Howard Gardner

Who is Howard Gardner?

Howard Earl Gardner was born July 11, 1943 in Scranton, Pennsylvania. He is an American developmental psychologist who is based at Harvard University. He is best known for his theory of multiple intelligences.

Multiple Intelligence Theory:

Howard Gardner suggested that every individual manifests varying levels of intelligences. In 1999 Gardner listed eight intelligences as linguistic, logic-mathematical, musical, spatial, bodily kinesthetic, naturalist, interpersonal and intrapersonal. Gardner believed that each intelligence has a distinct course of development and end state. A major criticism of this theory is that it has never been tested, or subjected to peer review

How the theory can be used in the teaching of the TAS stage 5 specialization:

Gardner emphasized that a lengthy process of education is required to transform any raw potential into a mature social role. Gardner is still considering a ninth, or existential intelligence, but has not added it yet

References for further reading:

Businessballs.com. Multiple Intelligences Test - based on Howard Gardner's MI Model. Retrieved 02/06/2010 from: http://www.businessballs.com/freepdfmaterials/free_multiple_intelligences_test_young_people.pdf

Howard Gardner. 1982. Art, mind and brain: a cognitive approach to creativity. Basic Books

Howard Gardner. 1993. Creating minds: an anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi.

Howard Gardner. 2006. Multiple intelligences: new horizons. Basic Books

Rashmi Kumbar. 2006. Application of Howard Gardner’s Multiple Intelligence Theory for the Effective Use of Library Resources by K-2 Students: An Experimented Model. Retrieved 02/06/2010 from: http://archive.ifla.org/IV/ifla72/papers/142-Kumbar-en.pdf

Edward de Bono

Who is Edward de Bono?

Edward de Bono was born 19 May 1933, in Malta. He is a physician, author, inventor, and consultant and is best known as the originator of the term lateral thinking.

Lateral Thinking:

Lateral thinking as mentioned in the book Six thinking hats and is concerned with the movement value of statements and ideas rather than critical thinking which is concerned with judging the true value of statements and seeking errors.

Lateral thinking would be used when a student wants to move from one known idea to creating new ideas.

Edward de Bono defines four types of thinking tools:

• Idea generating tools that are designed to break current thinking patterns, routines etc
• Focus tools that are designed to broaden where to search for new ideas
• Harvest tools that are designed to ensure more value is received from idea generating output
• Treatment tools that are designed to consider real-world constraints, resources, and support

How the theory can be used in the teaching of the TAS stage 5 specialization:

References for further Reading:

Edward de Bono. 1983. Atlas of management thinking. Pelican.

Edward de Bono. 2004. De Bono’s thinking course. BBC Books

Edward de Bono. 1999. Thinking skills: six thinking hats for schools. Little, Brown and Company

Edward de Bono's Authorised Website. Retrieved February 12, 2004, fromhttp://www.edwdebono.com/index.html

Kearsley, G. (1994-2003). Lateral Thinking (DeBono). Retrieved January 18, 2004,from http://tip.psychology.org/debono.html

The McQuaig Group Inc. 1998. Edward de Bono's Lateral Thinking Concepts. Retrieved 02/06/2010 from: http://learntothink.com/ltt_background.pdf

Benjamin Bloom

Who is Benjamin Bloom?

Benjamin Bloom was a Jewish-American educational phycologist who made contributions to the theory of mastery learning.

Benjamin Bloom headed a group of educational phychologist who developed a classification of levels of intellectual behaviour.

Theory:

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

Blooms saw the original taxonomy as more than a measurement tool. He believed it would serve as a common language about learning goals to facilitate communication across subject matter and grade levels. Furthermore it was a means for determining educational objectives, activities, assessments and curriculum.

The following table consists of verbs that correspond to each cognitive domain.

Knowledge	Arrange	define	Duplicate
Comprehension	Classify	Describe	Discuss
Application	Apply	Demonstrate	Dramatize
Analysis	Analyse	Appraise	Calculate
Synthesis	Arrange	Assemble	Collect
Evaluation	Appraise	Argue	Assess

How the theory can be used in the teaching of the TAS stage 5 specialization:

Across all specialisations but specifically the TAS stage 5 specialisation, teachers can use Blooms theory to taxonomize students into different levels of learning ability. When providing task sheets teachers can change the wording of some of the questions to meet the learning abilities of the class as a whole. When creating marking criteria again teachers can use the appropriate verbs to describe what they expect from the differing levels of achievement.

References for further understanding:

Lorin W Anderson, Lauren A. Sosniak. 1994. Bloom’s taxonomy: a forty year retrospective. Year of

the National Society for the Study of Education.

Lorin W Anderson. 2001. A taxonomy for learning, teaching and assessing: a revision of Blooms taxonomy of educational objectives.

William Robert Dawson. 1998. Extensions to Bloom’s taxonomy of educational objectives.

Project Outline

Project Outline

Click on the image to enlarge.

The Project Outline was also uploaded in document form to google docs here.

"Lets Get Safe" Debriefing

Task

Form cross-specialisation teams. Teams have 15 Minutes to develop a role-play about safe work practices in the Technological and Appllied Studies (TAS) environment.

Debriefing

I was (the role I performed): The troublemaker/disrupter of the peace. My role during the role play was to distract the teacher with misbehaviour which would cause her to steer her focus away from the potential OH&S breech and onto me. This would highlight the necessity of having focus during class and also show everybody in class how fast a problematic situation can occur.

I did (the actions I performed): In Preperation, I worked with the others in my group to come up with a potential situation where OH&S could be breeched. This was not an easy task, the group first went through ideas of students using computers, or even students at home with many hazards in close proximity to the workstation. The group eventually made up its mind on an activity that would involve a cooking class. I also was in charge of making costumes out of the materials given to our group. In the performance, my actions had me start out as a nosey student, getting on the teachers nerves, building up the pressure until finally the teacher snaps when I yell there is a mouse in the class room and I have the teachers total attention for just a brief moment.

I felt (my emotions felt during the task): In preperation, At first glance the task seemed very straight forward but became more difficult when we were put in a group with food tech students. Even though we are all teaching students, we were unable to come up with a common idea for a while. It took us the full 15 minutes to figure out our plan for the role play because the IT students had some particular ideas but the food tech students had completely different ideas. The complete collaboration was made when the food tech ideas for the role play got a few interesting inputs from the IT students. Once the initial establishment was made, there were many ideas that were incorporated into the role play, both food tech students and IPT students were excited about the ideas the other students were inputting. During the performance my nerves were reduced when all our ideas were coming to fruition.

I wish (my open response): I wish there were more opportunities to learn from other student teachers who are undertaking different methods. Student teachers with different methods have skills and abilities that are taught to them specifically to be able to teach the sort of activities students usually undertake in their subject area. There is alot one can learn from other subject areas and these techniques can be used to develop activities for other subject areas. As one of the members in our group said its like taking some of the tools in their shed and using it in your own work shed.

Lesson Plan 2

This was part of Assignment 1 for the TAS 1x Method.

Lesson Plan 2 has been uploaded into google docs and can be accessed here.

The lessons resources have also been uploaded into google docs and can be accessed through these links.

PowerPoint Presentation

Lesson Activity Cut Outs

Textbook resource.

Lesson Plan 1

This was part of my Assignment 1 for the TAS 1x Method.

Lesson Plan 1 has been uploaded into google docs and can be accessed here.

The lessons resources have also been uploaded into google docs and can be accessed through these links.

Textbook resource.

PowerPoint Presentation.

e-Portfolio Design

Previously I had achieved an e-Portfolio by creating a PowerPoint document that had hyperlinks to all the Artefacts. ALthough this semester I felt I needed to expand the electronic portofolio and the only way to do so was to create an online environment whereby I could upload work and add hyperlinks to documents that are all online. This would give the sense of freedom as you can have access to the e-Portfolio anytime, and almost anywhere.

Sample Program Unit from Curriculum Support

Here is a sample Program Unit from Rutherford Technology High School

LINK to Curriculum Support Website

Getting to know your TAS Syllabus

This document has been uploaded into google docs and can be accessed here.

Getting to know your

Technological and Applied Studies

Year 7-10 Syllabus

Resource	Task
TAS Syllabus Specialisation	http://www.boardofstudies.nsw.edu.au /syllabus_sc/pdf_doc/info_soft_tech_710_syl.pdf
Rational	Ÿ Rational located on Page 8 Ÿ Information Technology Years 7-10 syllabus provides students with the knowledge of past, current and emerging technologies, data, hardware and software.
Aim	Ÿ Page 10 Ÿ The aim of the Information and Software Technology Years 7–10 Syllabus is to develop students’ knowledge and understanding, confidence and creativity in analysing, designing, developing and evaluating information and software technology solutions. Ÿ IST skills will be used in every field students undertake in their future studies or work place, these skills are a necessity and are taught during the years 7-10 IST course.
Objectives	Ÿ Page 11 Knowledge, understanding, skills, values and attitudes Students will develop: 1 knowledge and understanding of a range of computer software and hardware 2 problem-solving and critical thinking skills in order to design and develop creative information and software technology solutions for a variety of real-world problems 3 responsible and ethical attitudes related to the use of information and software technology 4 knowledge and understanding of the effects of past, current and emerging information and software technologies on the individual and society 5 effective communication skills and collaborative work practices leading to information and software technology solutions for specific problems.
Outcomes	Ÿ Page 12 Students will develop: Ÿ Knowledge and understanding of a range of computer software and hardware Ÿ Problem solving and critical thinking skills in order to design and develop creative information and software technology solutions for a variety of real world problems Ÿ Responsible and ethical attitude related to the use of information and software technology Ÿ Knowledge and understanding of the effect of past, current and emerging information software technologies on the individual and society Ÿ Effective communication skills and collaborative work practices leading to information and software technology solutions for specific problems
Content	Ÿ Page 14 Ÿ Core Topic 1: Design, Produce and Evaluate Ÿ Core Topic 2: Past, Current and Emerging Technology Ÿ Core Topic 3: Data Handling Ÿ Core Topic 4: Hardware Ÿ Core Topic 5: Issues Ÿ Core Topic 6: People Ÿ Core Topic 7: Software Ÿ Option 1: Artificial Intelligence, Simulation and Modelling Ÿ Option 2: Authoring and Multimedia Ÿ Option 3: Database Design Ÿ Option 4: Digital Media Ÿ Option 5: The Internet and Website Development Ÿ Option 6: Networking Systems Ÿ Option 7: Robotics and Automated Systems Ÿ Option 8: Software Development and Programming
Life Skills	Ÿ Page 42 Ÿ For some students with special education needs, particularly those students with an intellectual disability, it may be determined that the above content is not appropriate. For these students, Life Skills outcomes and content can provide the basis for the development of a relevant and meaningful program
Continuing of Learning K-10	Ÿ Page 48 Ÿ This section states in summary form how the knowledge, skills, values and attitudes have been developed by students after successfully achieving course outcomes and for which stage of learning it applies.
Assessment and Reporting	Ÿ Page 54 Ÿ emphasises the interactions between learning and manageable assessment strategies that promote learning Ÿ clearly expresses for the student and teacher the goals of the learning activity Ÿ reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark Ÿ provides ways for students to use feedback from assessment Ÿ helps students take responsibility for their own learning Ÿ and is inclusive of all learners