Thursday, July 21, 2011

Embedding Indigenous perspectives, ICT, literacy and numeracy into my unit

At the last tutorial, Michele showed us a unit plan from a school which had a simple single page with a table at the back that showed how the various cross-curricular priorities had been embedded into the unit. I think that a table like that one is a great tool to ensure that all of the priorities are embedded in the unit. The table also ensures that no priorities are inadvertently left out or overlooked. I found that by filling in the table before I have finished the unit plan has allowed me to consolidate my thinking around the activities I was planning rather than trying to fit the perspectives into the activities as an after thought.
Below is my draft of the table which I have altered to suit my needs.

Engaging the middle phase learner
Higher Order Thinking Skills
Presentation- identify purpose for speaking and the audience, use specialised technical language to establish expertise, and select texts and language features to position and persuade. Use nonverbal expressions, body language, gestures, intonation, pitch, volume and pace to enhance delivery and reinforce a viewpoint or stance.
Key terms and
Scientific literacy- keep a personal science dictionary.
Peer evaluation- listen to texts and monitor understanding by asking relevant questions.
Blog- identify purpose (reflection), organise thoughts and reflect on learning in an organised and cohesive manner using subject specific language. Use spell check and/or dictionary to check word spelling. Edit and proof read before publishing posts.
Self evaluation- identify and discuss own strengths as speakers; identify specific steps they can take to improve.
·         Group work
·         Collaboration
·         Curiosity
·         ICT use
·         Real world problems
·         Challenging
·         Autonomy
·         Student choice
·         Individualised scaffolding
·         High expectations
·         Community involvement-guest speaker
·         Field trip
Interpret maps to identify locations
Recognise the role that statistics plays in understanding data and potential outcomes.

·         Analysis-compare the four justifications.
·         Evaluation-Critically evaluate value of data found on internet for credibility, relevance, accuracy, currency and reliability.
·         Synthesis-Design summative presentation
·         Analysis-Compare land management practices
·         Evaluation- Self assessment
Inquiring - Google searches for appropriate sources of information
Creating- student presentation.
Communicating - wiki, voice thread, collaboration, Blog for reflection.
Ethics- reference sources of information, copyright laws, school internet use policy.
Operating- formatting of blog and presentation, use of voice thread and wiki forum.
Differentiated Learning
Support                  Gifted and Modifications               Talented
Values Framework
Indigenous Perspectives
Workforce Skills/Futures
Digital sources of information that can be enlarged or read aloud for sight impaired; change of colour, font and size of text for ASD. Group work, moving around and extensive ICT use for ADD. Peer learning through group work.
·         Individual student investigations may have various depths of knowledge to them.
·         Presentation delivery allows for individual students to show their depth of cognition.
·         Student choice and autonomy.
Moral and ethical views through moral and ecological justification with a focus on an individual species right to life.
All students have the capabilities to complete the unit.
Expecting high standards from the students.
Indigenous views on environmental management, conservation and sustainability.
Four justifications.
White settlers change the land to suit purpose.
·         Presentation skills
·         Communication skills
·         Choosing the best format for the audience
·         ICT knowledge and use
·         Research skills
·         Collaboration skills
·         Real world problem solving

No comments:

Post a Comment