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.
COMBINED CRITIQUE, LESSON PLAN AND REFLECTION
Assignment 1
Part 1
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. |
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
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:
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| 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. |
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| Classroom organisation |
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| 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. |
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Part 3
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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