Justification of Module
Explanation of how content has been developed to help the target audience meet the learning outcomes
This module is based around a design task. Design tasks can suit a range of ability levels, improve student desire to learn, student performance and boost interest in certain subjects (Doppelt et al. 2008). The central idea of the course is basic and open-ended; to create the ideal animal, allowing an in-depth creative investigation of animal adaptions and structural features to take place. The content has been designed to build each lesson so students are scaffolded through the module in order to work to the best of their ability. The module has purposefully included time at the end of each lesson for students to reflect on their progress. Many researchers have discussed the importance of student metacognition in their learning (Flavell, 1979 and Brown, 1978 In Baker, 2009) with many studies indicating that metacognitive knowledge and control were associated with more successful cognitive performance (Baker, L, 2009).
Explanation of how pedagogical principles have been applied to foster creativity
Pedagogy is the link between the theory and practice of education (Oxford Dictionaries) and is critical to consider when planning a module of work.
The first pedagogical principle applied to assist in fostering creativity was to create a constructivist class environment. This was important when dealing with design as it should be student directed, teacher facilitated and involve group work or collaboration. Within the constructivist approach to teaching "cognitive development and deep understanding are the foci" (Fosnot & Perry, 2013). Through the module, students are encouraged to reflect, adapt, be flexible and constantly refine their ideas, ultimately assisting in developing their cognitive ability. Deep understanding is also developed in the module as students are focused on developing their understanding of one science outcome, promoting students to develop deep understanding of the content. Both of these aforementioned points allow for students to continue to develop their creativity. Students are also instructed to work in pairs, another aspect of the constructivist style of teaching (Vygotsky, 1978).
Whilst students are learning about the content, they are able to take their knowledge to a new level by creating their own, completely unique animal. This then ties into the Anderson and Krathwohl taxonomy (2001). As you can see below, 'create' lies at the top of the pyramid.
This module is based around a design task. Design tasks can suit a range of ability levels, improve student desire to learn, student performance and boost interest in certain subjects (Doppelt et al. 2008). The central idea of the course is basic and open-ended; to create the ideal animal, allowing an in-depth creative investigation of animal adaptions and structural features to take place. The content has been designed to build each lesson so students are scaffolded through the module in order to work to the best of their ability. The module has purposefully included time at the end of each lesson for students to reflect on their progress. Many researchers have discussed the importance of student metacognition in their learning (Flavell, 1979 and Brown, 1978 In Baker, 2009) with many studies indicating that metacognitive knowledge and control were associated with more successful cognitive performance (Baker, L, 2009).
Explanation of how pedagogical principles have been applied to foster creativity
Pedagogy is the link between the theory and practice of education (Oxford Dictionaries) and is critical to consider when planning a module of work.
The first pedagogical principle applied to assist in fostering creativity was to create a constructivist class environment. This was important when dealing with design as it should be student directed, teacher facilitated and involve group work or collaboration. Within the constructivist approach to teaching "cognitive development and deep understanding are the foci" (Fosnot & Perry, 2013). Through the module, students are encouraged to reflect, adapt, be flexible and constantly refine their ideas, ultimately assisting in developing their cognitive ability. Deep understanding is also developed in the module as students are focused on developing their understanding of one science outcome, promoting students to develop deep understanding of the content. Both of these aforementioned points allow for students to continue to develop their creativity. Students are also instructed to work in pairs, another aspect of the constructivist style of teaching (Vygotsky, 1978).
Whilst students are learning about the content, they are able to take their knowledge to a new level by creating their own, completely unique animal. This then ties into the Anderson and Krathwohl taxonomy (2001). As you can see below, 'create' lies at the top of the pyramid.
Image available from: http://www.mmiweb.org.uk/downloads/bloom.html
According to Anderson and Krathwohl (2001) creating is the highest form of thinking. The entire module is centred around students creating their own designs and therefore, is encouraging students to develop higher order thinking skills, again linking back to cognitive development and deep understanding. Technology is used to support and develop student ideas with the goal of creating an end product that is tangible and real for students. Anderson and Krathwohl (2001) also discuss levels of knowledge; factual, conceptual, procedural and metacognitive which have all been addressed at different points within the module.
Explanation of how tasks enable effective assessment and evaluation
When creating the module, alignment was a strong focus. Alignment between the content, the method of teaching, technology used, assessment and feedback. When all of these aspects align, students are forced to learn the correct content and be assessed on aspects that are important to the core of the module.
Furthermore, as the assessment is summative and a combination of blog entries, final creation and their justification, giving students a range of tasks to excel at, creating a whole and rounded assessment. By including blog posts throughout each lesson and having these count towards an assessment ensures the task has meaning and encourages students to reflect thoroughly about their progress and creativity.
Teachers should also be providing ongoing feedback and support to students. Students will be provided with an evaluation (see below) at the completion of the module to assist in further developing and refining the unit for future teaching and learning.
Explanation of how tasks enable effective assessment and evaluation
When creating the module, alignment was a strong focus. Alignment between the content, the method of teaching, technology used, assessment and feedback. When all of these aspects align, students are forced to learn the correct content and be assessed on aspects that are important to the core of the module.
Furthermore, as the assessment is summative and a combination of blog entries, final creation and their justification, giving students a range of tasks to excel at, creating a whole and rounded assessment. By including blog posts throughout each lesson and having these count towards an assessment ensures the task has meaning and encourages students to reflect thoroughly about their progress and creativity.
Teachers should also be providing ongoing feedback and support to students. Students will be provided with an evaluation (see below) at the completion of the module to assist in further developing and refining the unit for future teaching and learning.