theories used
Learning Theories:
- Gardners theory of multiple intelligence: this theory has been implemented throughout all three activities, to cater for various student needs. Throughout the Godly play, various areas are incorporated, including spatial and visual, logical, linguistic and interpersonal intelligence. Therefore students who prefer these intelligences will be able to excel during this lesson. Lesson two and three also allows various intelligences to excel.
Blooms Taxonomy: identified three domains of educational activities or learning (Bloom, 1956):
Considering this, throughout the unit students have been able to work on all three of these levels, developing mental skills and knowledge, emotional and spiritual development along with psychomotor / manual skills through using new programs on the computer. The questions and activities within the unit has included simple cognitive domains like recalling, and understanding from Godly Play activities, also found in part of activity two. More complex domains like applying, when constructing a mind map. The more complex activity is activity three, which allows students to think deeper about the concept. Applying themselves to a different time, constructing thoughts and analysing how things would have been in the time of Jesus.
Blooms taxonomy has been used throughout the program to develop activities of different cognitive domains. Essentially, it progresses the development and thoughts from simple and guided into more complex deeper individual thinking.
Together, these theories allow students the chance to work in their preferred intelligence, across various cognitive domains. It provides students with a diverse, fun and educational way to learn about Baptism. Whilst providing itself as a great resource for teachers in the primary stage 1 classroom.
- Gardners theory of multiple intelligence: this theory has been implemented throughout all three activities, to cater for various student needs. Throughout the Godly play, various areas are incorporated, including spatial and visual, logical, linguistic and interpersonal intelligence. Therefore students who prefer these intelligences will be able to excel during this lesson. Lesson two and three also allows various intelligences to excel.
Blooms Taxonomy: identified three domains of educational activities or learning (Bloom, 1956):
- Cognitive: mental skills (Knowledge)
- Affective: growth in feelings or emotional areas (Attitude or self)
- Psychomotor: manual or physical skills (Skills)
Considering this, throughout the unit students have been able to work on all three of these levels, developing mental skills and knowledge, emotional and spiritual development along with psychomotor / manual skills through using new programs on the computer. The questions and activities within the unit has included simple cognitive domains like recalling, and understanding from Godly Play activities, also found in part of activity two. More complex domains like applying, when constructing a mind map. The more complex activity is activity three, which allows students to think deeper about the concept. Applying themselves to a different time, constructing thoughts and analysing how things would have been in the time of Jesus.
Blooms taxonomy has been used throughout the program to develop activities of different cognitive domains. Essentially, it progresses the development and thoughts from simple and guided into more complex deeper individual thinking.
Together, these theories allow students the chance to work in their preferred intelligence, across various cognitive domains. It provides students with a diverse, fun and educational way to learn about Baptism. Whilst providing itself as a great resource for teachers in the primary stage 1 classroom.