Rationale for Assignment 2

The use of rich technological tasks linked to Inquiry learning enables teachers to meet the needs of today’s contemporary learner. It makes for a more comprehensive way of teaching and learning. With a global economy, international connections and rapidly advancing technology, today’s students need the abilities, skills and knowledge to solve complex problems and look at multiple perspectives to incorporate and produce information from different fields (Lake, as cited in Hurst, 2012). This approach can help develop these higher-order, information literacy, critical thinking and lifelong learning skills that are crucial for each student (Reynolds, 2011). In essence, students are able to make connections to the real world fusing subject areas, technologies, experiences, and real-life knowledge together to make a more fulfilling and tangible learning environment for today’s knowledge rich learner (Drake & Burns, 2004, p.7).


In a modern society, 21st century teaching emphasises the learner at the centre of their own learning. They gain and develop knowledge for themselves; they are wealthy in terms of access to media and communication and technology –rich learning experiences can assist with this. Today’s student needs to be able to quickly learn the “core content of a field of knowledge, while also mastering a broad portfolio of essentials in learning, innovation, technology, and careers skills needed for work and life” (Trilling & Fadel, 2009, p. 16). They will need the skills and aptitude for life-long learning in order to keep up with the constant changes in technology and society, and learning in this way will help them to achieve this.


The creative use of mind maps in my learning sequence not only encourages students to participate but also to fully understand a topic and its nuances by creating connections between ideas (Teacherthought, 2013). Mind Maps are ‘visual information’ encouraging the audience to engage with the material that is being presented. They are easily created and interactive; they reinforce knowledge by making connections between different areas and delving in-depth into an area and can develop into several ideas as student knowledge progresses. Furthermore, they are collaborative in nature which assists in the ongoing development of critical thinking skills essential for today’s student.

The use of Blogs allows for ongoing reflection and collaboration between students, supporting them think more critically. It also allows for a more global perspective on learning, when peers in other classes, states, or countries can access the blog and share information and knowledge. The affordances of a Blog are embedded in earlier posts to this Blog. They allow you to see the impact and learning that can take place when a Blog is used as a learning tool.



The use of creative programs such as Videolicious and Garage Band etc., encourages students to become creators. They use their skills in technology and creativity to explain and show their learning in a ‘fun’ and more identifiable to themselves’ kind of way. “Creativity, ingenuity, and innovation are the keys to success in the evolving global economy” (Henderson, 2008). To prepare young people for work and life in the 21st century, educators must cultivate students' creativity (Henderson, 2008). Creativity is essential to problem-solving; students will always have problems to solve, both in their personal lives and work lives. If we allow them to develop creative competencies, they will be better equipped for the world (Henderson, 2008).


This constructivist approach to teaching involves all levels of Bloom’s Taxonomy of learning with emphasis on the development of higher order thinking skills. As well as this, it allows for multiple intelligences and learning styles to be used in all areas of the learning process. It also allows for a variety of sense-making activities or processes, through which students can come to understand and own information and ideas (Tomlinson, 1995). They connect naturally to their learning.



References

Henderson, J. (2008). Developing student’s creative skills for 21st century success. Education Update 50 (12) p 1-3


Hurst, C. (2012). Integrated programming-week 4 [PowerPoint slides]. Retrieved from https://lms.curtin.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2F


Prensky, M. (2005, September). Engage me or enrage me. Educause Review, 40 (5), 60-65.


Teachthought. (2013). 10 Mind mapping strategies for teachers. Retrieved from http://www.teachthought.com/teaching/10-mind-mapping-strategies-for-teachers/


Tomlinson, C. A. (1995). Differentiating instruction for advanced learner in the mixed-ability middle school classroom. Reston, VA, Retrieved from ERIC database (ED 38941)

 

 

---

 

In the section of this Blog titled An Inquiry Plan is a 5 week Inquiry model that allows students to develop knowledge and gain understanding over time. They acquire skills in researching, organising, creating and much more as outlined below. This model of learning allows technology to be embedded in the learning process and the ‘natural’ use of it progresses. Storing information within Blogs allows other students to be scaffolded while questioning their own learning and that of their peers.

My short learning sequence uses the last lesson of the inquiry as students use their knowledge gained to create a design of their own choice and share with others on a larger scale. This learning is then uploaded to YouTube, they can Skype with another school, and place it in their blog. Classmates and peers from other schools will be able to comment. This also allows for ongoing assessment as the students learning progresses.

Technology used

Mindmeister: allows students to collate information and show learning development. The learning purpose is to investigate and collect information and ideas in regards to the environment and environmental issues. Obtaining and collecting this information allows the students to develop knowledge in their own way in regards to this topic. Each lesson they have extends their learning.

Blog: Allows students to reflect on learning achievement and assess/ critique their own and others ideas. It allows for the ongoing development of ideas as the learning process takes place (especially in PBL and Inquiry learning). It also allows the teacher access to how understanding has developed and how thinking has grown over the learning process.

Learn Blast- allow students access to lesson plans, learning goals and objectives. Students can also see related learning Rubrics on the final assessment and use this to assist in the development of their project.

Program Overview

Title: Is the future world in your hands

Year level: Year 5/6

Host learning area: SOSE

Integrated learning areas:

Thinking strategies · Brainstorming · Concept mapping · KWL Chart · OPV/ Thinking Hats · Grouping · Discussion whole/ groups/pairs (corners) · Inside outside circles · TABA indicative thinking

Duration: 5 week

The Big question driving the inquiry

No planet, no life! Is the future in your hands?

What can you do to protect the future of our planet?

How is life sustained?

FOCUS QUESTIONS AND STATEMENTS:

þWhat are the environmental dangers facing the world now?

þWhy have people continuously damaged the world’s natural environments over time?

þHow does the misuse of the environment affect its wellbeing?

þWhy are some species in danger of becoming extinct?

þ Does sustainable living mean sacrificing what we need?

þ Exploration of the scientific concepts involved in some of the current environmental issues facing the world.

þIdentifying species that have become extinct in the past and exploring reasons why.

þInvestigation of species that are currently considered in danger of becoming extinct. Identifying the cause and effect of this. Taking action to try and protect these species.

Inquiry Methods for 5 Week Plan

• Week 1-Tuning In: Activities to engage the student in the topic

• Week 2-Finding Out: A shared experience for which students will gather new information about the topic

• Week 3-Sorting Out/Processing: Activities that help students process the information that they have gathered

• Week 4-Going Further/making Connections: Activities that challenge and extend students understanding

• Week 5-Reflecting and Acting: Celebrating and reflecting on the learning journey. Considering the bigger picture- what does this mean for me as a learner? Doing something with or about what has been learnt (Kruse, 2009)

This model allows a teacher to guide students to create and implement successful inquiry habits. It is a vehicle for integration of the curriculum while fostering connected rather than episodic teaching and learning. It caters for range of learning styleswith a transferable process at each phase that taps into students’ curiosity (Murdoch, 2009).

Curriculum links

Interdisciplinary Learning

Communication: listening, viewing, responding and presenting

Objective: communication of information through, for example, posters, and oral or written reports.

Thinking processes:Reasoning, processing and inquiry

Creativity

Reflection, evaluation and metacognition

Objective: collection of information for an investigation, report or response, and consideration of its worth or relevance/ awareness of the differences between fact and opinion/organisation of collected information around ideas and concepts for practical application; for example, using a simple graphic organiser to sort information/ use of organised information for problem solving and decision making in an investigation (VCAA, 2009b)

Discipline Based Learning

English:Interpreting, analysing, evaluating- Creating texts (ACARA, 2011b)

Objective: develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures

Objective: Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

Economics: Economic knowledge and understanding/economic reasoning and interpretation

Objective: report on an economic issue using investigated relevant sources and a given structure that provides conclusions supported by basic links to appropriate evidence

Geography:Geographic knowledge and understanding

Objective: reporting on the impact of a natural process on an area in Australia; for example, annual rainfall, drought and cyclones/reporting of ways in which people protect the environment/identification of human and physical characteristics of local and global environments

Maths:Statistics and probability- Data representation and interpretation (ACARA, 2011b)

Objective:Investigate data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey

Science: Science at work

Objective: students explain how scientific knowledge is used, or could be used, to solve a social issue or problem. Students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment

Physical, Personal and Social learning

Interpersonal Development: Working in teams

Objective: understanding of their own role in a task, as well as the roles of other team members/positive questioning that helps to develop plans and goals; for example, asking someone to elaborate on an idea

Personal Learning: The individual learner/Managing personal learning

Objective: use of methods for organising knowledge; for example, graphic organisers and mind maps/evaluating learning skills; for example, ‘How much have I improved?’ ‘How original was my idea?’

Civics and Citizenship: Community engagement

Objective: Demonstrate a point of view about an issue, and a possible action that they and other people might take to resolve it

(VCAA, 2009b)

What can students learn?This inquiry takes students on a journey of self-discovery giving students a sense of responsibility for the natural world. They will gain a connection to the natural world; a basic understanding of both natural and human systems and how they are interdependent; an understanding of how to make better decisions incorporating all aspects of the environment, society and economy.; and an understanding that sustainable living does not mean sacrificing what we need, just making conscious decisions about what we do and how we do it.

Beginning: Teacher Role: The teacher has put up on EDMODO the final activity for this Inquiry. Students will be given the following brief Working in pairs- Research one environmental matter and design a 2-3 minute advertising campaign (e.g. TV advertisement, radio advertisement, brochure, short movie) to educate and persuade people in our local community to stop harming our environment. It must include: What type of environmental issue; an explanation of what the issue is; how it affects the community Alternatives to solve the problem – solutions or ideas about how we can reduce the environmental impact of your issue (Students will be given one lesson of 1.5 hours for any research and to draft up their ideas and another 2 lessons to complete the brief) Learning Objectives: Using the curriculum links above objectives have been developed for students. Objective: · Demonstrate a point of view about an issue, and a possible action that they and other people might take to resolve it · reporting on the impact of a natural process on an area in Australia · communication of information · Developing skills in reflection, evaluation and metacognition · develop the understanding and skills necessary to act · responsibly and create information that informs and persuade others to take action for sustainable futures The teacher will run through this with students using their classroom MINDMAPS to elicit ideas from students. Using YouTube the teacher will show students examples of videos, songs that have been created to persuade others about ‘fixing’ or assisting to help with environmental issues. Going Green https://www.youtube.com/watch?v=8DJ45Yc3urg Saving endangered animals https://www.youtube.com/watch?v=m4Wr_biov50 Following this the teacher facilitates learning where students need assistance.	Student Role: The students will access information for project/ assignment from Edmodo. They will use information gathered over the period of the inquiry project to create their campaign. Mindmeister has been used to create mind maps for each student which has been uploaded to their blog. Students can use feedback and information from peers to improve learning and have been given opportunities over the Inquiry to add to their Mind maps. An example of a student mind map that will devlelop over a period of learning. The mind map will assist students in the development of their movie. They have links to ideas and knowledge within this.                                            (Smart Technologies, 2011) They will also use information and learning from their learning journey journals that have been uploaded to their Blog each week. They must comment on at least 2 classmates Blogs and the end of each week. Students start to gather information from Mind maps, Journals and Google (if they need it) Using the YouTube clips saved it their student drives students may access and watch examples to gain an understanding of what they need to do. If they have time they will start to collate the evidence and ideas for their project.
Middle- The teacher will also demonstrate how to organise ‘clips’ for project. Students will be encouraged to use a story board to create their projects storyline.	Students- will organise, discuss and collate information relevant to their topic. They will start to create a story board for their presentation
End- This may take up to 3 lessons Projects can be shared via YouTube and blogs the teachers will be able to assess learning based on student’s ongoing journal work and updates. Their final presentation will show evidence of persuasive writing, their environmental issue, and evidence of how they have educated the wider community. A final post from the teacher will have students look at each other’s work. Students will be asked to critically assess the following (their own work and that of 3 peers) Using various computer programs · Demonstrate literacy skills speaking and presenting · For students’ to explain, justify show understanding; draw on knowledge learnt through the development and content of their campaign. · Demonstrated and show knowledge that we have a responsibility to sustain and manage the environment and ecosystems within it The teacher my facilitate learning by modelling with groups of students how to use various programs (if necessary). Please see at the end of this plan a video of the start of a video encouraging people to recycle. It is a good idea to allow students to experiment with platforms they have chosen however they may need to be scaffolded here. An example of this is to go to the following website https://videolicious.com/how-it-works and scaffold student learning in regards to this program. Teachers will continue using Learn Boost to record student progress and achievements. (This helps teachers record, organise and sort individual student progress. It also allows teachers to develop and organise lesson plans, share student progress with parents and students, and can also be integrated with Google Apps, making it a convenient time saver.)	END Students will create their projects using Movie Maker, Videolicious, Aartoonmix, Garage Band and Followmynews (The use of a variety of platforms allows for Gardiners Multiple Intelligences to be utilised. It gives all learners the opportunity to be successful in their learning presenting it in their preferred learning styles). If students are using a new or unfamiliar platform they must find ways of doing things... this will involve searching ‘how to use’ or using help. They may ask other classmates or experiment with the program. Students will also critically assess the work of 3 peers using Learn Boost. They will use two stars and a wish for this; they must positively comment on 2 things in another groups work and offer a suggestion for improvement. Students will use suggestion to make any improvement they think may be necessary Projects will be handed in and uploaded to student Blogs.
Safe, legal and ethical guidelines: Copyright laws and fair use guidelines must be followed when using anyone else's material in research and writing. Sources must be properly cited. Students should not share passwords or try to break into anyone else's password-protected material. Software, including freeware and shareware, must be given to the teacher so she and the school's media specialist can review it before it is installed on any school computer. The Internet may only be used for tasks related to classroom assignments. Students should not download files from the Internet (including documents, browser plug-ins, or freeware) without checking with the teacher first. Students should not complete any fill-in forms or provide any information about themselves online without first checking with the teacher. The Internet must not be used for sending or receiving copyrighted material without permission; for viewing or distributing pornographic material; or for sending messages that use obscene, abusive, or threatening language or that violates another person's right to privacy. Students can be protected by limiting the ways in which they could encounter material that did not contribute to their education, and -- perhaps most importantly -- by teaching them how to deal with such material if they did encounter it. The teacher must model this behaviour at all times. Discussing on a regular basis the vital need for these rules to be adhered to and that students have a Cyber Safety agreement with the school and classroom teachers. All students at the beginning of the year with the assistance of parents are asked to sign a document outlining the safe, ethical, and legalities of online use. This makes students very aware of their responsibilities in regards to this issue.