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The Integral Learning Theory applied in Teaching Religious Education

The Integral Learning Theory applied in Teaching Religious Education. By Kate Tyrwhitt July 2009. ‘ Tree of Knowledge’ sculpture by Kate Tyrwhitt , bronze, 1991.

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The Integral Learning Theory applied in Teaching Religious Education

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  1. The Integral Learning Theory applied in Teaching Religious Education By Kate Tyrwhitt July 2009 ‘ Tree of Knowledge’ sculpture by Kate Tyrwhitt , bronze, 1991.

  2. There are many ways of knowing and therefore learning something. The way of learning that supports this view that we know in many different ways is the “Integral Learning Theory”. • The theory is based on Ned Hermann’s Whole Brain Model of Processing. The Theory Background Reference: CEO handout for Graduate Certificate of Religious Education Methodologies course “Outline of Methodologies” 2009. http://www.alsi.net/Learning/HERMAN.gif

  3. A closer look at the “Whole Brain Model” To me this looks quite sectionalised-broken up into equal and neat parts when actually the brain is a lot more organic in its appearance and function. Having said that it illustrates his theory well.

  4. Connections in the brain-ConnectivityHow brain research affects Pedagogy.

  5. Contemporary teaching practice uses ideas such as De Bono’s thinking hats and Gardner’s Multiple Intelligences. Ned Hermann’s view is dichotomous-splitting the brain into two hemispheres with different ways of knowing on each side. • Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). http://www.tecweb.org/styles/gardner.html accessed 11/7/09. • “Powerful learning happens when all modes of processing (all of our thinking selves) are stimulated and integrated regardless of personal thinking style.”* Multiple Intelligences Reference: *“Outline of Methodologies” in Graduate Certificate of Religious Education-Methodologies course 2009.

  6. Alternative approaches such as the Transmission approach may look more like this: Loading or transferring information into the learner. Teacher to student.

  7. A different way of showing Hermann’s Whole Brain Model of Processing The cogs represent a more interactive and fluid relationship between the different ways of knowing and the ordered safekeeping part is in a box yet feeds into this integrated model. Ordered/ Safekeeping

  8. Atkin points out that the Constructivist teacher’s role is different. “The role of the teacher is to decipher what meaning, what ‘mental models’ the learner is already thinking with and then to design experiences and ‘nudge’ processing so that the learner’s ‘mental models’ are challenged, enriched, expanded and elaborated.” (Atkin, J, 2000, p. 4) Reference: Atkin,J; “An Outline of Integrated Learning” 2000, Harden-Murrumburrah, NSW.

  9. How this relates to teaching a diverse class… Seeing as a class will contain students that possess a variety of ways of thinking and knowing a teacher using the Integrated Model will deliver the Religious Education Curriculum by using established knowledge, intuition, imagination and creativity. The Integrated Model lends itself well to the 21st Century classroom where ICT’s are immersed in the curriculum. The students may use digital media to reflect on significant cultural events. See the Voicethread of “World Youth Day” on my class blog form last year: Year 2/3KT. http://kateteaching.edublogs.org/year-2-and-3kt/class-news/

  10. Illuminate Your Teaching Digital Learning Objects: • http://www.twb.catholic.edu.au/RelEd/lo/index.html Digital Learning Objects allow interactive game like resources to engage students in various topics. Many topics overlap with different curriculum areas such as SOSE, Science and RE in Wind Farms: Pros and Cons. Which is on the 6MS tab of my teaching blog. http://kateteaching.edublogs.org Students can then make a comment on what they have learnt or just communicate their ideas with their peers and on a blog page that is not protected ; the world! Suddenly the students have a voice that is heard by a global audience which is a powerful motivator for students.

  11. References: • Atkin, J, Dr, 2000, “An Outline of Integral Learning”, Harden-Murrumburrga, NSW from http://www.sacsa.sa.edu.au/index_fsrc.asp?t=LL&ID=K2.2B accessed July 2009. • Atkin, J, Dr,1997, “Enhancing Learning with Information and Communication Technologies”, Harden-Murrumburrga, NSW from http://www.learningtolearn.sa.edu.au/Colleagues/pages/default/atkin/?reFlag=1 • Catholic Education Office Adelaide “Outline of Methodologies” in Graduate Certificate of Religious Education-Methodologies course handouts 2009. • http://www.alsi.net/Learning/HERMAN.gif for Ned Hermann’s diagram of the Whole Brain Model of Processing. • The Learning Federation: Scootle; Wind Farms Pros and Cons http://www.scootle.edu.au/ec/viewing/L898/index.html LVBDOQ accessed July 2009. • My Teaching and Learning Blog: Tyrwhitt, K, 2009, at http://kateteaching.edublogs.org • Go to Curriculum tab>Religious Education sub page>links and Power Point Presentation uploaded onto this blog. Comments welcomed!

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