Design+Rationale

=Design Rationale=


 * Theory /Frameworks || Rationale for using this approach ||
 * Blooms Taxonomy || Blooms taxonomy is a framework to scaffold thinking. In this learning sequence Blooms taxonomy was aligned with an inquiry model of TELSTAR. this allowed the learning journey to include stages of lower order thinking that incclude finding information, and remembering information through to analysing the information and then using the information in new ways, and to create new products.

The beginning of the learning journey sought to provide learners with activites to link to prior knowledge in this way the learners were recalling knowledge, and remembering facts. This links to the beginning level of Blooms taxonomy. After this phase the learning journey moved towards a greater understanding of the information, to explore the information, seek more information and collate information into groups so as to develop a deeper knowledge about the information.

the next step was to apply this information in some way. Using Glogster to create a poster allowed for the collected knowledge to be applied to a task and also to scaffold practise with the tool that students will be using for their final task. After this the students moved towards higher order thinking. In the learning journey the students would be exposed to pedagogies to support their developing knowledge of persuasive texts, particularly multi modal ones relevant to the topic. In this case using advertisements for food. This could encompass government or health bodies texts as well as food advertising from privatised companies. Analysis of these texts and gathered information begins to develop new knowledges and the chance for learners to make sense of the information in their own ways.

This leads towards learners evaluating or creating their own judgement. This is powerful higher order thinking as it is owned by the learners themselves and follows the gathering of facts and knowledge.

The evaluation process provides a platform on which learners can create something new, in this unit their own advertisement for food, with the purpose of influencing food choices.

This learning journey also includes a further stage, that of reflection on the final creation. This reflection is an important element as learning never truly has an end point so reflecting allows for synthesis of ideas collected and the new meanings to be evaluated and become a start point for further learning adventures. ||
 * Multiple Intelligences || Howard Gardener's theory on multiple intelligences surmises that learners may all learn through different ways (Smith, 2002,2008). For instance some learners may find that information heard aurally is easier to understand and recall than printed text. This idea of multiple intelligences influenced this learning journey through the idea that knowledges need to be presented in different ways to maximise the availability of learning for all learners.

The information was presented using static pictures as well as text and video to introduce multimodal elements. This endevoured to cater to a variety of learning styles. Similarly group work activities were included so that learners could construct knowledge within interpersonal channels as well as independently. Vygotsky's theory of social construction of learning also informs us that learning is often developed through social interactions ( snowman et al. ) || content Knowledge || The Technological pedagogical content knowledge (TPCK) theory puts forward the view that the use of technology in learning is intertwined with the knowledges of how to successfully teach, as well as knowledge of the subject or topic areas ( Mishra & Koeler, 2006). For this reason the use of technology in this learning sequence was not separate but part of the learning experiences. the use of the technology would be modelled by the teacher as part of searching for information and analysing that information. Using digital tools like the ability to take digital photos, upload these to computer, and then use the presented images within an activity teaches the technological knowledge of these tools in a way that also suports the development of the learning on the chosen topic of food choices. || Using classification was one way to develop students thinking skills.Classifying provides students with a framework for developing comlpex reasoning skills ( Marzano& Pickering, 1997).
 * Technological, pedagogical,
 * Other || Pedagogies were chosen to support the learning within this learning journey.

Learning logs were also used as a reflective and self assessment tool throughout the learning journey. Ideally these could be individualised to suit different learners, rather than using only an exercise book for instance, a video diary, or blog could be utilised. To differentiate for individual students the use of illustrations and labelling could also be used rather than handwriting, or scribing using aides where relevant.

The inquiry framework of TELSTAR was used in the learning design. TELSTAR scaffolds the journey by providing a guide to the movement of the inquiry from tuning in through Exploring, Looking, Sorting, Testing, Analysing and Reflecting. This provides a good platform for higher order thinking and worked well in conjunction with Bloom's Taxonomy. ||

__Use of ICT in this Learning Journey__
The use of ICT and digital tools was integral to this unit of work as the learning outcomes depended on a multimodal assessment piece. Glogster was chosen for its ability to be used intuitively and the capacity it has for including images and print visuals as well as other media types. The use of wikispaces as a platform for recording the learning journey and as a group workspace also allowed learners to access the learning journey at home, independently and in group work and whole class groupings. At this year level the use of the wikispace allowed learners to have the use of the technology modeled by the teacher as well as have opportunities for using it themselves in class time.

The activities were scaffolded by the guidance of the teacher's questioning and the class lessons which developed through from a modeled approach toward more independent use of the tools. Some technologies were used in ways that allowed for the inquiry method to unfold, for instance the use of Bubbl.us to create mind maps easily allowed for prior knowledge to be gathered and recorded.

The ICTs allowed the learners to explore the content related to the topic, this use of ICT allows for learning to occur through familiarisation and by illustrating the capabilities and possibilities of the technology and digital tools. Learners learn deeply about technology use through using it in real authentic ways ( TPCK).