Archive for category Lit_Review
The more I delve into curriculum materials in Queensland, the more I find references to ‘inquiry based curriculum‘.
Does anyone have any materials that outline the relationship between (evolution from?) constructivism as a learning theory, inquiry based learning as a general pedagogic approach, and more specific approaches such as project based and games based learning?
Or did using the terms ‘learning theory’, ‘general pedagogy’ and ‘specific pedagogy’ just then pretty much do the job?
I desperately want to explain these ideas to students next semester, but am wary of leading them to believe that newer ideas are intended to replace the older ones, when my message is rather that they should be building a complex pedagogy.
Or is this wrong too…connectivism, anyone?
(This definitely needs some kind of graphic representation eh? Anyone up for a prezi collab?)
Adopting an inquiry approach ensures that students have the opportunity to examine concepts, issues and information in a range of ways, and from various perspectives.
The inquiry approach values the skills of creative and critical thinking, informed decision-making, hypothesis building and problem-solving. As our society becomes increasingly complex and the role of the citizen becomes even more vital, these skills provide the foundation for discerning citizenship.
Students are encouraged to become active investigators by identifying a range of information, understanding the sources of information and looking for bias in it. They are thus better able to evaluate data and to draw meaningful conclusions which are supported by evidence. Rather than examining an issue from any one perspective, students are challenged to explore other possibilities by applying higher order thinking skills in their decision-making endeavours.
(QLD DET, 2008, ‘Implementing the QCAR: Curriculum‘ accessed today)
I found this excellent set of definitions in the text Language and Literacy in the Early Years 0-7 by Marian Whitehead. Thought it worth posting here.
My hope is that this post marks the start of a new category on this blog – ‘Lit_Review‘ – for posts that contain material of the kind you just know you’re going to want to find again later when you’re doing that review of research literature…
Language Variety – Summary
- Language variety is reflected in the different language of the world but it is also a feature within apparently uniform language communities.
- Two major aspects of variety within a language are accent and dialect. Accent refers solely to differences in pronunciation – the sounds of a spoken language. Dialect is a variety of a language with distinctive variations in syntax and vocabulary, as well as pronunciation.
- Standard English is the high-status dialect of English that is used in the written form of the language. It is also used widely in business and professional circles, the media, education and the teaching of English as a foreign language. Standard English dialect may be spoken with any accent.
- Received Pronunciation is a prestigious non-regional accent associated with higher education and, traditionally, the private school system in the UK and Oxford and Cambridge universities (Oxbridge).
- Variety is also found within every individual’s linguistic repertoire because we all switch registers, changing the degrees of formality in our language, according to the social context. Individuals use a variety of other forms, including other dialects, slang and jargon. We all develop a unique idiolect that makes our voices and language styles instantly recognisable.
Whitehead, M. (2010) Language and Literacy in the Early Years 0-7 (4th Ed.) Sage Publication: London. p.25
Neat summary eh? Pass it on!