Group+2+Assessment+3

HI EVERYONE DOWN THE BOTTOM OF THIS PAGE I HAVE PUT TOGETHER THE WORK FOR THE ASSESSMENT. PLEASE READ AND LET US KNOW WHAT YOU THINK. ALSO ADD IN ANYTHING YOU WISH OR CHANGE ANYTHING. MAYBE USE A DIFFERENT COLOUR SO WE KNOW WHO HAS CHANGED WHAT. THANKS KATHRYN 7/10 11.48PM DST Hi, please note some lesson objectives..for the environment shelterGeneve 7/10/09..

There are special school farms which could be incorporated into an environmental lesson. This website [|www.earthcharter.org] is great, It has 4 priciples of respect and care for all living things. It has four principles 1. Respect the earth and all living things. It's really interesting for kids and can be used within a lesson. Regards Geneve 5/10/09

I am so sorry I am having computer problems. All posts are on History page. I have just put all back on main page! I lost everything I just tried to post. I will try again later. Kathryn. 5/10/09 4:24pm NSW time  Hi Everyone Just spoke in chat room with Charmaine and we thought of the following to start off with Student cohort Year 3 Curriculum area - literacy If someone would like to put forward a question that would be great. I will check tomorrow and put forward a question area as well. Hope this sounds good for everyone. Regards Kathryn 27/9/09 8.15pm How about: "How does our weather effect the shelter we live in?" Areas: Shelter, housing, environment, weather, insulation, sutainable living. Katrina 28/9/09 1.05pm

That sounds good Katrina. Is this question literacy or HSIE based? What would the students need to do? Just so we can work out lesson sequences. Maybe students concentrate on weather in different states of Australia and the types of housing there or students plan a weather report or interview? I did maths resources for assignment 2 so if anyone found some good resources for literacy or HSIE to help with this type of question, I would love to know so I can check it out! I have a meeting on tonight and won't be logged on till late. Charmaine was hoping to meet in the chat room at 7pm though if anyone can make it. Regards Kathryn 28/9/09 5.30pm

Hey Girls, got my Wiki up and going this is great! I really like the weather and housing ideas, but I did not use any resources in asssignment three that will help I dont think! Or should we just focus on the environment of Australia for animals, such as certain animals need certian climates, Im just not sure how different the housing is throughout Australia, is there much? On Scootle there was a great game about the environments of animals and I am sure there will be more games! What do you guys think? This will also teach children about environmental issues and bring awareness to them! Charmaine Perris 29/9/09 11.52 am

Hi, I have listened to Sharons last lecture Re: Assessment 3 and here's my suggestion. If we want to continue with the inquiry question "How does our weather effect the shelters we live in?" for a class in year three we can set up the class into 4 groups, looking at different aspects of the question, incorporating web sites ( I have a couple from last assessment task - but mine were aimed at Yr1 students), web 2.0 applications to have the students investigate, analyse and report/communicate their findings on questions/areas like: Group 1: Why does the weather differ in different parts of the world and by how much -HSIE,Literacy,Maths. Group 2: How do people control their comfort with the shelters they build? - Invesigate how verandas cool air before entering homes/ how insulation keeps warmth out/in.HSIE,Science, Literacy. Group 3: SUGGESTIONS? Just some thoughts...... Let me know what you think. Or if you would prefer to go with the Australian Animals. Sorry I am of no use in the chat room. Once my 4 kidscome home from school it's h/work, readers/music practice, dinner all that sort of stuff, I have one doing the HSC this year, 2 inbetween, and one in Kindy so It's hectic at 7pm on any given night. ( Right near my daughter's bedtime) Sorry, but I'd like to keep up the Wiki. Thanks Katrina 29/9

Hi girls, The unit outline states that the question for the learning sequence needs to come from one of the resources we evaluated for assessment 2 so what resource are the quesetions on weaather or housing related to because viewing the resource would really help in formulating the question further. Thanks Tamara 1/10/09 Hi I dumbly posted weather resources as it's own heading. Here they are on the right page now. If anyone else wants to put forward a plan that would be great. It's just that I am really short on time and like to know that most of an activity is underway and so the end can just be to polish it. Sorry to be a nag. [|**//http://econtent.thelearningfederation.edu.au/ec/fav/shared/view?id=3355&from=L2VjL2Zhdi9mb2xkZXI~Zm9sZGVySWQ9ODEyOQ!!//**] [|**//http://econtent.thelearningfederation.edu.au/ec/fav/shared/view?id=3359&from=L2VjL2Zhdi9mb2xkZXI~Zm9sZGVySWQ9ODEyOQ!!//**] [|**//http://econtent.thelearningfederation.edu.au/ec/fav/shared/view?id=3360&from=L2VjL2Zhdi9mb2xkZXI~Zm9sZGVySWQ9ODEyOQ//**]**//!! //** They are from the learning federation site, I had them aimed at yr k-1 students, but one of them probably involves more comprehension skills that we could use as an older student's site. Thanks, Katrina 1/10

Hey Girls, when I went to edit in here it said that someone had not saved a draft on here on tuesday, but if I have of saved it as it would have deleted these two new ones, make sure we save our written work we dont want to lose any information. Anyhow, I have looked at these linked provided by Katrina and I really like them, however I feel that our inquiry question should be more like "how does the weather effect what clothes wear?" What is everyone from? NSW? we should do our curriculum links to NSW if that is where a majority of people are, K- 1= with a equal mix of boys and girls, average class size (25), all competant with using the computer and have average reading and writting skills. This will focus on SOSE, English, Art and Technology. Just some ideas! Charmaine Perris 2/10/09

LESSON 1- Introduce the topic of weather, sun, rain, wind, snow. - Show books, videos, clothing etc

LESSON 2- Work through ICT games ( the links above) so they gain an understanding of what clothes go with what season.

LESSON 3- Discuss what each group learnt from the games they played and discuss differences.​

LESSON 4- Presentation or role play of what the students have learnt. in groups get each group to dress according to the weather, one group will dress fro a sunny day, another rainy day etc and explain why they are wearing those clothes.

I colour coded it so we know who wrote what, please add or completey change if you think its not right!!!

Plus we would have to add that the children have either computers in their room or will go to the library to use them. I have seen prep-grade 1 students use these resources and they are prefectly capable and love it!! Sorry and SOSE is Studies of Society and Enviornment, what does HSIE stand for? sorry Qld...., question do they have to use the rescources in each lesson or just at some stage as an aid? Thanks. Plus I put a lesson plan template that I thought we could add to!! Charmaine 02/10/09

Through this lesson students will: # ||
 * ** Lesson Plan: ** ||
 * ** Links to Curriculum: ** |||| ** Links to Unit Outcome(s): ** ||
 * ** Specific Lesson Understanding Goals: **
 * ** Plan for Teaching and Learning: 1-2 hours ** ||
 * ** Time Frame ** |||| ** Procedure ** ||  ||
 * |||| 1 ||  ||
 * |||| 2. . ||  ||
 * |||| 3. ||  ||
 * |||| 4. ||  ||
 * |||| 5.. ||  ||
 * ** Discussion: **
 * ** Discussion: **
 * ** Discussion: **
 * ** Discussion: **

I like that idea Charmain. How would you see the lessons? How many groups of students? How would the question be developed over the 4 lessons? What is SOSE ? Is it like HSIE? Would the students have the ability at that age to use Web 2.0 technologies independently to investigate, gather and communicate ( or report)? Katrina 2/10
 * Assessment: ** ||

Hi everyone. Love the ideas Charmaine and Katrina. Which part of the curriculum is the question "How does the weather effect the clothes we wear?" I have looked at NSW HISE (Human Society and It's Environment) and cannot find an area to fit the question! On the website [|http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_stg2_unitsofwork.pdf]I found an area of the curriculum that would go with the question on shelters, whether it be for animals or humans. I am happy with either question. Does anyone have a website they used for last assignment that can help? I used sqwirk.com.au that would have something. Also I asked Carolyn whether we have a template for a lesson plan and she advised me too look at Sharon's notes. It says a learning sequence not lesson. Just thought I would let you know. Also have given an idea for Lesson sequence 3. I hope I am on the right track. Once I have some more learning resources I would like to do a lesson sequence Let me know what you think. Regards Kathryn 2/10/09 9.24pm Hi Kathryn, I chose the question about shelters becauue I knew it was in the curriculum. I think it may be difficult because we are working across 2 states. I agree with your understanding of lesson sequence. Also, my understanding is that we are to incorporate ICT use into as many areas as possible. I am starting to pull my hair out ( just one strand at a time at this point, but with the school holidays these next 2 weeks and all my 4 kids at home, pus 1 studying for the HSC I really just want to get on with the task and make sure it is done properly. So I am going to be pushy and say that we really should work off the NSW curriculum ( majority of us are in NSW.) Sorry if I am not making any friends here, but I think we need to start with the shelter question ( OR ONE SPECIFICALLY FROM THE NSW CURRICULUM), and look at websites, then look at specific web 2.0 applications that would be great for students who have ALREADY had experience in using the applications so that the ivestigations can be done in small groups, towrds the common answer or reporting ( different aspects of the question that fit within the curriculum. I must go now, have to drop my husband off to the airport, but will check in soon and see what you think. Sharon gave us a great example and we should apply it, extend it ( if possible) and incorportate ICT use for most/all of the investigation of the question....gotta go Katrina 3/10

Hey girls I think we should do something that is in the curriculum and if shelter is in the NSW one lets do it! but like asked above, for humans or animals?, I think if we knew this we could get a start, dont worry I am stressing too! I want to get this done and feel we are running out of time!! Is everyone coming to the chat on Sunday night?? Charmaine 3 /10 my link i looked at got pasted up the top....

Hi Everyone! Love the ideas! Let's do it! I am stressy too and I don't think anyone is being pushy. We have to get this done. Can I be bold as to put forward the following:

Student cohort - Year 3 equal mix of boys and girls, average class size (25), all competant with using the computer and have average reading and writting skills. Two computers in classroom and computer lab in library.

Question - "How does the weather effect the shelters we live in?" I think we can look at human shelter.

Lesson Sequence 1 Introduce the topic of weather, sun, rain, wind, snow. - Show books, videos, ICT RESOURCES COULD BE USED HERE!!!  introduce what shelters are!!!

Lesson Sequence 2 Divide class into four groups 1. Tropical, 2, Outback, 3 Cities?/ Coastal? 4. Snowy Mountains. Each group to find out about shelters from these areas. Maybe spread this over two lessons one in classroom and one in library.

Lesson sequence 3 Talk about how groups are going finding out information and maybe what they found? INCOURAGE THE CHILDREN TO USE WIKI THROUGHOUT THEIR LEARNING!!!

Lesson Sequence 4 Display information found on a word document, blog or wiki? POWERPOINT?? WIKI PARTICIPATION COULD BE ASSESSED

ICT related resources - I did not use resources that would help with this area. Can someone give some please? I only spoke about skwirk.com and a password was needed for this website. As mentioned above Microsoft word, Powerpoint, school intranet, wiki, or blog

Desribe how each of the learning resourceswill enhance student learning. Maybe we use five and each of us answer one.

Reflect on why the resource is appropriate for the class to use to explore question. Once again we could answer as above using same resource?

Reflect on implications for using the learning sequence.

What do you all think? Please change and give opinion/advice. I am open to help. I just wanted to put up something to work from. If you want to go in and change or add something I don't mind.

Once worked out lesson sequence and ICT resources I would like to allocate areas to people so we can get started. How does that sound?

hear from you soon. Kathryn 3/10/09 10.58pm

Hi again. Katrina I just read your post in the history section. I am sorry that I posted mine and I did not realise what I was doing. I like your ideas and I am happy to incorporate your lesson sequences. They sound great! I want to be in the class! Now who would like to work on what? I am keen and I think your idea is good Katrina. Thank you. Let me know what you would like me to work on. Kathryn 3/10/09 11.17pm

[|Build for the environment]here is a good ICT game we could use, its about using resources to make an energy efficient house. [|Bibly Habitat]this one looks at bibly food but also where they live= desert in a burrow [|Who lives here?]THESE ARE RELATED TO ANIMALS!! [|Frog habitat] [|Rock Wallabies] Just some ideas I found, however none of them were used in assignment two, is that a big problem? I like the ideas of group work, we could use information about zone of proximal development, evidence that students who teach each other learn well! I like these ideas ! i cant seem to find many resources on just houses for humans, so maybe we could try and do for animals as well? we could also use some of links provided above, so children get a chance to see different climates. Charmaine 4/10/09

I have absolutely no idea how my last post ended up in HISTORY section, my only thought is that both Kathryn and I were up burning the midnight ( Yes!! it actually was as we switched to daylight savings last night) oil, and both posted at the same time. Charmain, I think we can incorporate your resources in regards to the need of shelter for animals, and extend the yr 3 students to present a powerpoint to be part of the final lesson sequence. 2 of my boys were pulling off very simple powerpoints at year3 & year 4 level ( and one of them is dyslexic!) One of the "groups" of students could work on that : re: my post that ended up in the HISTORY. I agree that year 3 would probably be a great year group. What do you think about the number of students in each goup. I would like to cut it down from my projected 10 in a group by adding another group - any ideas on what they could focus on ( prehaps nab one of the outcomes from the curriculum ( on the same topic of shelters) and go from there.?. Also what do you think the explict teaching would cover. I recommend the use of the smartboard and using resources such as delicious to group images and prehaps dictionary meanings of terms the students may not have previously learnt.But some suggestions would be great. Thanks Kathryn for your kind words about my ideas, I had real trouble bringing it to an easier level keeping in mind the age and experience of the students. My original lesson sequence had students using voicethread, uploading onto the class blog, and WAY too much. If you have the toolkit book recommended with the subject ( but not compulsory) there are heaps of great and compelling ideas - I get way too excited about this stuff. SOOO, how about I try and copy the post that ended up in the history ( try ) and you guys add, what you think we should change/add or delete. Hope that's OK Katrina 4/10 BELOW IS THE POST THAT WAS MOVED TO HISTORY DUE TO KATHRYN AND I SAVING AT THE SAME TIME:)Katrina Sorry, That may have been me, i'm still ironing out my posting bugs..... How's this: I have included the site and hopefully the page for the NSW Board of Studies [|http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_stg1_unitsofwork.pdf]area about shelters. If we change the question to "why do people and animals build and use shelters?" or something like that, then we can incorporate several outcomes listed in the curriculum. I thought I'd just put up these ideas, see what you think and please add, change or delete to them: Lesson 1 : explicit teaching covering: Animals and shelter, shelters in the school andd what a shelter is ( toilet block, classroom, COLA ( covered outdoor learning area)). Mapping using a grid and drawing shelters ( will need parental assistance with the actual task of walking around the school and mapping out).

Groups: 3, 10 students each ( smaller if you think and more groups)

Group 1 Lesson 2:investigation: Humans and animals depend on their natural environment ( websites for students to investigate) - Lesson 3:Record: Create powerpoint presentation on animals and shelters Lesson 4: Present as group using classes smartboard.

Group 2 Lesson 2: Investigate the school's shelters and map on a grided map. Video experience. Lesson 3. Create Quiz for classmates to find and name shelters ( like a street directory) Lesson 4. Present as group including presentation of video.

Group 3 Lesson 2. Investigate and photograph shelters in the school. Lesson 3. Upload onto Voicethread using voice comments to highlight aspects of the shelter and their uses. (windows/vents underbuildings etc) Lesson 4. Present as group ung smartboard.

Hope this is OK, Katrina 3/10

Hey girls, I'm having some computer troubles atm and so I had to use my laptop which is a few years old to get onto the internet tonight and for some reason it wouldn't allow me to access the chat room. I tried for 45 minutes, changing the internet setting and everything and still no luck. Can someone fill me in on what was discussed and/or decided on Thanks Tamara 4/10

 Hey there! No one turned up!!! What are your ideas and thoughts?? Change 0 of 0

I like the ideas put forward by Katrina with each group sequence covering multiple KLA's and how it provides oportunities for clear links to the curriculum. My only question is why grade 3 when the resource the assignment is based on is aimed at yr 1? Tamara 5/10

Hi everyone Tamara I just threw the idea of year 3 out there as I thought they were old enought to do some of the lessons. I have been reading Sharon’s posts about Assessment 3. I am concerned that we may have put too much information in the four lesson strategies. Also we don't have to use the resources that we used in assessment 2 if it does not fit. This is what Sharon said on her assessment 3 posts. In looking over what students have done so far it seems to me that many groups have decided on questions that are too big in scope for a four lesson learning sequence. Part of the professional skill of being a teacher is that you know how much is too much for your particular context (grade level, ability of the students, etc). So, I thought to do the following: Question – “What kind of shelters do humans use?” The curriculum does not have to be mentioned only in the cohort. This is what Sharon says: You can mention the indicative curriculum areas in your description of the cohort, but you don't have to spend any words on describing the curriculum. I like the lesson sequences Katrina but can I put forward the following changes and let me know what everyone thinks. 4 Groups, 6 in each group = 24 students Lesson 1 : explicit teaching covering: How humans use shelters and what are shelters and why have them. Divide students into groups and what each group would be covering. Group 1 Lesson 2: investigation into Housing shelters Lesson 3: Record: Create PowerPoint presentation on different houses from images on web and differences between them. Lesson 4: Present as group using classes smartboard.

Group 2 Lesson 2: Investigate the school's shelters and map on a grided map. Video experience. Lesson 3: Create Quiz for classmates to find and name shelters ( like a street directory) Lesson 4: Present as group including presentation of video.

Group 3 <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 2.:Investigate portable shelters eg: tents, houseboats and find photographs on websites. <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 3:. Upload onto Voicethread using voice comments to highlight aspects of the portable shelter and their uses. <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 4: Present as group on the smartboard. <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Group 4 <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Group 4 <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 2: Investigate protective shelters eg: sheds, barns, carports and why we have them. <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson3. Make a photo story using images found on websites <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 4: Present on smartboard <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">List of ICT related learning resources – Microsoft powerpoint <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Voicethread <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Photo story <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Video

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Maybe each person working on learning sequence talks about the learning resource they used and how it enhances students learning and also does reflection on why it is important in enhancing learning. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">I am not sure how to do the last reflection on the implications of this sequence. Maybe the 5th person who does not do a learning sequence can do this? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">I hope this makes sense. I worked out that each of us has 400 words to play with. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Let me know what you think of this. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Kathryn 5/10/09 6.32pm NSW time

Forgot to mention adult help. Two parent helpers, teacher assistant and class teacher for each group. Kathryn 5/10/09 6.48pm DST

Ok lets get started!!! I will do the reflect on implications of this learning sequence if thats ok?? I think that the implications means why use it and why it is good, like zone of proximal development and teaching and learning theroys, hands on development. does that sound right?? But I guess if we all just get a start on it we can help each other out and get and give ideas to everyone!!! yay we are getting there!! night all!! Charmaine Perris 5/10/09

Ok then. I will do Lesson 4 and student cohort if ok with everyone. If you have things you would like to add to the student cohort let me know.

<span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">You include the following:

Year 2.-Katrina 24-Katrina 10 boys, 14 girls-Katrina Weekly lessons in ICT lab, Bank of 10 computers in classroom, previous learning : Voicethread, posting on blogs, video use, digital camera use and upload, powerpoint, access to websites through moodle, and teacher's delicious account. Using search engines such as google.-Katrina As above.-Katrina 1 child with dyslexia grade level comprehension, grade level decoding, below grade level encoding ( requires assistance with spelling and needs extra time to write down ideas. Verbal communication excellent. Excellent interpersonal skills.-Katrina 2 students with ADHD primarily Attention Deficite. Have difficulty keeping to task. Respond well to invidivual leadership opportunities. One student is introvert, one is extrovert.-Katrina Parent helpers -3, Teacher's aid .5 hours per week for students with Dyslexia.-Katrina Small groups.-Katrina Maths ( grid activity) HSIE, literacy-Katrina <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">. As we finish our areas, I was thinking of copying and pasting onto the wiki for all to see, then myself or someone else can copy paste into word document in correct order and submit assessment.
 * grade
 * number of students in the class
 * number of boys/girls
 * access to computers and other technologies
 * experience with computers and other technologies
 * children with specific learning needs (what they are and how those learning needs impact on the rest of the class)
 * children with specific behavioural needs (what they are and how those behaviours impact the rest of the class)
 * the number of adults in the classroom and their roles (teacher aide, integration aide, parent help, prac student ...)
 * capacity for students to work in a range of groupings (pairs, small groups, whole class, individually)
 * general (not specific) curriculum focus (this cannot be ICT) - NOT standards/outcomes.......

<span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">You will use the following subheadings:

<span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">1. Description of cohort <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">As Above - Katrina <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">2. Question (here you will write only the question - no description) <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">"What kind of shelters do humans use"-Katrina <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">3. Lesson sequence (and then a further subheading of Lesson 1; Lesson 2; Lesson 3; Lesson 4) <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">TBA-Grid one-Katrina <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">4. Resources <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">Video camera,Web 2.0 application:voicethread.Classroom computer with microphone and smartboard.Grided paper, pencil, clipboard, street directory.-Katrina <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">5. Enhancing student learning <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">Reading grids, using voicethread, writing script for narration on voicethread, using videocamera, consolidating images,investigating shelters within the school.-Katrina <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">6. Reflection on resources

<span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">7. Implications for our classroom practic <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">e Does this sound ok? maybe if we could come up with a dead line for all areas to be done by so everyone can read what is to be submitted, just in cae there is last minute changes. What does everybody think? Kathryn 5/10/09 11.31pm DST

#|<< First #|< Previous #|Next > #|Last >>Help · About · Blog · Terms · Privacy · [|**Support**] · **Upgrade**

Hi, In regards to the co-hort I was thinking about year 3 because they will have had more ICT experience that we can list as assumed knowledge. The year 1 resource could be used comfortably ( without feeling it is too baby). I don't mind what year and maybe we could settle on Yr2 if the resources previously mentioned in other assignments are for yr1 or yr3 and we feel they may be appropriate. I am happy to go along with the version you have mapped out Kathryn. I know I can go over the top at times, and am relieved to get started. I will add under the subheadings you have posted above, in blue, my input. Lets go with your lesson sequence and I like the addition of the non-permenant shelters. Let me know how I can help more if I've missedd something. Thanks, Katrina 6/10

Oh My Gosh!!! I thought we just lost everything!!! but I have saved it all to my word documents to make sure!! This sounds great girls, but Im a bit confused Im only doing point 7 right?? I though points 3,4,5 and 6 are all linked together! But I am willing to help out if needed. I think we should post everything on here first and get ideas from everyone! Im going to start mine today!! Also I thought that we all have to send in this assignment through the drop box?? Charmaine

Hey Katrina! Im happy to be getting a start on this too!! Im stressing! Up above, Kathryn mentioned that Sharon thinks everyone is using too much information so the question has been to what type of shelters do humans use? so that it is not too broad! Charmaine

I just thought the animal shelter was a valid inclusion, but if Sharon said that then we'll just concentrate on what's needed. I am a little concerned that the groups are almost doing the same type of research in regards to the "other" shelters, totally happy with all the other investigative areas, but maybe the Other is too similar, maybe not, but could there be another way of reporting to the class? My underestanding of what I am to do now is to: Take one of the groups and add more detail.-I'll take the grided map! Add my refelction to everyone elses so it can be consolidated as a learnt experience. Add my inclusions to What Kathryn has typed in red above - my computer is playing up and won't colour text.So i'll just put my name next to my input. Katrina 6/10

on that NSW teaching website where is the information about shelters?? I cant seem to find it.. Charmaine

Hi everyone I feel that people are not happy with what I have suggested? I just thought that shelters for humans and animals maybe to much information for 4 lessons (3 hrs 20mins). If you want to change things, go ahead and change question. If you want to change anything to do with smartboard to present things, that's fine. I kept the presentation at the end the same as what Katrina mentioned and I just added one. I did not mean to put anyone out, I just realised we were running out of time and put something forward. Charmaine, I found shelters in the Science and Technology section under indoors and outdoors. Hope this helps. I will put forward my part of the assessment tomorrow Lesson strategy 4 and student cohort. Please make changes if most people don't agree with what I suggested. Kathryn 6/10 9.54pm

I just had another look at the resources and feel that the question doesn't really relate to the resource. to save changing the question maybe we could just include in the lessons a focus on how the shelters protect humans from different weather conditions. Just like in one of the resources where it talks about dressing for different weather conditions we could talk about what shelters we use when it's raining or windy or sunny, let me know what you think. I do like the idea of combining the lesson with the reflection of the resources and how the lesson/resource enhances student learning. I will do lesson 1 is that's ok and will try and have it on the wiki tomorrow (7/10) Tamara 6/10 btw I live in queensland so when it's 7pm in NSW it's only 6pm in QLD

Hi Kathryn, I really like what you have suggested!!! It unique and sounds like a lot of fun to me!! and I agree that the smaller the question, the better!! Its ok girls we have time to complete this!! if everyone can put theirs on wiki tomorrow we can look and edit!!! keep our heads up and smile, almost the holidays!!! Charmaine!! 6 oct


 * IMPLICATION FOR OUR CLASSROOM PRACTICE**

This learning sequence would be beneficial within a New South Wales primary classroom teaching practice because it encompasses innovative teaching and learning theories and will engage the children in education in a variety of ways. The learning sequence involves hands on activities, technology, individual and group work that will introduce the grade two class to independent study skills that will enhance their interpretation skills and knowledge in the future. There is evidence that group work can enhance a child’s learning development by teaching each other and this is called the zone of proximal development and as stated in the research by Social Development Theory (L. Vygotsky), (n.d.). “the major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition”. In that social interaction can develop important attributes in children.

This learning sequence provides students with opportunities to explore shelters that they either live in or use and why humans need them. This sequence explicitly teaches student about a topic that relates to them, using today’s technology to enhance and aid them in learning. Students who partake in this learning sequence will learn about fundamental issues such as the resources required for building and environmental issues .The use of ICT resources as an aid throughout the lessons will create a new and exciting way for the children to learn, research and present data in an imaginative way. The use of technologies will provide a chance for the children to be creative and express themselves in a unique manner.

The learning sequence would fit into today’s classroom because it reflects today’s teaching and learning theories, one theory that is prevalent throughout this unit is constructivism learning theory, which is based on the idea that people learn best from their own experiences, as stated here by Culatta, 2009  “the basic premise of constructivist theories is that people create their own meaning through experience” There is an assortment of hands on activities and the children have been given the opportunity to interpret the information. There is allowance for independent and group study within this subject and the focus of the learning is student understanding rather than the traditional teacher teaching. Culatta, 2009 states, “in constructivism, students are encouraged to learn main ideas on their own through discovery learning” and this sequence has allowed this to happen.

Another current learning theory that is demonstrated throughout the unit, is cognitivism theory of learning and the attention of cognitive theorists is focused on letting the learner do the learning and that they cannot be forced, they have to use own resources to make sense of what’s happening around them. The teacher must build an environment where children are free to explore and work independently and this unit has explicitly demonstrated these ideas. Throughout the unit the teacher will give instructions but leave the children to their own devices to create and understand what needs to be done. This unit creates a desire for the children to learn because it is exciting, challenging and relates personally to themselves. This will be a successful plan that integrates many learning areas demonstrated throughout the component, including Human Society and its Environment, ICT, Mathematics and English. This learning sequence would be great to use within a teaching practice because it is new, fresh and exciting but still encompasses the major curriculum links of the New South Wales curriculum and should be implemented into classrooms.

References

Culatta, R. (2009). //Innovative Learning//. Retrieved 30 September, 2009, from http://www.innovativelearning.com/educational_psychology/constructivism/index.htm

Social Development Theory (L. Vygotsky), (n.d.). Retrieved 06 October, 2009, from http://tip.psychology.org/vygotsky.html

WORD COUNT: 571

Hi guys hope you like what I have done!!! Charmaine Perris!! 07 Oct 2009

Charmaine, that sounds great! I hope my lesson holds up to what you have written! It sounds really good. I am nearly finished my lesson 4 and hope to have it and student cohort posted soon. Great effort and thanks again. Kathryn 7/10 12.00pm DST

Hi Kathryn, I am happy with your posts. Happy to go along with what you've organised. I will work on my bit tonight ( wednesday) and post it. Also my part of the reflection. Who will consolidate the reflections? Hi Charmaine, great work! Wow...i'm starting to choke under the pressure. Will work diligently on my part tonight.Thanks for everyone's work. Katrina 7/10 12.20am.

Thanks girls!!! glad you like it!!! yay if I can help you guys at all let me know!!! yay almost there! hope the other girls have started too!! Charmaine

Have come up with some ideas for the shared first lesson ( All groups share the first lesson ,right?). Have also organised my lesson sequence for group 2 (shelter- mapping group).

<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">__Lesson 1__ (All groups): · <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Introduction. · <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Discuss shelters and how humans use them for different purposes. Use images previously grouped on Delicious by using the classroom smartboard. · <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Divide students into four groups ( mixed ability). Instruct students on what they will be investigating next lesson. Instruct students who will be assisting them. +++++++Please add to this if you think it needs more+++++++++++++++!!

__<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 2: __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">As a group,Refer to the street directory then refer to an existing map of the school grounds. Using grid paper, create a grid similar to that found in a street directory.Using the existing map as a reference sketch one shelter in the middle of the grid, to be used as a central reference point. <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">With a parent helper walk around the playground mapping all shelters as discovered. One student will act as an investigative journalist and another as a video technician. Label all shelters. Upload video onto voicethread, narrate video. __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 3: __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Refer to the grid previously mapped out. Create another map using grid paper WITHOUT ANY LABELS. . The group will create ten questions that other students in the class can answer by investigating the playground using the unlabelled map. __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 4 __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">. Use smartboard to present voicethread presentation.
 * __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Group 2 __**

__ICT resources: Group 2:__
 * Computers
 * Voicethread
 * School digital camera with video applications.
 * School webcam/microphone to be used with Voicethread.

__Describe how you will use each of these resources to enhance student learning:__ Computers with school webcam/microphone will be used to upload digital video and create presentation using voicethread. Students will gain experience uploading, editing, script writing for the voice over, organising order of events and order of presentation.

__Reflect on why these are the most appropriate resources to use for this question:__ In this particular activty, the students are investigating shelters by discovering their application in their school environment. The addition of the Video and the student's involvement in the investigating and recording of those investigations allows students to understand that information can be recorded using different medium. Information may be recorded as a digital medium as well as a hard-copy paper medium. The mediums may stand alone or be used side-by-side as in this activity. The students will also expand their application of voicethread from still photo presentations to video presentations, opening their ability to use as a means of communicating their investigations. This opens up the future possiblilties of communicating with others on reports they have compiled in order to recieve input or questions by the other party. This has applications in the classroom for joint-ventures between classes or schools where students may challange other students to investigate futher learning. The use of classroom computers and school webcams for picture and voice additions, the use of the school digital camera with video mode, and the use of the web 2.0 application Voicethread is relevant because these items are easily accessable in schools with basic ICT technology available to them.

__Reflect on the implications of this learning sequence for your teaching practices:__ This learning sequence allows the students to recieve explicit teaching, support from parent helpers and classroom teacher ( if needed), but also allows the children to investigate different roles they may play in the production of the final products. The opportunity to apply themselves to both hard-copy communication(the grid-map)and communicating using ICT skills allows the students to understand that reporting can be creative and excuted in different ways. In my classroom I would like to constantly cross Key Learning Areas, using a variety of ways to investigate questions so that the students will learn how to investigate, and how to sort, and how to communicate so that they may be more creative, innovative and imaginative. Using Web 2.0 technologies to investigate, colate ,communicate and report will allow them the flexability to do this.The ability to apply technologies will help them to be ready for future learning and job opportunities. This learning sequence will be a springboard into investigating world mapping (eg: google earth).It will also springboard into investigating why councils plan cities( eg:designated housing areas, business areas).It will also springboard into future opportunities for digital media reporting.

Hope this is fine. Who will organise the final assignment??? Are all the groups organised? Hope we can sort it out tomorrow....Yes....still worrying. Katrina 7/10 10.50pm.

Hi everyone Katrina, I think you are doing great! Charmaine has put forward point 7 'Implications of the Learning Sequence'. I thought I might add mine and cut and paste everyones in the correct order so we can see who has done what and change or discuss what we think.

Here goes..... · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Year 2 class · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">24 students – 10 boys, 14 girls · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Students have weekly lessons in ICT lab, access to 10 computers in classroom, previous learning with Voicethread, and posting on blogs, video use, digital camera use and PowerPoint presentations. Previous use of the following websites – Moodle, Google and teacher’s Delicious account. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">1 child with dyslexia. Struggles with comprehension and requires assistance with spelling and needs extra time to complete tasks. Verbal communication and interpersonal skills with others is excellent. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2 students with ADHD, primarily Attention Deficit. One student is introvert and the other extrovert. Have difficulty keeping on task, though responds well to individual leadership opportunities. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Adults working in the room with the class teacher are a teacher aide, integration aide, prac student and parent helper. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Students are able to work in large and small groups productively. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Areas generally covered in the NSW curriculum are Science and Technology, Literacy and Mathematics.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">1. ****__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Description of Student Cohort __**

__**Question**__ What kind of shelters do humans use?

__Lesson 1__ (All groups):

To assess the prior knowledge of the students the smart board will be used to brainstorm what they already know regarding shelters/buildings and their purpose in society. The students will then be separated into groups of two or three and using the computers in the classroom they will explore a type of shelter highlighted during the brainstorming. The students will use Google to research their specific area focusing on the purpose of the shelter and why it is needed. The students will then return as a group and present the information which will be collated. Following this the class will be separated into 4 groups ensuring an even mix of abilities and personalities. They will join with the adult that will be assisting them and each group will be given a copy of the information as a starting point for their various explorations.

__<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 2: __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">As a group,Refer to the street directory then refer to an existing map of the school grounds. Using grid paper, create a grid similar to that found in a street directory.Using the existing map as a reference sketch one shelter in the middle of the grid(as a central reference point). <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">With a parent helper map all shelters in the playground.One student will act as an investigative journalist and another as a video technician. Label all shelters. Upload video onto voicethread, narrate video. __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 3: __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Create an additional map using grid paper WITHOUT ANY LABELS.Create ten questions that other students in the class can answer by investigating the playground using the unlabelled map. __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 4 __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">. Use smartboard to present voicethread presentation.
 * __<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Group 2 __**


 * __Group 3__**
 * __Lesson 2. Using google search engine investigate portable shelters. Each student in the group bookmarks a different type of shelter eg: Tent, port-a-loo, portable shower,caravan.__**
 * __Lesson 3. Upload onto voicethread onto classroom computer. Students will narrate images to highlight uses and portability of the shelter.__**
 * __Lesson 4. Present as group on the smartboard.__**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lesson 4 __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Group 4 __ Lesson 2 · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Find information on about protective shelters (eg: sheds, barns, carports) and why we have them on websites such as [|Thinkquest] and [|Encylopedia Britannica Online] and use login card number provided by teacher. Collect images and information and type it up in a word document, ready to use with photo story. Lesson 3 · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Make a photo story using Photo Story 3 from Microsoft. Place images and information on each page to display information. Lesson 4 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">__**From**__
 * · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Present photo story on classroom Smartboard to the class. **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Classroom helpers are available to assist groups in class. **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">4. **Resources

__Computers__ __Smartboard__ __Acess to internet__ __*Voicethread__ __*School digital camera with video applications.__ __*School webcam/microphone to be used with Voicethread.__ __ · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Access to Microsoft Word __ __ · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Access to Photo story 3 Microsoft __

__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">5. __Resources to Enhancing Student Learning <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">**In Lesson 1** The use of the smart board when brainstorming allows the students who are visual learners to make connections and gain an understanding of the topic to be discussed. By using the internet to search for information the students must employ critical literacy strategies to determine the validity of the information and decide what information they need in order to complete the task.

In Lesson 2 __(Lesson 2, Group 2 - should Group 2 replace Lesson 2?)-Katrina ( apologies again for no colour my computer almost crashes when I try to colour text)__ __Computers with school webcam/microphone will be used to upload digital video and create presentation using voicethread. Students will gain experience uploading, editing, script writing for the voice over, organising order of events and order of presentation.__

In Lesson 3 __Computers with school webcam/microphone, Web 2.0 technology Voicethread, Use of world wide web to gather images using Google search engine, collect and bookmark images using web 2.0 technology delicious.Smartboard.__

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">In Lesson 4 __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">On the computers, students search for information using the above websites gathering different information. Microsoft Word allows the students to copy and paste information or images into a document that can then be stored for future use with their Photo Story. Students develop a Photo Story to add images to findings and tell a story about the information found. Displaying information on the Smartboard for students to talk about what they had learnt. __

__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">6. __Reflection on Resources

All Groups, Lesson 1 __(all groups)__ __The inclusion of too much technology in this lesson would have detracted from the students need to understand the topic being discussed. The resources allow the students to explore the topic in a visual and open-ended manner. They are technologies in which the students are familiar with and therefore allow the students to take control of their learning and truly engage in the learning process.__

In Group 2 all lessons**__(In this particular activty, the students are investigating shelters by discovering their application in their school environment. The addition of the Video and the student's involvement in the investigating and recording of those investigations allows students to understand that information can be recorded using different medium. Information may be recorded as a digital medium as well as a hard-copy paper medium. The mediums may stand alone or be used side-by-side as in this activity. The students will also expand their application of voicethread from still photo presentations to video presentations, opening their ability to use as a means of communicating their investigations. This opens up the future possiblilties of communicating with others on reports they have compiled in order to recieve input or questions by the other party. This has applications in the classroom for joint-ventures between classes or schools where students may challange other students to investigate futher learning.__**
 * __The use of classroom computers and school webcams for picture and voice additions, the use of the school digital camera with video mode, and the use of the web 2.0 application Voicethread is relevant because these items are easily accessable in schools with basic ICT technology available to them.__**


 * __Group 3 all lessons: This activity and the use of search engines and bookmarking application delicious allows the students to gain experience with working on-line, sorting and classifying and identifying the best options. By uploading the images to Voicethread and providing a narrative they are experiencing varied forms of communication. The experience of working in a group allows students to learn from each other and gain confidence in using these technologies.__**
 * __.__**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">In Group 4 all Lessons __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Computers are a learning tool students enjoy using. The internet allows students to find out information from a variety of websites and it gives the students a wider scope to work out what they see as their answer to the inquiry. Photo story is another way to display information to show a collaborative story on the Smartboard. **__

Implications of classroom practice__


 * This learning sequence would be beneficial within a New South Wales primary classroom because it encompasses innovative teaching and learning theories that will engage the students in the learning process in a variety of ways. The learning sequence involves hands on activities, technology, individual and group work that will introduce the grade two students to independent study skills that will enhance their interpretation skills and knowledge in the future. There is evidence that group work can enhance a child’s learning development through peer teaching which is often referred to as the zone of proximal development and as stated in the research by Social Development Theory (L. Vygotsky), (n.d.). “the major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition”. In that social interaction can develop important attributes in children. **


 * This learning sequence provides students with opportunities to explore shelters that they either live in or use and why humans need them. This sequence explicitly teaches the students about a topic that relates to them, using today’s technology to enhance and aid their learning. Students who partake in this learning sequence will learn about fundamental issues such as the resources required for building and environmental issues .The use of ICT resources as an aid throughout the lessons will create a new and exciting way for the students to learn, research and present data. The use of technologies will also provide a chance for the students to be creative and express themselves in a unique manner. **


 * The learning sequence could be incorporated without difficulty into classroom as it reflects modern teaching and learning theories. One theory that is prevalent throughout this unit is the constructivist learning theory which is based on the idea that people learn best from their own experiences, as stated here by Culatta (2009)  “the basic premise of constructivist theories is that people create their own meaning through experience”. There is an assortment of hands on activities and the students have been given the opportunity to interpret the information. There is allowance for independent and group study within this subject and the focus of the learning is student understanding rather than the traditional teacher teaching. Culatta (2009) states, “in constructivism, students are encouraged to learn main ideas on their own through discovery learning” and this sequence has allowed this to happen. **


 * Another current learning theory that is demonstrated throughout the unit is the cognitivise theory of learning. The attention of cognitive theorists is focused on letting the learner do the learning, suggesting that they cannot be forced to learn rather they use their own resources to make sense of what’s happening around them. The teacher must build an environment where students are free to explore and work independently and this unit has explicitly demonstrated these ideas. Throughout the unit the teacher will give instructions but leave the students to their own devices to create and understand what needs to be done. This unit creates a desire for the students to learn because it is exciting, challenging and relates to them on a personal level. The success of this learning sequence is the integration of various key learning areas demonstrated throughout the component, including Human Society and its Environment, ICT, Mathematics and English. This learning sequence would be benificial for current teachers as it is new, fresh and exciting whilst still encompassing the major curriculum areas of the New South Wales curriculum. **


 * References **


 * Culatta, R. (2009). //Innovative Learning//. Retrieved 30 September, 2009, from http://www.innovativelearning.com/educational_psychology/constructivism/index.htm  **


 * Social Development Theory (L. Vygotsky), (n.d.). Retrieved 06 October, 2009, from http://tip.psychology.org/vygotsky.html **


 * I HOPE THIS MAKES SENSE. I JUST COPYED INTO WORD TO GET A WORD COUNT. IT IS 1528. I KNOW WE CAN CONDENSE THE LIST OF ICT RELATED RESOURCES, DESCRIPTION AND REFLECTION. WHAT DO YOU THINK?**
 * ALSO, I WAS HOPING THAT SOMEONE WOULD DO LESSON ONE AND LESSON 3. WE MIGHT HEAR SOMETHING FROM TAMARA AND GENEVE SOON.**


 * ONCE ALL OF US HAVE POSTED OUR WORK AND IRONED OUT THE ROUGH SPOTS, I DON'T MIND PUTTING IT TOGETHER IN A WORD DOCUMENT AND ATTACHING IT ON THE DISCUSSION BOARD FOR ALL TO SEE BEFORE SUBMISSION, WHAT DO YOU THINK?**


 * THANKS AGAIN FOR BEING A SUPPORTIVE GROUP.**
 * KATHRYN 7/10 11.40PM DST**


 * Hi girls**
 * I already said on tuesday that I would do lesson one!!**
 * I will have have it up sometime today**
 * Also Charmaine your section is good but I think you need to have another look at some of the wording and phrasing used, such as using 'as' instead of 'because' and so on.**
 * Tamara 8/10**


 * Hi Tamara**
 * I am sorry I forgot you were doing lesson 1. I have been so wrapped up in getting this finished I was not reading the page properly. I hope you like what has been put together. Please read if there is something you want to add or change. I like the fact that you have other people to read your work and see if it makes sense to them! Not long now till it is done.**
 * Once again thank you and I am sorry about my lapse in memory!**
 * Regards Kathryn 8/10 12.07pm DST**


 * Sorry Tamara,**
 * I didn't read to the bottom of the messages and forgot you were doing lesson 1. I filled in something in the lesson one area. Please delete it and insert your work.**
 * I AM WORRIED ABOUT THE LESSON SEQUENCE THAT HASNT BEEN COVERED. KATHRYN DO YOU THINK I SHOULD CREATE SOMETHING AS A FALL BACK? Katrina 12.48 8/10**
 * also, I am happy for you to condense anything that needs to be. I will go through my work and try to chop a bit here and there, I can see us working late tonight ;( Katrina.**


 * Thanks girls, I edited and changed parts of the 'implications of classroom practice' that Charmaine did, let me know if it's ok**
 * Tamara 8/10**


 * I have added my section in for lesson 1. They are fairly basic so if there is anything that you want me to add let me know. I will be at work from 3.30 - 6.30 NSW time so I will come on about 7-7.30 and help with the final edit.**
 * Tamara 8/10**


 * Hi**
 * Tamara thanks for Lesson 1. It sounds good and I like the idea of splitting them into smaller groups to give them a taste of what is to come in the future.**
 * Katrina, that sounds like a good idea to make a start on Lesson sequence 3, just in case. I am sure we can all do this together and when Geneve posts her ideas she can change it. We will have a back up done. I hope Geneve is ok. It is hard to get everyone together with our busy lives.**
 * Just rechecked word count 1593. Once lesson sequence 3 is done and finalise things, we should be good.**
 * Is everyone okay with me putting it together and posting it on discussion board to view? Maybe if we have everything read and finalised by lunchtime tomorrow at the latest I can place it on out discussion board for a couple of hours and then submit it. What do you all think?**
 * Kathryn 8/10 3.47pm DST**


 * Sorry word count 1726. Forgot to put Tamara's resources and reflection for lesson 1! I think I need some more sleep!**
 * Kathryn 8/10 3.54pm DST**


 * Sounds fantastic Kathryn, I will put my thinking cap on and post it tonight ( late I imagine after my little ones are in bed and my big ones hae stopped haunting the house). Geneve may beat me to it, but I am happy to have it deleted later. Ok we can see the finishing line now...... Katrina 8/10 7.25pm Sydney**


 * I will be available until 3pm NSW time tomorrow so if there is anything I can do let me know.**
 * Tamara 8/10**


 * Hi all,**
 * I added postings for group 3. I also clarrified the group/lesson thing under resources from lesson. Also added reflection on resouces for group 3. Hope this all makes sense and it's not just my addled brain. Katrina 10.30pm 8/10. Kathryn feel free to chop away on anything I've posted I do tend to ramble...Thanks.**


 * This sounds great girls, I would love a final copy when it is all done thanks Kathryn!!! so are you going to post it for us?? do we all need to post it or just one person?? I think we deserve a drink after this!! haha yay!!! Charmaine**


 * Thanks Katrina for posting group 3. It sounds good.I tend to waffle on and that is why I like someone else to read it. I have started to put it all together using the template from Sharon. Our word count is now 1951. I just have to read through again and fix up formatting details.**
 * Charmaine I will post an attachment on our Group2 discussion board for all our members to see. I will do this around Midday. I am hoping to hear from Geneve in case she has anything to add. If she has been up doing work for this I don't want her to miss out, but I do want enough time for everyone to read and be satified with it before I submit.**
 * We have all done a great job. Goodnight, I am off to bed, but I am sure my 6 month old will wake soon!**
 * Kathryn 9/10 1.06am DST**


 * HI EVERYONE**
 * I HAVE JUST ATTACHED A COPY OF THE ASSESSMENT ON OUR DISCUSSION PAGE - ASSESSMENT 3 GROUP 2**
 * AS I MENTIONED IN THE POST, LET ME KNOW WHAT YOU THINK, IF YOU ALL THINK IT IS OK TO SUBMIT.**
 * I WANT TO SUBMIT AT 5PM TODAY. IF YOU CAN'T FOR SOME REASON READ THE ASSESSMENT BY THEN LET ME KNOW ASAP AND I WON'T SUBMIT TILL YOU HAVE READ.**
 * IF I DON'T HEAR FROM ANYONE, I WILL BE SUBMITTING. BUT I HOPE I DO!!!!!!!!**
 * NEARLY THERE!**
 * KATHRYN 9/10 12.26PM DST**


 * I think it sounds great, I have just noticed when I look at it in word there are a few grammer errors, internet, needs a capital "I" nothing major but thought I would mention it! Thanks so much Kathryn!!! I think we worked as a good team!! I am happy for it to be submitted!!! yay thanks a lot and lovely meeting you! Charmaine**

Hi everyone Assessment 3 is submitted successfully! Thank you again for your input and ideas. Have a great evening. Kind regards Kathryn 9/10 5.14pm DST **