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Combined Critique, Lesson Plan And Reflection Assignment 1 Answer

2.4 Assessment Details

2.4.1 Professional task

A template has been created for you to undertake this entire assignment. DO NOT alter the template.

Part 1 Critique of TWO resources (600 words each critique = 1200 words total) Choose ONE picture book and ONE YouTube clip from the table above to critiolly analyse its relevance in alignment with the History and Geography syllabus documents and research.

For each resource critique 1. Use the template provided on VUWS. 2. Describe the resource (100 WC/XIS) 3. Link the resource to either the History Syllabus or Geography Syllabus and outline which stage the resource would be best utilised. (100 words) 4. Critically analyse the resource's relevance to the History/Geography lesson in alignment with syllabus documents, prescribed textbook (Reynolds) and at least 2 other pieces of academic literature. (400 wads)

Part 2 Lesson Plan (800 words) 1. Choose ONE of the resources you have critiqued in the first section of this ignment and create a lesson plan that is 60 minutes long. 2. Choose an appropriate stage that the resource would suit. 3. Choose an appropriate outcome and content descriptor. 4. Continue using the template from Part 1.5. Include inquiry-based learning strategies to involve your students in the content. These must be explicitly discussed in the lesson plan. 6. At least TWO different types of tedmology must be in your lesson.

Part 3 Response to Standard 2 - Knox the content and how to teach it (500 wads) 1. Continue using the template from Part 1 and 2. 2. Reflect on the following in relation to the lesson plan you have created.

2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 2.2 Content selection and organisation Organise content into an effective learning and teaching sequence. 2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3. In your response, you MUST explicitly refer to the Australian Professional Standards for Teachers, History and Geography Syllabus documents, prescribed text (Reynolds) and at least 2 pieces of academic literature.


2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 2.2 Content selection and organisation Organise content into an effective learning and teaching sequence. 2.6 Information and Communication Technology (ICT) Implement teaching strategies fa using ICT to expand curriculum learning opportunities for students. 3. In your response, you MUST explicitly refer to the Australian Professional Standards for Teachers, History and Geography Syllabus documents, prescribed text (Reynolds) and at least 2 pieces of academic literature.

Answer

COMBINED CRITIQUE, LESSON PLAN AND REFLECTION

Assignment 1

Part 1

Picture Book Resource

Name   of resource
Grandma’s Treasured Shoes by Coral   Vass
Stage
For the students of the 3rd standard
Description   of resource
The children's storybook named   Grandma's Treasured Shoes by Coral Vass explores the various stages of our   life, which ultimately leads to where we are now. The story has characterized   each stage of our lives through the shoes being the emblem of the present   circumstances. Although, Grandma has numerous pairs, each for every occasion   of our lives and yet a scrubby old pair remains her favourite (Grandma's Treasured Shoes,   2019). The book illustrates the story through a series of writing   complemented by vibrant and colourful pictures and illustrations. The purpose   of this book for the children is to teach them to appreciate and remember the   journey which has made them the person they are today. The relationship of   causality and effect is construed through the representation of the shoes and   their characteristic features like colour, state and situation. 
Links   to syllabus
The subject area is History, and   the book is for the students of the third standard. The emotional intelligence   and the relevance of the journey must be taught at an early stage in life to   find satisfaction in our work and journey. The book aims to instil in the   students the need for the development of a clear development of empathy. The outcomes   of this source being taught at school are clearly a sense of association and   the experience of all that is to come and ready them for the future   difficulties of life. The necessary teachings to deal with them and value   them for their contribution to their personal development sought after in   this syllabus (Fiorella   & Mayer, 2016). The journey of a refugee to the shores of another   country is described in a gentle manner for the students to develop sympathy   for them and also value their contributions. This is another outcome of this   source. The inquisitiveness and the relevance of the students to find   themselves in a situation they are not in and yet to show compassion to it   develops the child emotionally and socially.
Overall   critical reflection of the resource
The resource is a gentle way to   introduce students to the menace of refugees and the problems faced by them   through a journey of Grandma from her young age. The symbolic representation   of the shoes with the various actions and stages of her life is very indicative   for the students to relate to and yet the need for the association and   understanding of the refugee problems to the loss of their homes and homeland   and the emotional relevance of the few items left with them in light of the   soft-hearted kids is the essence of this book. The geographical and   historical problem of refugees is explained to the students through this   story (Stoddard et al. 2015). The explanation of the term refugee and the   problems faced by them would foster the students to discuss the problems and   understand the plight of the refugees. The students would be engaged in a   real-world geographical topic where the need for humane behaviour is also   stressed upon by the teacher.
The strengths of the resource are   the gentle representation of a sensitive topic of global importance. The   illustration makes it fun and engaging for the children to study the   resource, and vested innate ability to assimilate personal experiences with   the stories is also another aspect of the story, which is its USP. The weaknesses   of the story are in the little details; it tells us about the refugee   directly. The journey of grandma from a young age in a dangerous boat cannot   be understood by the students, and the teacher has to introduce the term and   explain it. The weakness which is inherent in the interpretation of the   journey not as immigration but also simply as a journey is also a weakness of   the source.  
According to Reynolds (2012), the   Anglo-centric approach of the students and the pictorial representation of   the Geographical events often overcomes the limitation of the approach and   opens a wider eye to the world events which is enriching and empowering (Raines, Reynolds & Kamphaus,   2018). A new term ‘refugee' is introduced, and the students are   prodded to find more information about it. A series of questions can also be   given by the teacher as an outline which may induce inquiry-based learning.   The general inquisitiveness may also be awakened by the teacher by asking   what the students personally think about the topic so that they are able to   form an opinion of their own. This would help them inquire about the refugee   problem and promote enquiry about the topic in the classroom. 

YouTube Resource

Name   of resource
What is coral bleaching? Can it be   fixed?
Stage
For the students of 3rd standard
Description   of resource
The YouTube video describes in   detail what coral bleaching is so that the viewers may have knowledge of   coral bleaching and what the environmental impacts of global warming can be   the marine ecosystem of the corals specifically (Goldie, 2016). The   presentation of the coral bleaching through the videos and dictations   explaining the occurrences are very easy for the students to understand. The   video aims to sow the seed of environmental protection early at the tender   age so that they become responsible citizens. The purpose of the video lesson   is to show them the negative impacts of global warming to elicit a positive   response and save our nature through our own actions. 
Links   to syllabus
The subject area is Geography for   the students of the third standard. The two outcomes of the lesson are   environmental protection and association of learning with travel by the   students. Many of the students may have visited the Great Barrier Reef or any   other coral reef. This video intends to associate their appreciation with the   environmental problem and prepare a generation who are sensitive to their   protection and maintenance. The CCP of the study is in the development of   environmentally-aware children who contribute to the protection of the   environment. The general capability to feel compassion for the nature we live   in is advantageous for all.
Overall   critical reflection of the resource
The Geographical importance of the   uniqueness of the coral in the marine life is a critical indicator of the   damage global warming is causing to our nature. The value of the research is   the assimilation of the students and their travel experience with the   environmental problems which persists (Phillips, 2019). The development of   the awareness is the aim of this video, where the mesmerizing views of the   coral reefs are accompanied by the grim condition described by eminent   oceanologists and marine biologists. The discussion in the class is promoted   by pointing out the difference in the colours of the coral reefs and   cross-referencing it with what they have seen in their visits or the video   itself. The YouTube video also presents questions in it which may generate   engagement of the students as their interests piqued. The resource aligns with   the analysis of the documentary videos of the corals in the country and the   explanation by the voiceover. The A/V mode is very interactive, which is   leveraged by the teacher to explain and teach the importance of environmental   protection. 
According to Wilberforce, the   knowledge of the environment must be taught so that the problems are   presented and cannot be refuted (Spady, 2019). The children are the future of the world, and so   the enrichment of the interests in nature is all but useless. Hence, the strengths   of the resource area in the video graphics details, which provides   captivating views of the reefs and engages the students. The weakness of the   source is that the video does not provide kids like representation which may   become a barrier to their connecting to the problems. The students who do not   have any prior experience would have some difficulty understanding.
The exploratory side of the   students would be encouraged through the examination of the problems of the   coral reef. The collection of the information would also be induced by the   teacher for the inquiry-based learning, which had been outlined by the   Australian Curriculum, Assessment and Reporting Authority (Educationstandards, 2019).   The teachers may also give assignments and projects on the coral reefs and   its problems for the students to explore and find out about the conditions of   the coral reef by themselves (Teacher Standards, 2019). The interactive debates and questions   and answers session may also be held by the teacher post the video lessons to   help students to formulate and present their own opinion. 

Part 2

Lesson Plan

Learning   Area: 
Nature and Immigrants
Class   /Stage: 
Standard 3
Topic:   Environmental Protection for   Geography and Immigration for History
Date   and Time: 10.09.2019
Curriculum Outcomes: 
The outcome of the syllabus is the   teaching of environmental importance and the need for the caring of our   environment. The teachings that we humans are responsible for global warming   and the catastrophic condition of our environment is the main goal of this   lesson. The example of the coral reef and the effect of global warming present   and poses a question to the students to think. The process of learning to   apply the knowledge gained to develop a sustainable future for the   environment is targeted through this teaching. 
Immigration is an existing problem   of our world, and this lesson connects the present problem to create an   enriching relevance of the present political scenario. The cross-cultural   connection is also ensured by this syllabus at the end. The story presents a   soft way of introducing the children to the ever-rising menace of immigration   and problems faced by them. The essence of the world is a family is taught in   it. The process outcome of the syllabus is to develop an emotional quotient   for the students and compassion, which is required for the all-round   development of the students.
Content:
The content of Geography contains   the geographical boundaries of nations and the recent and relevant   environmental information of the country-specific uniqueness.
The historical relevance of the   events both past and present is the main articulation of the subject.   Immigration is a prominent problem and the struggle associated with it.
Key Inquiry Question:
  • What   is immigration?
  • What   problems do they face?
  • Why   do they face those problems?
  • What   is global warming?
  • What   are the effects of global warming?
  • How   does global warming affect coral reefs?


Learning   Intention
We are learning to understand what   happens for our actions and the importance of environmental protection. We   would try to see how our actions affect the coral thousands of miles away.
We are learning to understand the   problems faced by other people from a different country. We would also learn   about the problems so that we can solve them by ourselves.
Success   Criteria
  • What I am looking for is for the students to relate and   develop their own opinion and formulate their connection to the topic. The   perceived notion of the environment is I am targeting to instil in them.
  • What I am looking for is to develop a compassionate   emotional quotient even when those problems are not faced by the students   themselves. 

Classroom organisation
  • The class would be divided into 4 groups where each   student would get a chance to voice their opinion. It would be a whole class   participative discussion.

Procedure
Engagement/   Introduction:  (10 mins max)
The topic can be introduced to the students by asking them   if their roots for the History topic and if they visited any beaches and seen   corals themselves for Geography. They can also be enquired about how much   they liked the corals.
Learning experiences: (40 min-max)
The   students would prepare a drawn chart of the corals and colour them. Each of   the students would colour them differently, which the teacher can explain the   reason for the differences in colours (Educationstandards, 2019). A class trip can also   be planned for the marine aquarium for further evidence.
The   students can be encouraged to donate their dresses to other people in need by   showing them the pictures of immigrants.
Closure:  (10 mins max)
I can   ask the students why they would want to help children who they have not met   yet. Their answers will help me to understand if the intended lesson has had   the desired effect on the students.
Resources


Part 3

Reflection

Reflect   on the following in relation to the lesson plan you have created.
            2.1 Content and teaching strategies of the teaching area
The innate knowledge of the   teacher that a student learns better when the interactive knowledge is   associated with examples and A/V supplements are used in this case too. The   professional responsibility for the development of a safe environment for the   students to learn about the real problems of the country and the environment   is instigated at the start of their emotional and logical intelligence   development (Brady et al., 2016). The need for the early development of the   children and create a substantial impact in their learning is the necessity   of the time for the future generations to become responsible and prevent the   destruction of the environment as well as catering to the social problems of   our society. The environmental degradation can be interpreted by some   students as only cutting down the trees, which must be changed, and this   lesson is a step forward in that direction. The relevance of the students to   the modern problem of immigration and the underlying reasons is very hard for   a student of the third standard, and yet a precursor to the better understanding   of the problem is initiated in this lesson. 
2.2 Content selection and   organisation
The selection of the topic is   based on the growing analytical ability of the students and to develop them   further into cognitive abilities. The lessons would be arranged by the   introduction of the topic and adding questions and opinions of the students.   The feedback of the students is promptly corrected and appreciated to   encourage them to share their opinion. The organization of the lesson would   be prepared as introductory information to the topic and broken down into   understandable and relatable formats through the stories and videos. The   selection of the topic is based on the development of the students as a   collective and team.
2.6 Information and Communication   Technology (ICT)
The ICT provides a broader horizon   for a better understanding of the students through an interactive knowledge   gaining (Ball et al., 2018). The use of YouTube videos enriches the   availability of the video references for the students to relate them easily   to their depiction of the topic and helps them realize the importance of the   same. The technology helps in effectively communicating what the teachers   want to express and also serves as a reference for the students to digest and   connect the learned theories with practical experiences so that they can   formulate their own opinion which is essential (Anastasiades & Zaranis, 2017). The ICT also   makes it possible to change the minds of the children as visual evidence is   compelling and initiate the shaping of the individual interactive learning. 


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