Abstract
This chapter focuses on the ways in which the Learning by Design theoretical framework acts as a pedagogical prompt for teachers so that they are able to create learning experiences that complement the range of pedagogies described as knowledge processes and support 21st century skills and deep learning. The chapter discusses a learning module about the topic of “Living Things” that is an essential component of the National Curriculum for Science in Australia. The learning module was designed to support learning about living things in the early years (Kindergarten (4–5 years of age) to Year 3 (8–9 years of age)) and includes activities that could be achieved at a variety of levels as well as across the knowledge processes of experiencing, conceptualizing, analyzing and applying.
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© 2015 Nicola Yelland
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Yelland, N. (2015). Pedagogical Prompts: Designing Experiences to Promote Deep Learning. In: Cope, B., Kalantzis, M. (eds) A Pedagogy of Multiliteracies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137539724_16
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DOI: https://doi.org/10.1057/9781137539724_16
Publisher Name: Palgrave Macmillan, London
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