Claim: Designed activities coped with explicit teaching offer a collaborative and interactive classroom relationship
1. Team teaching and explicit teaching are combined to achieve quality teaching
2. Project-based learning/activities encourage learners' collaborative and reflexive learning abilities.
3. Technological devices offer multiple ways of cooperation and collaboration of the designed project to accelerate the classroom dynamic.
"Pedagogical experience are not content free and how pedagogy is shaped by content is important." (Loughran, 2013, p. 123)
Anzac Park: Teachers work as a team to confirm the lesson contents and outcome, also clarify them during plenary session. (4D Design Thinking mode)
Campbelltown Performing Arts:
Teachers applied explicit teaching and guided learning in the cross curriculum lesson. (group activities are guided by expert)
Campbelltown Performace: Students are grouped according to their study area and project, which implies the cooperative and collaborative student centred learning
Anzac Park: Students have the power to decide if they wat to work as group or by individual, "whichever suit them to complete the project".
Harbord Public: Students are grouped to complete the designed tasks according to their literacy levels. Group activities allows learners to cooperate and reflect on their own work.
Anzac Park: Writeable Surface and Display Screen support the quality of explicit teaching.
Harbord Public: Google Doc/Writable surfaces are used to proceed the team work. The learning feedback is instant.
Lithgow: Toucheble Screen & Writable Surface offers multiple ways to explain the mathematical concepts, also aid to the quality of explicit teaching.
"A healthy curriculumn would involve a somewhere between 40%-60% of student led enquiry and content/expert teaching"(Crick, Goldspink & Foster, 2013, p. 17)
"Learning as authorship: deep engagement that learner as agent purposefully responds to the dynamics of the journey, working with context, content, process and purpose. (Crick, Goldpink & Foster, 2013, p. 10)"
"communication happens through new technologies means that we need an understanding of learning that embraces embodied and experiential knowing, tacit as well as explicit knowledge. "(Polanyi, quoted in Crick, Goldspink & Foster,2013, p. 3)
"To "work with" rather than "act on": pedagogic action takes the form of bodily movement that contribute to student mental formation. "(Gale, Mills and Cross.2017, p. 351)
"Theories of adaptability highlight that teachers must honor students' backgrounds, cultures, lived experiences and life stories" (Vaughn, Parson, Burrowbridge, Weesner, Taylor, 2016, p. 262)
Harbord Public: The teachers identify the aim and outcomes of the lesson. (eg. Sydney Group will practice writing a paragraph Melbroune will focus on plural)
"Schools plan curriculum and develop teaching programs which are consistent with the NESA syllabuses and credentialling requirements" (Department of education, Code of Conduct)
Clear instructions and team teaching assure the procedure of lesson plan/reflective/ collaborative
- self reflective teaching
- reflective feedback between students and teachers
Highlighly recommended in Cross-curriculum education
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Rethinking teaching as take advantage of the new possibilites brought about by technological advances and new discoveries of learners and learning." (Zhao,2018, p.609)
