Contextual+units



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Building unit and lesson plans

Integrated learning
- creating the big picture; holistic learning

Technology curriculum Curriculum driven specific learning intentions are derived from the achievement objectives. They reflect the intended technology learning that students will achieve as they participate in learning experiences. Curriculum driven specific learning intentions are derived from the achievement objectives. They reflect the Curriculum driven specific learning intentions are derived from the achievement objectives. They reflect the technological in nature (for example, graphical knowledge and skills, knowledge of materials, skill in material manipulation, knowledge of existing technological products and systems), or may be derived from other disciplines (for example, science, mathematics, the arts, social sciences, language, psychology etc). Teachers should also develop specific learning intentions from the additional knowledge and skills required by the context of the learning experience. These are referred to as context driven specific learning intentions and will reflect key knowledge and skills that students will need to develop. These learning outcomes may be the students’ current level of achievement is in relation to the intended learning, and what the next steps in their learning will be.Specific learning intentions should provide opportunity for all students to progress their learning in technology. Therefore, when developing specific learning intentions, teachers will need to draw from their knowledge of where

Connecting through experiential learning:
Exploring concepts The design process Learning languages Materials as a context

Using students' own frames of reference to connect new learning and/or using real-world situations:
"Contexts" - Topics as a context Time as a context Place as a context Community as a context

According to Hull's (1993) definition of contextual learning, learning occurs only when learners connect information to their own frame of reference: "According to contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their frame of reference (their own inner world of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context--that is, in the environment where the person is located--and that it does so through searching for relationships that make sense and appear useful." (p. 41) Karweit (1993) defines contextual learning as learning that is designed so that students can carry out activities and solve problems in a way that reflects the nature of such tasks in the real world. Research supports the effectiveness of learning in meaningful contexts (Carraher, Carraher & Schleimer, 1985; Lave, Smith & Butler, 1988). Resnick (1987) points out that schools emphasize symbol manipulation and abstraction instead of the contextualized learning that is used in the world outside of school. She says the problem is that the symbols are detached from their real-world referents. Because they are decontextualized, they have no meaning for students.

From Building Science Concepts: **I'm trying to create a structure in my own mind - a useful framework on which to hang concepts, the complex 'theory of the world' in my mind, with the specific contexts which build them - themes, topics, big ideas from Science,**

The Building Science Concepts series aims to help teachers in primary schools build students' understandings of science concepts in steps envisaged as learning "foothills". Each book in the series focuses on a topic and presents a set of concepts about the theme. These concepts link to each other and build foothill by foothill towards a major concept – a "big idea". Key features of the approach are:  Each book has a map of the concepts that relate to the topic of the book. This concept overview:
 * Big idea**
 * relevance – concepts are introduced and developed in contexts familiar to the learner; and
 * that common misconceptions are acknowledged and addressed – science notes and activities have been designed to take account of ways in which students' understandings of concepts may differ from science understandings.
 * Concept overview**
 * provides a guide towards building the "big ideas" at the top of the overview diagram; and
 * uses arrows to suggest directions for linking the concepts to extend and challenge students.