Creating active learners

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Learning is Social and Interactive ,[object Object],[object Object],[object Object]

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CHS281 Recap and assignment guidance This module addressed creative approaches to the primary curriculum. What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils. Hence, we talk about pedagogic approaches that are promoting connections. Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating. Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”. Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.” Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others. HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects. Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly. What is the theoretical underpinning of cross-curricular approaches? Cross-curricular approaches reflect a constructivist and social constructivist approach to learning. In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills. Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning. Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment. Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important. Creative approaches Story Project/problem-based Enquiry Outdoors Environmental Education Education for sustainability Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts. Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...

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483 Salika A. Lawrence | Kelly McNeal | Melda N. YildizBy using popular culture, teachers can help students engage in a variety of multimedia projects that help them make connections between reading, writing, and technology. Summer Program Helps Adolescents Merge Technology, Popular Culture, Reading, and Writing for Academic Purposes Research has documented that adolescents engage in many literacy practices outside of school (Cutler, 1999; Fisher, 2003; Hinchman, Alvermann, Boyd, Brozo, & Vacca, 2003/2004; Mahiri & Sablo, 1996; Moje, 2000), where they have the choice and freedom to make their own decisions with few restrictions and opportunities to interact with a wide array of texts in different forms. Recent reports suggest that today’s adolescents have “multiple literacies” (King & O’Brien, 2002) because they interact with multiple forms of nontraditional texts and different sources of information, access popular culture and mass media, and communicate with people from diverse backgrounds and perspectives through the use of new technologies (Moore, Bean, Birdyshaw, & Rycik, 1999). Adolescents’ current reliance on technology prompts a redefinition of literacy that represents a generation of youths who read less print-based text (Collier, 2007) and rely instead on visual images as a means of comprehending text while sorting through a plethora of digital information, technology, and media. Although they now “read” more images, youths still need and use critical thinking skills such as exploring and critiquing the “text” when they shift through different sources of digital information. Previous research falls short of distinguishing between the technological literacy practices adolescents engage in outside of school, namely e-mailing and surfing the Web (Moore et al., 1999), and the academic and critical literacy expectations identified in media and visual literacy standards, namely evaluating sources, synthesizing information, and using different media. These practices ref lect “21st-century literacies...[which] includes new ideas about what can be considered texts” (Collier, 2007, p. 4) and students’ interac- tions with those texts. Collier (2007) reported that students in our 21st-century context increas- ingly interact with nontraditional texts such as rap lyrics and graphic nov- els. In this context teachers have had to reexamine their classroom practices Journal of Adolescen t & Adul t L i teracy 5 2 (6) March 2 0 0 9 doi:10 .15 9 8 /JA A L . 5 2 . 6 . 3 © 2 0 0 9 In ternat ional Reading A ssociat ion (pp. 4 8 3 – 4 9 4) 484 J o u rn a l o f A d o le sc e n t & A d u lt L it e ra cy 5 2 (6 ) M a rc h 2 0 0 9 because of the increasing inf luence of technology on students’ literacy practices. The problem is that teachers...assume students already know all the “tech stuff,” and need only to have their writing and thinking s.

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