Coherent lessons to engage students
No one plans to fail, but some fail to plan..
3.1.2 Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes.
Please also refer to outcome 3.1.1 for other evidence if required.
Please also refer to outcome 3.1.1 for other evidence if required.
Olympics - HSIE/Visual arts/Computers
As the olympics were the focus of much international and student attention, this opportunity provided for relevant life experiences in cross-curricular outcomes of HSIE/Visual arts/Computers.
Overview:
Students worked in groups for all work with the main objective to create a new olympic game that can be played at school. Group selection was random, roles were assigned with explicit role description and instructions on how groups work (stay within roles, one person talking at one time, respect all ideas, everyone participates).
Tools used were mind mapping, art materials, sporting equipment, sandpit and computers.
The focus of this exercise was to experience collaborative group work and parallel this to outcomes of
HSIE
SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants.
VA1 Demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using technology.
VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges.
ICT
DM S1.8 Develops and implements own design ideas in response to an investigation of needs and wants.
UT S1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task.
Reflection/Improvement:
Group selection would work better based on mixed ability, so as those more abled assist others. Much time was spent on conflict management within groups (however, this was a learning opportunity in itself ).
Improvement needed in giving explicit instructions on expectations in relation to outcomes, activities, behaviour and assessment methods.
Most students were engaged, however, there were some students that did not participate despite given lead roles within the group. Perhaps a way around this is to have a 'token' per group, when a member is holding the token it is their turn to contribute.
Overview:
Students worked in groups for all work with the main objective to create a new olympic game that can be played at school. Group selection was random, roles were assigned with explicit role description and instructions on how groups work (stay within roles, one person talking at one time, respect all ideas, everyone participates).
Tools used were mind mapping, art materials, sporting equipment, sandpit and computers.
The focus of this exercise was to experience collaborative group work and parallel this to outcomes of
HSIE
SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants.
VA1 Demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using technology.
VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges.
ICT
DM S1.8 Develops and implements own design ideas in response to an investigation of needs and wants.
UT S1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task.
Reflection/Improvement:
Group selection would work better based on mixed ability, so as those more abled assist others. Much time was spent on conflict management within groups (however, this was a learning opportunity in itself ).
Improvement needed in giving explicit instructions on expectations in relation to outcomes, activities, behaviour and assessment methods.
Most students were engaged, however, there were some students that did not participate despite given lead roles within the group. Perhaps a way around this is to have a 'token' per group, when a member is holding the token it is their turn to contribute.
|