increasingly demanding from a cognitive perspective. The complete progression will rarely be achieved in a single unit of work, but rather, learners will work through concepts to the level they are cognitively able to achieve. The leadership of the school, or individual educators, may mandate the progression, or it may be left up to the learner to make the decision when they think they can move to the next concept in the sequence.
It may well be that some learners move through to the ‘understanding deeply’ level and others find their learning limit at that ‘connecting’ level. This limit may be due to the cognitive demand, lack of sufficient literacy, experiences or motivation.
Principles of Science
1. Science has its own language and this underpins science understanding
Learning statement
2. Scientific debate is essential as science issues impact everyone in different ways
Learning statement
3. Science is about hypothesising and testing models of understanding
Learning statement
Starting out
We are constantly experiencing new scientific events every day
Science is everywhere
Each person has different opinions about why things happen in our world
Learning about other people’s ideas is fun
People have different opinions about why things happen
People have different opinions about why things happen
Building confidence
Scientific language needs to be precise to communicate effectively
We need to build and apply our science vocabulary
Each person has different points of view for different scientific debates
With more people contributing, we can learn about different science ideas
Scientific models help us test and understand what we observe
Scientific models help us test and understand what we observe
Connecting
Scientific language changes as we investigate different aspects of science by experimenting
We use our science language
Debate involves different views about what is important
By collaborating with others, we ask more questions and learn more specific information
A hypothesis calls for experimentation and interpretation of those results
A hypothesis calls for experimentation and interpretation of those results
Understanding deeply
The language of science allows us to understand and communicate ideas across a range of disciplines
We need to apply our science language accurately
Scientific debate allows us to hear different points of view and assess which has the best argument
Debating ideas allows us to develop better informed and more powerful understanding
Models of understanding are always changing as new hypothetical concepts are tested
Models of understanding are always changing as new hypothetical concepts are tested
Predicting with confidence
To communicate scientific knowledge the author needs to be concise and accurate
When we communicate science ideas we need to be concise, accurate, clear and consistent
Scientific debate causes cognitive dissonance and makes us justify our stance
We question and improve our understanding when we are questioned
We hypothesise and then test the hypothesis to see how accurate it is
We hypothesise and then test the hypothesis to see how accurate it is
Needs and opportunities are the stellar nurseries of innovation and ingenuity.