When planning a unit of work it is appropriate to use objectives that form both constructing and transforming knowledge. Constructing knowledge is when students learn about concepts, facts or procedures, whilst transforming knowledge is when students apply their constructed knowledge in new situations. Another interesting way to try to remember which is what is applying it to Blooms Taxonomy.
Levels 1-3- Remember, understand and apply are Constructing knowledge
Levels 4-6- Analyse, evaluate and create are transforming knowledge
This week we have been revising the information we have received on this topic and Aspen from My journey- Learning and teaching using ICTs summarises so well the types of knowledge in relation to the Australian curriculum. Science, Geography and History have explicitly outlined which content descriptors are constructing knowledge and which are transforming knowledge, while the maths and English learning areas this isn’t so clear.
Science Curriculum: 1. Science understanding- Constructing knowledge 2. Science as a human endeavour Transforming knowledge 3. Science inquiry skills- Contains both transforming and constructing knowledge
History curriculum: 1. Historical knowledge and understanding constructing knowledge 2. historical skills- transforming knowledge
Geography curriculum: 1. Geographical knowledge and understanding- constructing knowledge 2. Geographical inquiry and skills- transforming knowledge
As mentioned previously, this information is not explicit in the maths and English curriculums, so in order to determine which knowledge a content descriptor is, the teacher needs to ask the following question:
Is the content descriptor asking students to know: – facts or concepts, or – how to perform a task?
Facts and concepts are relevant to constructing knowledge, while performing a task is transforming knowledge.