A focus on the Scope and Sequence action verbs and teacher pedagogies

I found this pedagogy wheel useful when linking student outcomes to teacher strategies, and additionally, with the use of technologies.

Here is a table that I have compiled to show my understanding of how I can support students to achieving and performing these functions in learning and for assessment purposes.

Verbs (what students are doing in Design and Digital Technologies) Foundation to Year 2, Year 3 and 4	Associated Teacher Pedagogies
Identify & Recognise	To identify comes under ‘remembering and understanding’ in Bloom’s Taxonomy. Students might need to identify particular software programs or hardware on ICT devices. A teacher may use online quiz’s to create fun tests, bookmark online pages for discussion, create visual lists on a class blog and online journals.
Investigate, plan and collect	Students will investigate information, sources and data, as well as the purpose and production of things in society. They will ask ‘how’ and ‘why’. Teachers become facilitators of how to research with a focus on independent research. Internet searching and protocols can be taught. Teachers can use project based learning or investigations including web quests, and non-fiction data sources.
Explore	Students will explore the needs of society and people, and their technologies and information systems and characteristics and properties of these. The focus of the teaching is exposure to authentic situations and ways to use technology in the local context and wider contexts and cultures to be fair and equitable of viewpoints. Teachers become the presenters and visual ICTs are so important here. Kids need to USE ICTs in the classroom, digital photographs, scrapbooks, interview people, demonstrate via video, chart and map ideas and information.
Create, communicate & visualise	Students create when they transform the knowledge and understanding they have, to something new. Evaluation must take place before this creative stage. Teachers must allow students to use technology to demonstrate their knowledge about technology! Multimedia demonstrations, class animations, digital storytelling, making pod casts on a class blog are all ways of creating in the curriculum.
Critique and evaluate	To critique, is to evaluate, judge, and report on this decision. Teachers can use collaborative learning and conferencing to discuss, debate and allow opinions to be heard. The teacher is looking for clarity of ideas; elaborations, examples. Teachers can use ICTs such as surveys, mind mash and student pad to visually critique ideas.
Generate	When students generate an idea or opinion, it is based on possible outcomes, which is based on knowledge gained from exploring and evaluating. Teachers can support students with hands on tasks in design to bring to life their ideas and conclusions they have come to. This is a testing phase, as not all designs are perfect first go. This links into the ‘develop’ verb as well, where students test and hypothesise, and come to different conclusions.
Analyse and Sequence	This comes under the ‘analyse’ component of Bloom’s taxonomy. The teacher needs to allow students to see how things all fit together, to make sense of the evidence presented and discussed. Comparisons, and sequences can help here with visual representations and data that children collect themselves. Students could create diagrams, charts, a report or an advertisement to show their understanding.
Managing	The idea of students managing their own learning and roles within class is important. The teacher is the facilitator of projects and keeps the class on track with visual timetables, important dates on a timeline and providing students with check-off lists and skills for time management. A class count down clock is a great idea here. The teacher can also create roles and descriptions to allow all students to take on leadership roles within group work.