Weebly

The link below is to a Webquest that I created in Weebly for a previous SOSE assignment

http://localhistory.weebly.com/index.html

This is a direct quote from the Department of Education and Early Childhood Development.
“Although learning now occurs in online environments the principles around safe, secure and stimulating environments remain unchanged. When responding or supporting teachers or students in online spaces schools are advised to “take the technology out” of the issues and focus on the behaviours and expectations they would expect within any physical learning environment.”

“Regardless of whether they are online or offline, the safe and responsible use of digital technologies is always directly related to the values and behaviours of the students and teachers (Department of Education and Early Childhood Development, 2010).”

References
Department of Education and Early Childhood Development. (2010). Learning online support. Retrieved from http://www.education.vic.gov.au/management/elearningsupportservices/www/support/default.htm

Wiki

Below you will find a link to go to my wiki site.

Inside there are details about wikis vs blogs
- the similarities
- the differences
- the learning benefits &
- how wikis are being used in the classroom

http://shelluni.wikispaces.com/

Networked Early Years Learner

Image of Globe from: http://www.digifams.com/

Second Multiple Intelligence Results & Overview

Note: my results are quite similar

"Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves” (Smith, 2008).

Here is the link to complete the quiz yourself.
http://www.collegesuccess1.com/InstructorManual4thEd/Learning%20Style/MI_quiz.pdf

My Strengths involve
- Interpersonal Intelligence: Having been involved in team environments within the workforce for many years, this result was not a surprise to me. I worked in the administration field which is an area that is ultimately customer service focused. I enjoy being around people.

- Intrapersonal Intelligence: I benefit from working on my own, but am happy to work as part of a team when required. I am strong minded (some would say stubborn lol :-) and I recongise the value in being aware of my feelings.

- Logical-mathematical Intelligences: For as long as I can remember I have absolutely loved planning!! I prefer routine and therefore am not very spontaneous (which can be painful for some I know). Everything in my life has to be organised.

My Intermediate Strengths involve
- Linguistic Intelligence: I find that some times I stumble over words when speaking. It sounds good in my head and then it comes out wrong. Reading is something that I am doing a lot of at the moment due to being at University. I will admit however that sitting and reading a novel on the weekend is not appealing to me.

- Spatial Intelligence: I enjoy puzzles and believe that I am quite observant. However in saying this I do have trouble in viewing things artistically and objects that are abstract.

- Musical: Music is something that I use to escape and tune out to my surroundings. I was surprised that my scores were quite low for this. Maybe it has something to do with my lack of knowledge regarding the making, playing or production of music??

Areas needing improvement
- Naturalistic: I need to take more notice of my surroundings (environment).

- Bodily-kinesthetic Intelligence: This result was not a surprise to me. I would not class myself as “sporty” at all. I personally learn best visually and from others. I do though understand that not everyone learns best in these manners.


References
Smith, M. (2008). Howard Gardner, multiple intelligences and education. Retrieved from http://www.infed.org/thinkers/gardner.htm

Multiple Intelligences

When it came to analysing these results and asking “why” I did find it quite challenging.

Below is another Multiple Intelligences Quiz which I found in the “Innovative Teachers’ Companion”.
Primary Edition 2011. Authors: Eric Frangenheim, Gerard Alford & Paul Herbert.

itc Publications

I thought it might be interesting to compare results with the first quiz.

Here is the link to complete the quiz yourself.
http://www.collegesuccess1.com/InstructorManual4thEd/Learning%20Style/MI_quiz.pdf

Concept Maps in Early Childhood

“One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool, thus encouraging students to use meaningful-mode learning patterns” (Novak & Cañas, 2008).

The History
The idea of a concept map was first developed four decades ago in the early 1970’s. Since this time these graphic organisers have become a tool that is used widely in learning environments (Novak, 1998).

Description
Concept maps can be created manually or through utilising technology and using specific software programs. They show representations and clear relationships between ideas and topics (Birbili, 2008).

Introducing concept maps in the early years
The use of concept maps in early learning has great significance. Children are in the ‘sensorimotor stage’ (birth-2 years of age) and ‘preoperational stage’ of cognitive development (2-7 years of age) where they are beginning to discover the world around them (Snowman et al, 2009, p.29). In doing so children start to uncover and notice similarities and patterns (Novak & Cañas, 2008). Therefore there are numerous ways in which using concept maps can assist in productive pedagogy (Birbili, 2008).

Example
Although young children may not be able to create a concept map on their own, using familiar topics will assist the students in understanding the connections and relationships between concepts. It is a necessity that the Learning Manager models a variety of different concept maps for the students. Drawing and using concrete materials instead of text are a helpful method to introduce this tool to early learners (Birbili, 2008).







Images retrieved from clipart

When are “concept maps” a useful tool in an early childhood setting?
Concept maps are a great way for children to display and show their awareness and level of understanding about specific topics. This approach shows the current knowledge of the learner and offers the Learning Manager a starting point of where to extend the students understandings. Students are then able to add to this concept map as their knowledge increases and understandings develop further. (Birbili, 2008).

- The above concept helps the Learning Manager in planning.
o Scaffold = plan
o = do
o = reflect

Connecting learning theory
Constructivism: The prior knowledge of the students is drawn out through discussion. The students are able to actively “construct” new meanings through the learning experiences (Snowman et al, 2009).


References
Birbili, M. (2008). Mapping knowledge: Concept maps in early childhood education. Retrieved from https://pkab.wordpress.com/2008/07/17/peta-konsep-pada-pendidikan-tingkat-awal/
Novak, J. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and cooperation. Mahwah, New Jersey: Lawrence Erlbaurn Associates Inc.
Novak, J., Cañas, A. (2008). The theory underlying concept maps and how to construct and use them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2010). Psychology: Applied to teaching. Milton, Qld: John Wiley & Sons Australia, Ltd.

Learning Theory in Early Childhood

Constructivist Theory
"Constructivism is the view that meaningful learning is the active creation of knowledge structures rather than a mere transferring of objective knowledge from one person to another" (Snowman et al, 2009, p.28).

- Meaningful activities need to be planned that incorporate the experiences and interests of the students.
- Appropriate materials are required to be available for young children to play with and manipulate.

Behaviorist Theory
Behavior is shaped and formed through both negative and positive reinforcement. These forms of reinforcement (both positive and negative) encourage for the behavior to occur yet again. Punishment (positive and negative) reduces the likelihood of the behavior reoccurring (Learning Theories Knowledgebase, 2010).

- Rewards and positive reinforcement such as praise.

21st Century Learning
This is known as the digital age with new technologies emerging all the time. These new technologies are altering the way in which students learn in the classroom (Billington, 2008).

- Interactive whiteboards

Social Learning Theory
Learning occurs through interaction with others and observation of others actions (Merriam & Caffarella, 1991).


References
Billington, J. (2008, Mar 17). 21st century learning matters [Video file]. Retrieved from http://www.youtube.com/watch?v=2L2XwWq4_BY
Learning Theories Knowledgebase. (2010, November). Behaviorism at learning-theories.com. Retrieved November 4th, 2010 from http://www.learning-theories.com/behaviorism.html
Merriam, S.B. and Caffarella, R. S. (1991). Four perspectives on learning. Retrieved from http://www.lifecircles-inc.com/Learningtheories/orientations.html
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2010). Psychology: Applied to teaching. Milton, Qld: John Wiley & Sons Australia, Ltd.