William Glasser

The Ten Axioms of Choice Theory

• The only person whose behavior we can control is our own.

• All we can give another person is information.

• All long-lasting psychological problems are relationship problems.

• The problem relationship is always part of our present life.

• What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.

• We can only satisfy our needs by satisfying the pictures in our Quality World.

• All we do is behave.

• All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology.

• All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think.

• All Total Behavior is designated by verbs and named by the part that is the most recognizable.

http://www.choicetheory.com/ct.htm
31st march

Group Work ED2135

Model of Education...
Constructivist Education
Piaget

• Children are not adults.
• Children construct there own understanding of reality.
• Children learn through trail and error.
• Children can construct their knowledge by
  

As written by Agualunar:

Think
Pair
Share

There are two good ways for group discussion:
Jigsaw
Think, pair, share.

What are the characteristics of an effective group discussion?
Be careful that it is done in a certain way.
eg. jigsaw
or
Think, pair, share

Think: purpose is to get the person to think about what they already know about the topic.

You want to get the person close to the Zone of Proximal Development. Get them to think!

Question:
Write out what are the characteristics of a good, effective, efficient discussion?

Contribution by all members of the group
The ability to LISTEN TO others who have a different opinion to oneself and to embrace rather than reject their opinions if you don't agree.
The ability of group members to ask questions of other group members in regard to their opinion.
An understanding of the amount of time the group has to discuss and therefore time for each to contribute.
A question that is topical and relevant to the student will induce an efficient discussion.
Emphasise topics that the group already has knowledge about to enhance confidence and interest.
That each member of the group is valued for their opinion and input.
Within the group there are delegated roles.
There is a clear objective to the discussion which keeps the discussion focused.


Written by Bellarosa.

We then where randomly given numbers, so we ended up in a group of 5, we then given a topic:
TOPIC:
WHAT ARE THE CHARACTERISTICS OF A GOOD, EFFICIENT AND EFFECTIVE GROUP DISCUSSION?

LEARNING OUTCOMES:
HOW TO CONTACT GOOD GROUP DISCUSSION?

GOAL/TASK:
TO HAVE AN EFFECTIVE GROUP DISCUSSION TO UNDERSTAND WHAT ARE THE CHARACTERISTIC OF AN EFFICIENT AND EFFECTIVE GROUP DISCUSSION.

SUB-TASK:

• ROLES
• TIME
• ON TASK
• EVERYONE LEARN
• RESOURCES
• ETC

MEMBERS IN A GROUP

1. Leader/ Chair person/ facilitator
   
2. Scribe
3. Time keeper
4. Participator/ Reasearcher
   
5. Participator/ Spokesperson

Here are the points we came up with:

• everyone is valued
• clear objective of the group discussion and outcome allow for flexibility in presentation
• willingless to be challenged
• feel heard/ everyone listens/ not aggressively interrupted/
• learn from others
  
• be open without judgement
• recognision and respect
• "Yes and" not "no but" techniques
• eye contact
• seating circle
• everyone participates
• prior knowledge base to work from
• encourage each others, ask question
• facilitator pulls it together and makes sure everyone attends and understands
• keep it inclusive
• accept and challenge
• learn from others differences
• make sure the environment is safe for everyone to air their ideas
• be open to change your perception, opinion
• ask why
• non violent communication- non attacking language
• relevant topic- feel connected, passionate, engaging, heated
• take time for quality communication
• outlines the stages the group must go through
• allow time for conclusion and reflection and evaluation
• summaries scribe's notes
  

BIG BOS

Here is the link to School Certificate performance descriptors:
http://boardofstudies.nsw.edu.au/schoolcertificate/sc_cpd.html

Link to the Bos Syllabuses:
http://boardofstudies.nsw.edu.au/syllabus_sc/index.html#4_5

Here is the link to the Primary school Bos site, this gives the background knowledge of what the students pior learning:
http://k6.boardofstudies.nsw.edu.au/arts/#arts-syllabus

Whatever....Gen y

Gen Y
Holistic Learners
2. Making Tasks Real -
Real world analogies & elaboration strategies
3. Ludic (Play) Behavior
4. Active & Kinesthetic
5. Graphic/Visual
6. Customization
Other Learning Style Characteristics:
Motivation by technology.
Low threshold for boredom and short attention span.
Desire for adults to act as their peers.
Memorization - not something they will do.
http://www.library.csuhayward.edu/staff/ginno/ACRL/examples.htm
retrieved on the 3rd March

Whatever....Gen y

Gen Y
Holistic Learners
2. Making Tasks Real -
Real world analogies & elaboration strategies
3. Ludic (Play) Behavior
4. Active & Kinesthetic
5. Graphic/Visual
6. Customization
Other Learning Style Characteristics:
Motivation by technology.
Low threshold for boredom and short attention span.
Desire for adults to act as their peers.
Memorization - not something they will do.
http://www.library.csuhayward.edu/staff/ginno/ACRL/examples.htm
retrieved on the 3rd March

Blooms Taxonomy

National Curriculum

My analysis of the National Curriculum proposal by the Labour Party discussed by Judith Wheeldon in The Weekend Australian march 3-4.
• Why did we never have a National Curriculum?
• How can we agree on a national curriculum when our education dept’s are so different?
• “The danger of the nationalising bad policy is significant; divisiveness among the states over who wins will be serious; the expense will not be insignificant; loss of intellectual diversity will be similar to loss of biodiversity”
• Where is the creativity?
• What are the proposed “educational outcomes” and who is selecting them?
• Measured against other benchmark results of other countries we seem to be lacking but how are there health and metal health of the child results, there suicide levels, their creative capacities, there enjoyment of life… yes we should advocate intelligence, but maybe not through a reign of fear. I hear in Germany that education is so grilling due to the fear of getting a job or into Higher education and they are not alone.
•

Solo Taxonomy

SOLO Taxonomy

SOLO stands for Structure of the Observed Learning Outcome. The taxonomy is a useful way to characterise different levels of questions in exams and the corresponding responses expected from students. It originates from Biggs and Collis (1982).

Pre-structural
• Students are acquiring pieces of unconnected information
• No organisation
• No overall sense

Uni-structural
• Students makes simple and obvious connections
• The significance of the connections is not demonstrated

Multi-structural
• Students make a number of connections
• The significance of the relationship between connections is not demonstrated

Relational Level
• Students demonstrate the relationship between connections
• Students demonstrate the relationship between connections and the whole

Extended Abstract Level
• Students make connections beyond the immediate subject area
• Students generalise and transfer the principles form the specific to the abstract