Rationales
Resource 1
Resource 1 is an introduction to the unit. This will be used by teachers, parents and students to create awareness of the expectations of this unit. Parental engagement is critical for student learning, especially where solutions to real world problems are being created. As Muller (2009) states: 'Family-school and community partnerships are re-defining the boundaries and functions of education. They enlarge parental and community capacity; they create conditions in which children learn more effectively. In these ways they take education beyond the school gates.' Communication about what students learn is a vital resource to parents as it offers them opportunities to start discussions and provide opportunities for learning in various contexts that otherwise would not have been available to the student, for example, going on a bush walk to view a different ecosystem.
This unit is designed to capture opportunities to extend student's environments for learning. Community (Melbourne Water and the Wetlands), Parents and Students come together in this model of learning and assessment. This is supported by Epstein and Sheldon with their model of overlapping spheres of influence: 'students learn more and succeed at higher levels when home, school and community work together and play collaborative, complementary and supportive roles to support learning and development (Epstein and Sheldon 2006).
The curriculum map I have produced is based on a wealth of current research that I have discussed on the webpage, to offer an opportunity for Teachers, Parents and Students to learn more about the thinking processes that were engaged in and the evidence based approach that was taken during the design process. It is also outlines the Victorian Curriculum standards that were addressed in this unit and the assessment strategies that will capture student learning, which include assessment for learning (Pre-assessment of skills), assessment as learning (formative assessment during the learning as a portfolio of skills) and assessment of learning (Summative assessment - Common Assessment Task).
This unit is designed to capture opportunities to extend student's environments for learning. Community (Melbourne Water and the Wetlands), Parents and Students come together in this model of learning and assessment. This is supported by Epstein and Sheldon with their model of overlapping spheres of influence: 'students learn more and succeed at higher levels when home, school and community work together and play collaborative, complementary and supportive roles to support learning and development (Epstein and Sheldon 2006).
The curriculum map I have produced is based on a wealth of current research that I have discussed on the webpage, to offer an opportunity for Teachers, Parents and Students to learn more about the thinking processes that were engaged in and the evidence based approach that was taken during the design process. It is also outlines the Victorian Curriculum standards that were addressed in this unit and the assessment strategies that will capture student learning, which include assessment for learning (Pre-assessment of skills), assessment as learning (formative assessment during the learning as a portfolio of skills) and assessment of learning (Summative assessment - Common Assessment Task).
References
1. Muller, D (2009). Parental engagement: Social and economic effects. Prepared for the Australian Parents Council, Available: http://www.austparents.edu.au
2. Epstein, J. & Sheldon, S. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. Conrad & R. Serlin (Eds.), Handbook for research in education: Engaging ideas and enriching inquiry.
1. Muller, D (2009). Parental engagement: Social and economic effects. Prepared for the Australian Parents Council, Available: http://www.austparents.edu.au
2. Epstein, J. & Sheldon, S. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. Conrad & R. Serlin (Eds.), Handbook for research in education: Engaging ideas and enriching inquiry.
Resource 2
The Scientific Poster Resource creates a tool for teachers to use the Gradual Release of Responsibility, as shown in the image below, (Fisher, 2008) with their students. The gradual release of responsibility asks teachers to gradually shift the responsibility from teacher to student. A focus lesson using this model and resource, may involve the deconstruction of the text of a Scientific Poster. For this to occur a teacher would need to provide a model consistent with the product students are asked to create. The teacher would deconstruct the features of the Macro genre (Scientific Poster) and the Micro genres (Dare and Polias, 2012) within this compound text such as explanations, recounts, tabulation of data, graphical representations of data, analysis and summary.
The teacher would then provide an opportunity for students to co-construct a Scientific Poster with the teacher, using the provided PowerPoint Template. They may be asked to create a Scientific Poster on a measuring turbidity experiment for example. In this level of the gradual release of responsibility, the teacher would ask expertly crafted questioning to guide the students to complete the Poster as a class.
An opportunity to work collaboratively would then be provided, such as working in a group of 3 to create a Scientific Poster of a Waterbug Identification experiment they conduct together, using the same template. Feedback would be in real time during this assessment as learning, with the teacher monitoring student work, including their soft skills such as organisation, communication and time management, and looking for opportunities to intervene. Peer to Peer feedback using a protocol such as "Two stars and a Wish" or "Notice and Wonder" , which, although this is a strategy for Professional Learning Communities, it works equally well with class groups, (Venables, 2015).
Finally, students would complete an independent version of the task with feedback provided by Peers and Teachers.
The teacher would then provide an opportunity for students to co-construct a Scientific Poster with the teacher, using the provided PowerPoint Template. They may be asked to create a Scientific Poster on a measuring turbidity experiment for example. In this level of the gradual release of responsibility, the teacher would ask expertly crafted questioning to guide the students to complete the Poster as a class.
An opportunity to work collaboratively would then be provided, such as working in a group of 3 to create a Scientific Poster of a Waterbug Identification experiment they conduct together, using the same template. Feedback would be in real time during this assessment as learning, with the teacher monitoring student work, including their soft skills such as organisation, communication and time management, and looking for opportunities to intervene. Peer to Peer feedback using a protocol such as "Two stars and a Wish" or "Notice and Wonder" , which, although this is a strategy for Professional Learning Communities, it works equally well with class groups, (Venables, 2015).
Finally, students would complete an independent version of the task with feedback provided by Peers and Teachers.
Resources:
1. Fisher (2008); https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
2. Dare and Polias (2012); Literacy for Learning: Australian Edition; Government of South Australia; Australian Curriculum, Assessment and Reporting Authority
3. http://www.ascd.org/publications/educational-leadership/apr15/vol72/num07/The-Case-for-Protocols.aspx
1. Fisher (2008); https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
2. Dare and Polias (2012); Literacy for Learning: Australian Edition; Government of South Australia; Australian Curriculum, Assessment and Reporting Authority
3. http://www.ascd.org/publications/educational-leadership/apr15/vol72/num07/The-Case-for-Protocols.aspx
Resource 3
This resource is a Learning Sequence suggestion to teachers based on the learning needs of their students that they have identified via pre-assessment. It is designed to be self-directed by learners and uses pedagogy designed to help students make meaning from visual texts such as YouTube videos. A YouTube video alone, is an inefficient means of teaching and learning as it relies on the student bringing skills such as the ability to decode information and identify key points and vocabulary on their own. If videos were an effective means of building deep knowledge, understanding and transferable skills on their own, we (teachers) could easily be replaced. Fisher and Frey (2011) state that 'all resources, including film and video, require active teaching. Materials alone don't teach - teachers teach.' So active pedagogy is required to assist the student to make meaning of the visual text. FIsher and Frey (2011) suggest Pre-framing, During viewing and Post-viewing activities.
If used with pre-framing and post viewing analyse, the video becomes an increasingly powerful tool. Deakin Learning Futures Teaching Development Team (2014) have identified that, 'Having audio and video available to your students can support their learning in the following ways. It:
• provides diverse teaching techniques for learning
• gives the teacher a voice – this can reduce the feeling of isolation for cloud based students, but also helps located students feel connected
• can be used to simplify and explain complex problems
• can allow students to access the learning materials as often as required
• allows students to learn at their own pace, with instant playback, rewind and pause
• reduces frequently asked questions from students
• can be re-used.'
Students are first asked to tune into what they already know about healthy ecosystems, answering questions using their prediction skills and prior knowledge.This activity is best done as a class discussion to engage and hook student attention. Throughout the reading of the text that they are then provided as some initial information before viewing a video on Biodiversity, students should be guided to annotate the text and reorganise information (Fisher, Frey, Hattie, 2016). Students are then asked to use the information provided in text and video text to organise information into groups of biotic and abiotic, further developing their use of new terminology. This could be completed as a Frayer Model, however I chose the simpler T chart for my scaffold.
If used with pre-framing and post viewing analyse, the video becomes an increasingly powerful tool. Deakin Learning Futures Teaching Development Team (2014) have identified that, 'Having audio and video available to your students can support their learning in the following ways. It:
• provides diverse teaching techniques for learning
• gives the teacher a voice – this can reduce the feeling of isolation for cloud based students, but also helps located students feel connected
• can be used to simplify and explain complex problems
• can allow students to access the learning materials as often as required
• allows students to learn at their own pace, with instant playback, rewind and pause
• reduces frequently asked questions from students
• can be re-used.'
Students are first asked to tune into what they already know about healthy ecosystems, answering questions using their prediction skills and prior knowledge.This activity is best done as a class discussion to engage and hook student attention. Throughout the reading of the text that they are then provided as some initial information before viewing a video on Biodiversity, students should be guided to annotate the text and reorganise information (Fisher, Frey, Hattie, 2016). Students are then asked to use the information provided in text and video text to organise information into groups of biotic and abiotic, further developing their use of new terminology. This could be completed as a Frayer Model, however I chose the simpler T chart for my scaffold.
References
1. Fisher and Frey (2011); 'Engaging the Adolescent Learner: Using Video and Film in the Classroom'; International Reading Association; accessed at s3-us-west-1.amazonaws.com/fisher-and-frey/documents/Video_and_Film.pdf?mtime=20160402210824
2. Deakin Learning Futures Teaching Development Team (2014); 'Using audio and video for educational purposes'; Deakin University; accessed at www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-4_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf
3. Fisher, Frey and Hattie (2016); 'Visible Learning for Literacy: Grades K-12'; Corwin Sage Publication
1. Fisher and Frey (2011); 'Engaging the Adolescent Learner: Using Video and Film in the Classroom'; International Reading Association; accessed at s3-us-west-1.amazonaws.com/fisher-and-frey/documents/Video_and_Film.pdf?mtime=20160402210824
2. Deakin Learning Futures Teaching Development Team (2014); 'Using audio and video for educational purposes'; Deakin University; accessed at www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-4_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf
3. Fisher, Frey and Hattie (2016); 'Visible Learning for Literacy: Grades K-12'; Corwin Sage Publication
Resource 4
Classification of Living things combines the strategies outlined above of Gradual Release of Responsibility and literacy strategies using videos and images as and alongside text, with an added strategy of differentiating the product students are asked to create. The resource provided here is a Tic Tac Toe as suggested by Tomlinson (2006), as creating differentiation by offering multiple modes of presentation that achieve the same learning outcome. Tomlinson (2006) states that 'A totally standardized, one size fits all approach to classroom assessment may be efficient, but it is not fair, because any chosen format will favor some students and penalize others.' In this resource, students are asked to complete three activities of their choice, any row or column, with each option asking students to do a remembering activity, an application activity and an evaluative activity, according to Bloom's taxonomy (1956).
References
1. Tomlinson and McTighe (2006) Integrating Differentiated Instruction and Understanding by Design; ASCD; Pearson
2. Bloom BS. Taxonomy of educational objectives: the classification of educational goals. New YorkNY: Longmans, Green; 1956. as accessed via https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511057/
1. Tomlinson and McTighe (2006) Integrating Differentiated Instruction and Understanding by Design; ASCD; Pearson
2. Bloom BS. Taxonomy of educational objectives: the classification of educational goals. New YorkNY: Longmans, Green; 1956. as accessed via https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511057/
Resource 5 (How do Scientists plan an investigation of the health of an Ecosystem?), Resource 6 (Common Assessment task), Resource 7 (Instructional Rubric)
In the Victorian Curriculum (VCAA, 2016), at Level 7 students are asked to become more independent in their planning of investigations. The gradual release of responsibility (Fisher, 2008) has been used to guide the developmental continuum within the Victorian Curriculum with students expected to be able to "With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks " by the end of Level 6 and "Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed " by the end of Year 8. As student in Year 7 will be performing at multiple levels of ability, anywhere from Foundation to level 10A within a particular cohort, but usually expected to be just above level 6 at the mid Semester of Year 7, students can be reasonably expected to follow a teacher scaffolded investigation with varying degrees of freedom to alter the investigation to suit a particular Scientific Investigation Question that the student has selected.
This Common Assessment Task has been developed to cater for a range of learners, with support offered to students at the lower levels of the developmental continuum and a range of freedoms at the higher ends of the developmental continuum. This webpage resource, has been designed to model what a good investigation and presentation will look like, guide students through the process sequentially and provide situations where greater freedoms may be taken to personalise the learning and show higher levels of development in Science Inquiry skills. By using the one task, teachers can moderate the products of this assessment and create a fair and common understanding of what is expected at this stage of the developmental curriculum.
A wide range of mathematical skills will also be evidence in this task, with some students able to collect accurate data using tallies or measurements, adding units as appropriate, while other students will require support to gather this data and others will be able to use averages and graphical displays to add increased complexity to the mathematical skills they are demonstrating.
An instructional rubric supports students to identify their place on the developmental curriculum and self assess the next stage in the preparation of their work. Instructional Rubrics are applicable to the particular Level of the curriculum being assessed against. Some students will require a modified Instructional Rubric, when they are identified as two or more years of progress behind their peers. This assesses the student's progress on the band below and allows for the measurement of progress of the individual. This is particularly important when students have an Individual Education Plan (IEP), as goals for the student's learning must be made in advance and progress towards these goals assessed.
Instructional rubrics are used as they provide clarity of the expectations of the assessment task for students and teachers and also provide feedback on the next learning goal for the student. Consider a score out of 10 for a piece of work. What does this score tell the student about the quality of their planning? What does this tell them about the quality of the data collection methods? How will the student know how to get a higher score next time? When we use an instructional rubric,we assist the student to see where they sit in the developmental continuum for each skill and assist them to stretch their skills to the next level by showing them what is expected at this next level. Heidi Goodrich Andrade (2000) said this of instructional rubrics: "We often expect students to just know what makes a good essay, a good drawing, or a good science project, so we don't articulate our standards for them. If that child's teacher supplied written expectations—maybe in the form of a rubric—she would have known what counts, and she would have been able to do better work." Marzano (2017) also talks about the importance of instructional rubrics as providing clear learning goals in what he calls "proficiency scales". These proficiency scales "describe what the progression of knowledge leading up to a clear understanding of a concept or ability". The instructional rubric I have developed for this unit is based on the Victorian Curriculum Standards as of 4/6/2017, having interrogated the standards to identify the various complexities within the standard. This rubric has been designed to assess the Level 7 standard of Science, Mathematics and Critical and Creative Thinking.
This Common Assessment Task has been developed to cater for a range of learners, with support offered to students at the lower levels of the developmental continuum and a range of freedoms at the higher ends of the developmental continuum. This webpage resource, has been designed to model what a good investigation and presentation will look like, guide students through the process sequentially and provide situations where greater freedoms may be taken to personalise the learning and show higher levels of development in Science Inquiry skills. By using the one task, teachers can moderate the products of this assessment and create a fair and common understanding of what is expected at this stage of the developmental curriculum.
A wide range of mathematical skills will also be evidence in this task, with some students able to collect accurate data using tallies or measurements, adding units as appropriate, while other students will require support to gather this data and others will be able to use averages and graphical displays to add increased complexity to the mathematical skills they are demonstrating.
An instructional rubric supports students to identify their place on the developmental curriculum and self assess the next stage in the preparation of their work. Instructional Rubrics are applicable to the particular Level of the curriculum being assessed against. Some students will require a modified Instructional Rubric, when they are identified as two or more years of progress behind their peers. This assesses the student's progress on the band below and allows for the measurement of progress of the individual. This is particularly important when students have an Individual Education Plan (IEP), as goals for the student's learning must be made in advance and progress towards these goals assessed.
Instructional rubrics are used as they provide clarity of the expectations of the assessment task for students and teachers and also provide feedback on the next learning goal for the student. Consider a score out of 10 for a piece of work. What does this score tell the student about the quality of their planning? What does this tell them about the quality of the data collection methods? How will the student know how to get a higher score next time? When we use an instructional rubric,we assist the student to see where they sit in the developmental continuum for each skill and assist them to stretch their skills to the next level by showing them what is expected at this next level. Heidi Goodrich Andrade (2000) said this of instructional rubrics: "We often expect students to just know what makes a good essay, a good drawing, or a good science project, so we don't articulate our standards for them. If that child's teacher supplied written expectations—maybe in the form of a rubric—she would have known what counts, and she would have been able to do better work." Marzano (2017) also talks about the importance of instructional rubrics as providing clear learning goals in what he calls "proficiency scales". These proficiency scales "describe what the progression of knowledge leading up to a clear understanding of a concept or ability". The instructional rubric I have developed for this unit is based on the Victorian Curriculum Standards as of 4/6/2017, having interrogated the standards to identify the various complexities within the standard. This rubric has been designed to assess the Level 7 standard of Science, Mathematics and Critical and Creative Thinking.
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References
1. Fisher (2008); https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
2. Victorian Curriculum and Assessment Authority (2016); http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10
3. Heidi Goodrich Andrade (2000); Using rubrics to Promote Thinking and Learning; Journal of Educational Leadership; Volume 57 | Number 5 ; Pages 13-18 accessed at http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx
4. Marzano (2017); The new art and science of teaching; Solution Tree; US
1. Fisher (2008); https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
2. Victorian Curriculum and Assessment Authority (2016); http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10
3. Heidi Goodrich Andrade (2000); Using rubrics to Promote Thinking and Learning; Journal of Educational Leadership; Volume 57 | Number 5 ; Pages 13-18 accessed at http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx
4. Marzano (2017); The new art and science of teaching; Solution Tree; US
Resource 8 - Measuring Abiotic Factors
This resource was developed to provide students with a range of testing techniques and tools along with the scientific methods required to collect reliable results. This was a resource I found difficult to source in any one location, elsewhere on the web or in textbooks for this age group. I have used a range of visuals, Peer to Peer teaching techniques and experimental laboratory work to build students skills prior to the visit to the wetlands.
Peer to Peer learning, such as Think-Pair-Share are collaborative learning opportunities that Cornell University (2012) states "are active, social, contextual, engaging, and student-owned (that) lead to deeper learning. The benefits of collaborative learning include: development of higher-level thinking, oral communication, self-management, and leadership skills; promotion of student-faculty interaction; increase in student retention, self-esteem, and responsibility; exposure to and an increase in understanding of diverse perspectives; and preparation for real life social and employment situations." The investigation at the Wetlands will also be a form of collaborative learning, and this learning behaviour also needs to be learned through opportunities within the classroom, with the gradual release of responsibility. Again, it cannot be assumed that students will possess the soft skills required to self manage and work with others.
Using protocols such as two stars and a wish (ESA, accessed 2017) and I used to think, now I think (Harvard Project Zero, accessed 2017), will assist students to provide feedback to each other using the criteria predetermined by the class or teacher and to use meta-cognition strategies to monitor their own progress.
Peer to Peer learning, such as Think-Pair-Share are collaborative learning opportunities that Cornell University (2012) states "are active, social, contextual, engaging, and student-owned (that) lead to deeper learning. The benefits of collaborative learning include: development of higher-level thinking, oral communication, self-management, and leadership skills; promotion of student-faculty interaction; increase in student retention, self-esteem, and responsibility; exposure to and an increase in understanding of diverse perspectives; and preparation for real life social and employment situations." The investigation at the Wetlands will also be a form of collaborative learning, and this learning behaviour also needs to be learned through opportunities within the classroom, with the gradual release of responsibility. Again, it cannot be assumed that students will possess the soft skills required to self manage and work with others.
Using protocols such as two stars and a wish (ESA, accessed 2017) and I used to think, now I think (Harvard Project Zero, accessed 2017), will assist students to provide feedback to each other using the criteria predetermined by the class or teacher and to use meta-cognition strategies to monitor their own progress.
References
1. Cornell University (2012); Collaborative Learning Groupwork; Centre for Teaching Excellence; accessed via www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html
2. ESA (accessed 2017); Assessment for Learning: Strategies to enhance peer learning; accessed via www.assessmentforlearning.edu.au/professional_learning/peer_feedback/peer_strategies_enhance.html
3. Harvard Project Zero (accessed 2017); I used to think, Now I think Protocol; Harvard Graduate School of Education; www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/Core_pdfs/VT_Usedtothink.pdf
1. Cornell University (2012); Collaborative Learning Groupwork; Centre for Teaching Excellence; accessed via www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html
2. ESA (accessed 2017); Assessment for Learning: Strategies to enhance peer learning; accessed via www.assessmentforlearning.edu.au/professional_learning/peer_feedback/peer_strategies_enhance.html
3. Harvard Project Zero (accessed 2017); I used to think, Now I think Protocol; Harvard Graduate School of Education; www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/Core_pdfs/VT_Usedtothink.pdf