Statement of evidence-based learning theory

Image: Millwood, R. 2013. A New Learning Landscape. Retrieved from

http://blog.richardmillwood.net/2013/05/10/learning-theory/

Finding meaningful ways to integrate curriculum is important if students are going to

see the relevance of their learning and the real world connections to what they are
doing in the class room (Groundwater-Smith, Ewing & Le Cornu, 2011, p. 197). Our
ICT integration project has been shaped by the Inquiry-Based Learning theory;
Constructivism. We refer to the Australian Curriculum requirements when
considering the implications of approaching constructivism from a
psychological/individual and social perspective. Simultaneously we underpin our
objectives and tasks with the understanding of Gardners Multiple Intelligences and
consider the influence of Blooms Taxonomy to student learning.
The Australian Curriculum aim to integrate 21st century learning into their curriculum
by incorporating inspiring and challenging aspects to their content, preparing
students for the future. (ACARA, 2016). The New Media Consortium - NMC Horizon
Report 105 K-12 Education states current and future educators need to continually
sharpen their skills to prepare learners for an ever evolving world of
technology"(2015). In addition, The Western Australian Curriculum states:
The Melbourne Declaration on the Educational Goals for Young
Australians (MCEETYA 2008) recognises that in a digital age, and with
rapid and continuing changes in the ways that people share, use,
develop and communicate with ICT, young people need to be highly
skilled in its use. (School Curriculum and Standards Authority SCASA,
2014)

This rise in the requirement for technological integration and various other individual
learning requirements, has resulted in a need for an evidence-based approach to
learning theory (Watts, 2008). Churchill et al (2016) highlights that teachers are
supposed to use these technologies and educate students on how to use them (p.
61). In addition, Woolfolk and Margetts (2016) highlight the importance of creating
interpersonally competent students by reinforcing the importance of imagination,
inquiry-based learning and technology competence. Our lesson plans integrate this
knowledge of learning theory and concentrates on including a mixture of both
individual and social constructivism.
At a psychological/individual constructivist level the theorist Piaget suggests that
meaning can be constructed by the individual (Woolfolk & Margetts, 2016). In order

to allow for this learning, we have incorporated activities that allow for individual
research and reflection. An example of this is the use of an ICT tool called Zaption
where students reflectively watch a You Tube Video embedded with questions,
allowing for critically analysis of the concepts within the video. The concepts are
directly linked to the SCASA (2016) Knowledge and Understanding requirement, in
this case how the effects caused by geomorphic hazards are influenced by social,
cultural and economic factors (e.g. where people choose to live, poverty, the
available infrastructure and resources to prepare and respond to a hazard)
(ACHGK053). By using this digital tool, teacher is able to formatively assess the
students understanding of the concepts through verbal responses. This also allows
for the utilisation of Blooms Taxonomy (see below figure) where students are
encouraged to increase their cognitive potential (Groundwater-Smith, Ewing & Le
Cornu, 2011. P. 65).

Image: Cox, S., J. (2012). Assessment and Blooms Taxonomy. Retrieved from
http://www.slideshare.net/sarah_j_cox/assessment-and-blooms-taxonomy

At a social constructivist level, the theorist Vygotsky suggests that knowledge

develops through the use of cultural tools, whilst Banduras theory suggest the need
for interactions among people, behaviors and environments (Woolfolk & Margetts,
2016). To incorporate this social constructivist aspect of evidence-based learning,
we have incorporated many ICT tools that assist in collaborative group-work and
real-life simulations. The Unicef Digital World Map which aligns with the SCASA
code and Knowledge Strand (2016) The causes and consequences of urbanisation
in Australia and one other country from the Asia region (ACHGK054) allows
students to interactively apply creativity skills to real life situations. The use of Padlet
and Verso online collaboration tools, allow for groups to think-pair-share ideas with
each other. As a result, the evidence of learning is simultaneously recorded on the
tool and can be printed out for students reflection and review and also used for
teacher informal formative assessment. In making strong connections with the
environment and allowing a readiness to innovate, treating mistakes as opportunities
for learning, the norms of individuality and privacy so common in teaching are
transcended by norms of collaboration and collective deliberation (GroundwaterSmith, Ewing & Le Cornu, 2011, p. 323).

Image: Zheng, I. (2013). Advantages and disadvantages of learning in a group. Retrieved from
http://isabelzheng.myblog.arts.ac.uk/category/learning-in-a-group-section-a/

In order for students to learn in todays curriculum, it is beneficial for the teacher to
approach learning with a view to incorporate cross-curriculum and inquiry
orientated activities. Teachers must also incorporate problem solving and creative
stimulation tasks to relate to real-life situations (Churchill et al, 2016). It is important
to contextualise learning with a combined constructivist approach, one that includes
the realities of the real world, influenced by internal cognitive processes (Piaget) and
external constructivism (Vygotsky). An activity that allows for both individual
cognitive developments through the stimulation of metacognition, whilst also
incorporating group collaboration and discussion, is the interactive game CFA
Active Bushfire simulation. This game looks at real-world concerns and requires
students to apply their knowledge, critical thinking and analysis skills.

Image: Mandel, G., A., 2015. School-Wide Practices promote learning. http://gabemandel.weebly.com/schoolwide-practices-to-promote-learning.html

To understand adolescents in todays society, teachers need to recognise students

as digital natives (Mishra & Koehler, 2009). This means that teachers need to
consider individual learning capabilities and understand the need to incorporate ICT
into activities. Our group has incorporated various ICT tools and to address some
different learning styles our group has addressed Gardners Multiple Intelligences:

intrapersonal (self-wise) where we in our lessons allow the students to think

and reflect;
interpersonal (people wise), encouraging the students to interact, collaborate,
share and participate;

kinaesthetic (Body-wise) allowing students to create with activities such as

creating tectonic plates using cut-outs and a tennisball,
verbal linguistic (word-wise), encouraging group discussion and presentation;
visual spatial (picture wise), using tools such as Piktochart and Ted ed to
visually engage.

Even during social constructivism it is important to differentiate (Watts, 2004) and we

have included extension activities for gifted students with accelerated outcomes,
such as an additional online research task on sink-holes or a partially completed
crossword on geomorphic hazards to assist students with learning difficulties and
adapted expectations. The intent is to maximise each students growth and
individual success through meeting each student learning need. We reflect on the
need to understand the teacher requirements - AITSL National Professional
Standards for Teachers (Graduate) specific to ICT incorporation:
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students.
In summary, we live in a society where the Curriculum needs to be constantly adapting to
student learning needs in order to prepare the student for the real-life and in particular the
need to incorporate ICT. Teachers are to uphold the AITSL National Professional Standards
for Teachers and not only know the student and how they learn, but to know how to teach the
content effectively. This can be done by using a combined constructivist approach to learning
and catering to multiple intelligence learning theory. Our group has taken into consideration
this need and have been very flexible in catering for all student-learning abilities, whilst
engaging the social constructivist approach to evidence-based learning.
In looking at the needs of our students, the Curriculum should not only draw on content
knowledge but should draw from all four of the below foundations of education for the
twenty-first century:

learning to know;
learning to do;
learning to live together and with others; &
learning to be. (Groundwater-Smith, 2003)

Image: Marson, M. (2016). Educational Technology 2. Retrieved from http://camillemyblog.blogspot.com.au

References
Australian Curriculum Assessment and Reporting Authority. (2016). The Australian Curriculum
Information Sheet. Retrieved
from http://www.acara.edu.au/verve/_resources/Information_Sheet_A_worldclass_curriculum_for_the_21st_century.pdf
Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards
for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-forteachers
Churchill, R., Godhinho, S., Johnson, N.F., Keddie, A., Letts, W., Low, K., & Vick, M.
(2016). Teaching: making a difference (3rd ed.). Queensland: John Wiley & Sons Australia
Ltd.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching challenges and dilemmas.
Sydney: Cengage Learning.
Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with
Technology, (36)7. 14-18. Retrieved from http://gd2016ict.weebly.com/readings-references.html
NMC. (2015). NMC Horizon Report Preview K-12 (2015). Retrieved
from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf
School Curriculum and Standards Authority. (2014). General Capabilities: ICT Capability. Retrieved
from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/general-capabilitiesover/information-and-communication-technology-ict-capability/introduction
Watts, V. (2004). Classroom Discipline and Management. Qld: John Wilwy & Sons Australia, Ltd.
Woolfolk, A., & Margetts, K. (2016). Educational Pshychology (4th ed.). Melbourne, Vic: Pearson
Australia.
Image Sources
Cox, S., J. (2012). Assessment and Blooms Taxonomy. Retrieved from
http://www.slideshare.net/sarah_j_cox/assessment-and-blooms-taxonomy
Mandel, G., A., 2015. School-Wide Practices promote learning.
http://gabemandel.weebly.com/school-wide-practices-to-promote-learning.html
Marson, M. (2016). Educational Technology 2. Retrieved from http://camillemyblog.blogspot.com.au
Millwood, R. 2013. A New Learning Landscape. Retrieved from
http://blog.richardmillwood.net/2013/05/10/learning-theory/
Zheng, I. (2013). Advantages and disadvantages of learning in a group. Retrieved from
http://isabelzheng.myblog.arts.ac.uk/category/learning-in-a-group-section-a/