Group+30+assessment+draft

__ Description of Cohort __ This learning sequence has been designed for a Victorian composite Year 3 / 4 class. The students are aged between 9 and 11 years. The class of twenty six children consists of sixteen girls and ten boys. The class has experience using computers and a variety of software applications have been demonstrated and utilised in previous years. These include Microsoft Word, Publisher, Excel, and PowerPoint. The children have also learnt about and used audio recording devices iRiver e10’s and Audacity software programs. There are six desktop computers in the classroom linked to the internet and the children have access to a school computer lab where twenty laptops are available. Generally these are accessed as part of a weekly ICT lesson; however they are available to take to different classes when not being used for this purpose. The class has a digital camera of it’s own and is able to borrow other classes for use on occasion. There is also a video camera available. The majority of the class meet National literacy benchmarks, however there are three students who have various learning disabilities, but are able to complete tasks with assistance from a teacher aide, present in the room full time. There are no parent helpers present however a student teacher is in the room for this term. The room is spacious and the table layout is conducive to groups of four or five undertaking collaborative learning. In addition there is an electronic whiteboard available in the room. This learning sequence has a general curriculum focus in the area of science. The children have been completing a unit about Australian animals. Their learning has led them to discuss what it is about Australian animals that have helped them adapt to their environment. This discussion has generated the inquiry question for this learning sequence. __ Inquiry Question __ __ Lesson Sequence __ Groups rotate through different activities researching their habitat for their presentation. Activities available include; · Access to non fiction texts from school and council libraries · View film clips on internet such as //Webs of intrigue:Trapdoor spider(TLF R7039) //and //Echidna : The survivor(TLF R7356)// · Access the internet using appropriate classroom search engines such as Google, Ask Jeeves, Yahoo and printing research for later use. · Access The Learning Federation 1471 Learning resource //The place that’s right for me// · Creating a questionnaire using Microsoft word to use when telephone interviewing expert from the zoo utilising iRiver e10s and Audacity Groups also begin to diarise their collaborative learning journey taking digital photos of their group at work and making notes of the steps taken. Groups gather their research and begin to prepare their presentations. Groups will present in different formats and are able to choose from the following: Groups present their findings about their designated habitat to rest of the class including their learning journey presentations addressing the following: __ ICT Resources __ The following resources were utilised in this learning sequence: __ How do these resources enhance student learning? __ The resources chosen specifically enhance student learning by catering to the diverse learning styles of different children. Access to the internet through age appropriate search engines allows the children to research specific habitats from multiple sources. In addition the Learning Federation activities and film clips provide alternative methods of delivering content which some children may find more interesting than reading text. Digital cameras and videos allow students to document and present material in a visual, creative format. Gardner’s (1993) theory of multiple intelligences, as explained in Marsh (2008, p. 106) suggests that teachers who provide diverse experiences and ways for students to demonstrate their abilities and strengths enhance student learning within their classroom. Allowing the students the choice of how they present and publish their final work also enhances their learning. Student’s will become more engaged and develop a deeper understanding of the inquiry by utilisiong their prior knowledge of for example software programs such as Word, and Powerepoint and using them in different applications. __ Why are these resources the most appropriate for use by this class to explore this question? __ The internet search engines are appropriate for this class as they allow the students to successfully engage in the task of researching Australian animals and their homes. The material presented is designed for younger audiences and includes pictures and images which are visually appealing and informative. These students have used computers for a number of years now and are familiar with their use. To use the computer for research purposes is developmentally appropriate, provided the sites are specifically tailored for children, are easy to access and negotiate and interpret. The use of the TLF learning resource and the film clips have the potential to increase student interest in the topic through their “highly visual format” and to inspire student research toward a final presentation of their understandings (Roblyer and Doering, 2010, p. 47). The TLF resource is recommended for children up to Grade 4. This accommodates the various age groups within this cohort. In addition a diverse range of abilities such as found within this class are able to achieve success and engage in the scaffolded activities of this learning resource. The audio recording device iRivere10s allow children to record interviews for the role play presentation option. Student’s are familiar with a dial control and have been shown previously how to use the Audacity software. Collaborative learning is encouraged by groups of children using these devices to rle play the characters of animal, predator, interviewer. The children are then able to edit their work using the software program Audacity, determining the most relevant and pertinent questions and information they have gleaned. The film clips selected for viewing allow the children to experience particular animals habitats. The first film clip depicts the trapdoor spider in its natural habitat. Student’s can closely observe this creature’s behaviour and enrich their understanding of the features of an animals habitat, including the use of camouflage as protection from predators as well as a means of snaring prey. The second film clip clearly depicts the unique features of the echidna, including its spines, webbed feet and long snout. It shows the echidna in its warm habitat, foraging for food, then swimming to keep cool. Viewing this clip will scaffold students’ understanding of how particular animal features and behaviours are adapted to suit their environment. __ What are the implications for our teaching practice? __ In this classroom there are only six computers available so a roster system would need to be established to allow fair access. There are laptops which could be used but provision for these should not be relied upon as another class my have them. In addition some children may need extra time or assistance to find information. Given the randomness of the grouping form Lesson 1 there may be groups that are more in need of teacher, aide or student teacher attention than others. Some groups may need extra time outside designated class time in order to complete their presentations due to limited availability of computers. Some groups may need to be reminded of effective searching techniques. The Learning Foundation resource would need to be explained and modelled to the class prior to the children accessing it, as it is somewhat difficult to negotiate. Prior to the lesson the digital cameras, video cameras and recording devices would need to be charged and cleared of previous material. The students may need to delegate roles within the group, particularly given the need to document their learning journey. Some may need reminding of negotiating skills and there may be some children who will dominate and dictate rather than collaborate. The teacher will need to be mindful of group dynamics. Pope and Golub (@@@@)as cited in Roblyer and Doering (2010, p. 51) emphasise the need for pre service teachers to use technology thoughtfully and to “question, reflect and refract on the best times and ways to integrate technology “. It is important to recognise the need to keep up to date with new and emerginf technologies and their applications in the classroom and to continually monitor and enagage with tools such as iRiver e10 audio recording devices, software applications such as Moviemaker and Audacity. The learning sequence allows considerable time for students to be working within their groups researching and preparing their presentations. This may result in considerable working noise and disruption within the classroom. ​.
 * What makes Australian animals’ homes unique? **
 * __ Lesson 1 “Tuning in” __**
 * Whole class brainstorm concept of home. Teacher records responses as a reference,
 * Whole class shared reading Big Book //A Place to live// p. 3 – 10 introducing Bird builders, Forest Hideaways, Keeping Cool in the desert, Walls of silk.
 * Randomly distribute images of a variety of Australian animals in their natural habitat (one per student). Students then ask questions of each other and discover which group they fit into, sorting themselves accordingly into bush, desert, wetland, ocean, rainforest, river dwellers (6 groups of 4 -5 students)
 * Explanation of task. In their groups students will research and prepare a three to four minute presentation on their group habitat addressing the inquiry question. In addition groups will be required to show how they prepared their presentation through an additional display prepared by the group.
 * __ Lesson 2 “Sorting out” __**
 * __ Lesson 3 “Finding out” __**
 * Powerpoint presentation
 * Interview of a child role playing an animal using audio recording iRiver e10s and Audacity software
 * Model making of habitat and animal showing stages through digital photos
 * Brochure using Publisher
 * Poster utilising Word
 * Make a short movie using Moviemaker (Windows)
 * __ Lesson 4 “Reflection” __**
 * why they chose their mode of presentation
 * what problems they encountered
 * how they solved those problems
 * how they worked as a group
 * things they would do differently next time
 * what they learnt about their habitat
 * computers
 * colour printer
 * electronic whiteboard
 * Access to the internet through search engines Google, Ask Jeeves, Yahoo kids, The Learning Federation
 * Access to software programs such as Moviemaker, Powerpoint, Audacity, Publisher, Word
 * Audio recording device iRiver e10
 * Digital cameras
 * Video camera