Final Exam

Final exam 

Question 1




The religious department works together as partners with the parents to ensure deep faith, that continues from a child and maintain its growth in spirituality until a fully grown adult where they continue their faith journey after school. Majority of students in year 7 from my experience on teaching religion on my practical experience have not even considered stopping, and allowing time for praying. To allow students to get motivated in this project we made sure that the students had the freedom to choose their friends who they wanted to work with and that eased the pressure of discussing spirituality with their peers on  topic that can be embarrassing to people.  Encouraging parents to help with their child spirituality allowed positive role models to guide and help with child’s prayer time. 

Question 2  


 Social constructivist emphasizes the importance of culture and context in understanding what is happening in society and constructing knowledge based on this understanding. Social Constructivism PyramidSocial constructivism emphasizes the social nature of knowledge and the belief that knowledge is constructed through social interaction and is a shared rather than an individual experience (Prawatt & Floden, 1994)diagram

        A diagrammatic representation of social constructivism in which meaning is negotiated through the social transaction of prior social experiences and current discourse.

 Knowledge is not passively received, but actively built up by cognition on the subject.

Web 2.0 is growing phenomenon in the learning world and can construct knowledge in student’s lives allowing deep learning to occur and to facilitate students learning intelligences. Here is a really good video about Web 2.0 Watch it .

Web 2. For learning Is a useful tool not only for education in the classroom but for businesses in the workforce. Encouraging students to enter themselves in a highly collaborative learning experience in which they are able to create and adapt, and extend their own knowledge using social software as personal cognitive tool is a way of accommodating for their learning intelligence.

This assessment was really helpful, as you learnt how to navigate around a Wiki,  and you learnt of the wikis’ educational purposes within the classroom. They are extremely useful when trying to have a collaborative project within the classroom and they can be used for a variety of purposes. Teaching students how to use technology is extremely useful, not only in school but also out of school when they try to find a job. Technology is rapidly changing, so we as teachers need to adapt and lead students into the future fully equipped with the knowledge.


Creating collaboration amongst students can be encouraged by everyone coping and pasting each other Blog sites and placing them on your Blog Roll, where people can come an move on to view others Blog sites. Students can keep in contact with one another over the web where they can work together at home to complete task given by the teacher such as a group project. Working together on a group project allows collaboration with friends and social construction taking place. The teacher does not stand by and watch students explore and discover instead they may often guide students as they approach problems, encourage them to work in groups to think about issues and questions, and support them with encouragement as they tackle problems, adventures, and challenges that are rooted in real life situations that are both interesting to the students and satisfying in terms of the result of their work. Teachers thus facilitate cognitive growth and learning as do peers and members of the community.The Web 2.0 is Social Phenomenon As such,  you have to look at it behaviourally.  That means understanding how different Learning Styles engage with the web and how one uses the Web to create Tipping Points and Close Sales.  It also means you can’t use just one approach to reach all audiences”. ( present a tool supporting agile Knowledge Engineering in a pure Web environment.
It is called OntoWiki since it is close in the spirit to existing Wiki
systems. Technologically however, the OntoWiki design is independent and complementary
to conventional Wiki technologies. As such, the OntoWiki approach
differs from recently emerged strategies to integrate Wiki systems and the Semantic
Web. It is a straightforward combination
of existing Wiki systems and the Semantic Web knowledge representation
paradigms. However, we see the following obstacles:
– Usability: The main advantage of Wiki systems is their unbeatable usability.
Adding more and more syntactic possibilities counteracts ease of use for
– Redundancy: To allow the answering of real-time queries to the knowledge
base statements have to be stored additionally in a triple store. This introduces
a redundancy complicating the implementation.


Making sure students use their time productively not wasting time on irrelevant web sites. Bloom and his colleagues sorted out that there were 3 domains in which we learn. They are;

  1. Affective – feelings, preferences, and values
  2. Cognitive – thinking, getting, evaluating, and synthesizing information
  3. Psycho- motor – physical and perceptual activities and skills.

Applying these management theories as a foundation to child’s learning will create management methods useful in the classroom. 

Vygotsky had a big impact on the modern world with his strong emphasis on the learning world of social learning in the classroom, “Emphasis is growing on the teacher’s use of multiple epistemology’s, to maintain dialectic tension between teacher guidance and student-initiated exploration, as well as between social learning and individual learning. Constructivism-related strategies such as these are starting to be used more often in science and mathematics classrooms, but perhaps not surprisingly, have been common for a longer time in humanities subjects like social studies and communication”  Allowing to accommodate the different learning intelligence through social interaction is vital for the management in the classroom.’_Approach_to_Classroom_Discipline

 You can learn more about Vygotsky by looking at this video.


Ensuring higher levels of Blooms There are 6 levels to Bloom’s taxonomy,

  1. Knowledge – a recall of data, expresses the natural urge to recall previously learned material. So knowledge or being told can be foundation for a lot of learning. It provides a foundation for higher level thinking, but it is internal in nature. Learning new information about web 2.0 at a concrete level e.g. learning visually on a computer.
  2. Comprehension – the ability to grasp meaning, explain, restate ideas, means understanding the basic information and translating, interpreting and extrapolating it. Allan allowed us to see what we know and had to create a Blog using everything that he taught us.
  3. Application – using learned material in new situations, involves using ideas, information, and skills to solve problems, then selecting and applying them appropriately. Creating learning project allowed us to apply what we have learnt on an on line assignment.

Blooms Taxonomy

4.             Analysis – suggests separating items, or separate material into component parts and show relationships. Also to examine and overlook what is on out Blog page and there is even a space where u can comment on the page for other to critique.

5.         Synthesis – suggests the ability to create separate ideas to form new relationships. Synthesis involves creating ideas and knowledge in a new and unique form. This is where innovation truly takes place.

6.           Evaluation – the ability to judge the worth of the material against the stated criteria will show  itself. Evaluation involves renewing and asserting evidence, facts, and ideas, then making appropriate statements and judgments.

Here is a video of Blooms taxonomy

Here is a cognitive diagram on Blooms Taxonomy Blomm Cognitive diagram

Benjamin Bloom Blooms Taxonomy was created by Benjamin Bloom

Picture of taxonomy Taxonomy



~ by coxi08 on November 11, 2007.

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