Standard One: Design and Implement Engaging and Flexible Larning Experiences

 

I strive to make learning experiences relevant and fun by linking to students’ interests and individual intelligences. By making them relevant I show connectedness to a student’s life and that of the real world (Department of Education and Training, 2004). Linking to a student’s prior learning provides a basis on which to use constructivist learning strategies (Pritchard, 2008). I utilise multiple intelligences in each learning experience in order to encourage all students to use their own talents in their work (Gardner, 2008). The goal is to encourage inquiry based learning where students seek out new knowledge of their own accord (McKenzie & McKinnon, 2009). I use flexible individual and group work approaches in the classroom.

 

I was asked to create a learning experience for a grade 12 Information and Processing Technology (IPT) class. The class consisted of 23 students of mixed abilities ranging from lower achievers to very high achievers. The task was to reinforce modularity (using Functions) which had been recently introduced by their teacher. At the same time, I was asked to address exponential number calculations which are not in-built in the Delphi Integrated Development Environment (IDE).

 

I discovered a mathematical formula for “zombie growth” which engaged the students and linked to prior knowledge. We created a modified Zombie Calculator, connecting exponential calculations to zombie growth. Using specifically guided questions (artefact 1), the class developed a logical sequence of steps required to create the program (logical intelligence). We designed the look and feel of the program (visual intelligence), and formulated a suitable mathematical function (mathematical intelligence) to calculate the Zombie growth (artefact 2). In pairs students set about creating their programs using the Delphi software (kinaesthetic intelligence). Finally I introduced a slightly more advance calculator for those students who were higher achievers.

 

All groups created the basic Zombie Calculator and enjoyed discussing how quickly the world would be taken over if Zombie growth was exponential. The higher achievers quickly finished the simple and advanced versions of the program. Motivated by the original Zombie formula from the introduction, they continued to modify their programs suggesting successful inquiry based learning.

 

I found that students were more receptive to my learning experiences subsequent to this lesson, and frequently offered potential fun topics such as superheroes and television shows to create programs for. By using multiple intelligences I was able to identify students’ individual learning styles, offering avenues for learning in the future.

 

New teachers need to connect with their students. Using the students’ talents and interests allows you to build on their prior learning. Inevitably students eagerly anticipate your classes promoting the opportunity for inquiry based learning.

 

References

Department of Education and Training. (2004). Productive Pedagogies. Retrieved 23rd September 2011, from DET Education: http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html 

Gardner, H. (2008). Multiple Intelligences : New Horizons. Basic Books. McKenzie, K., & McKinnon, M. (2009). 

Inquiry Based Learning: Encouraging Deep Thinking and Passion for Learning. Practically Primary, 14(2), 37-40. 

Pritchard, A. (2008). Ways of Learning (2nd Edition ed.). Hoboken, NJ, USA: Taylor and Francis.