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S00113772 Assignment 1 EDSS470

Final copy for submission
by

Michael Clark

on 25 March 2013

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Transcript of S00113772 Assignment 1 EDSS470

H I S T O R Y HISTORY DEFINES US! Individuals Groups Societies Nations Global entities Identity is the product of History History
=
Identity NEW SKILLS! logic critical thinking higher order thinking problem solving oral skills ICT competence research skills debating perspective taking cultural awareness respect Knowledge
& Skills Imagine waking up with no recollection of your past. ? ? ? ? ? ? ? ? ? ? ? ? Therefore History enables us to solve social justice Backwards Design
Approach DESIRED RESULTS RESOURCES NEEDED ICT SKILLS evaluation of sites generic research skills processing information author credibility bibliography formatting developing originality citing sources variety of sources: oral, written, pictorial, digital STUDENT CENTRED Civilization Colonization Depression Tyranny Communism Referendum Revolution Alliance Democracy Dictatorship Dynasty Parliament Anarchy 90% 26% 72% 1/4 1/9 1/20 1/4 0.5 0.18 1066 1788 11/9/2001 878 25/4/1915 395 BCE AD CE 1871 1415 1939 Empire Liberalism Election 1914 Republicanism Senate 23% History is 'more than the simple presentation of facts and dates' (BOS, 2012, p. 8) knowledge
& concepts skills culturally
aware empathetic & respectful
citizens 75% (BOS, 2003, p. 8) 'essential for their future roles as active, informed citizens and advocates for a fair and equal society' Student directed Student choice teacher guidance utilising students' interests & skills DIFFERENTIATION E ngage
xplore
xplain
laborate
valuate Bloom's Taxonomy learning space
as a resource variety of concepts,
knowledge & skills 'For students to understand and appreciate Anzac Day' memorial sites
newspaper articles
Gallipoli virtual site study
AWM website AUTHENTIC ASSESSMENT TRADITIONAL AUTHENTIC Forced choice 1 answer contrived results lower level thinking teacher structured teacher centred examination assessment student centred 1 + answers real life, student directed higher order thinking student structured variety of assessable tasks student choice, options Start Tuning in Finding out Sorting out Going further Conclusions Reflecting students to learn what? focal question sources analysis information new questions
challenge assumptions open ended on me! I
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Q
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G CONSTRUCTIVIST APPROACH Vygotsky (1978) Piaget (1958) Dewey (1897) Friere, 1972) Styles of
Approaches to Topics Narrative Biographical Social History Empathetic Macro Micro Example:
Stage 4, Depth Study 4a
Medieval Europe 878 1066 590 1099 1226 1431 William the Conqueror peasant woman Cecilia Penifader Imagine you were
a crusader! Christianity Joan of Arc Trials Timeline Meaningful
Questions This learning 'lends
itself to direct
experiences via
firsthand data' Murdoch & Wilson, 2004 Select
Sources Analyze sources = evidence Create own
Interpretation HISTORICAL
INQUIRY Create own
interpretation Meaningful Questions Select Sources Analyze sources How? What is the evidence? Why is this evidence doubtful? What is missing from these sources? Are there any conflicting sources? How reliable is this information? Who? What? When? Where? Why? KNOWLEDGE BASED PROCEDURE BASED How? Who? What? When? Where? KNOWLEDGE BASED PROCEDURE BASED Why did Australian voters vote for Federation? Henry Parkes' speeches Immigration Restriction Act Past war accounts: Boer War 1899 Nationalism Popular enthusiasm Protection REFERENCES pre-convinced ideas intuitively know or feel procedural based questions higher order thinking self-motivation independent learners CURIOUSITY DIFFICULTY DOUBT OPEN-ENDED questioning assumptions/ideas being selective of evidence ! ! ! ! ! ? ? ? ? ? HISTORICAL
INQUIRY TRADITIONAL METHODS rote learning facts statistics figures dates authentic understanding real world context decision-making critical thinking interest motivation democratic pluralism shared knowledge focus on overlooked topics challenges students independent learners confident learners Example:s PLAN TASK Example: Pick name from local war
memorial & research AWM resources
to present to class. formatting documents Click to go to 2012 BOS syllabus rationale: http://syllabus.bos.nsw.edu.au/hsie/history-k10/rationale/ Click to go to 2012 BOS
Knowledge & Skills Objectives: http://syllabus.bos.nsw.edu.au/hsie/history-k10/objectives/ Click here to go to 2012 BOS ICT capability: http://syllabus.bos.nsw.edu.au/hsie/history-k10/learning-across-the-curriculum/ 2003 syllabus http://www.boardofstudies.nsw.edu.au/syllabus_sc/history.html 2012 syllabus http://syllabus.bos.nsw.edu.au/hsie/history-k10/ Example: Stage 5 Depth Study 3 Click to go to more on
Differentiation in Programming:
2012 BOS http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/ Click to go to more on
planning approaches:
2003 BOS Advice on Programming: http://www.boardofstudies.nsw.edu.au/syllabus_sc/history.html Mockler & Talbot, 2013 Mockler & Talbot, 2013 Mockler & Talbot, 2013 Woolfolk & Margetts, 2010 Murdoch & Wilson, 2004 Barton & Levstik, 2004 Barton & Levstik, 2004 BOS, 2003 & BOS, 2012 Xenophobic attitudes Still apart of UK Intercolonial Trade Unified rail system Example:
Stage 5, Depth Study 2a: Making a Nation Why? National Australasian Convention 1891 Alfred Deakin's speeches Newspaper articles Voting statistics http://syllabus.bos.nsw.edu.au/hsie/history-k10/history-7-10-assessment-strategies/ Click here to go to 2012 BOS
Inquiry-based research activities http://syllabus.bos.nsw.edu.au/hsie/history-k10/glossary/#Harmony-Week Click to go to 2012 BOS definition of 'historical inquiry' http://syllabus.bos.nsw.edu.au/hsie/history-k10/continuum-of-learning/ Click to go to 2012 BOS Continuum of Learning: Historical inquiry Image References Blitz. (2013). Funnel [image]. Retrieved from: http://www.blitzusa.com/products/oil/Funnels/poflf.htm

Clker.com (2013). Blue fish [image]. Retrieved from: http://www.clker.com/clipart-11825.html

Forbes.com. (2013). Critical thinking image [image]. Retrieved from http://www.forbes.com/sites/work-in-progress/2012/03/27/how-to-develop-5-critical-thinking-types/

Furtado, P. (2008). 1001 days that shaped the world. Sydney: ABC Books.

Hip Innovative Products. (2013). Classroom furniture [image]. Retrieved from: http://ubhip.com/shop/school-chair/

Jeff Scarterfield. (2013). Cartoon flower [image]. Retrieved from: http://www.how-to-draw-cartoons-online.com/cartoon-flower.html

Kathryn Sneed. (2013). Puzzle [image]. Retrieved from http://www.singingthroughtherain.net/2012/04/the-reintegration-puzzle-putting-the-pieces-back-together.html

Learner Supply LLC. (2013). Whiteboard [image]. Retrieved from: http://learnersupply.com/classroom-whiteboard

Lindsay Townsend. (2011). Cecilia Penifader [image]. Retrieved from http://www.lindsaytownsend.net/2011_02_01_archive.html

United Nations Archives and Records Management System. (2013). Tools [image]. Retrieved from: http://archives.un.org/ARMS/resources-tools

WikiImages. (2013). Vygotsky, Piaget, Dewey, Friere Image [image]. Retrieved from:
http://en.wikipedia.org/wiki/Lev_Vygotsky

Woolfolk, A., & Margetts, K. (2010). Educational psychology (2nd ed.). NSW:
Pearson Australia.
Barton, K.C. & Levstik, L.S. (2004). Teaching history for the common good. Mahwah, N.J: Lawrence Erlbaum Associates.

Bourdillan, H. (Ed). (1994). Teaching history. London: Routledge/Open University.

Brooks, R. (1993). The effective teaching of history. London: Longman.

Haydn, Arthur & Hunt (2001). Learning to Teach History in the Secondary School. England: RoutledgeFalmer.

Husbands, C. (1996). What is history teaching? London: Open University Press.

Mockler, N., & Talbot, D. (2013). Australian curriculum: classroom approaches. Victoria: Palgrave MacMillian.

Murdoch, K., & Wilson, J. (2004). Learning Links: strategic teaching for the learner-centred classroom. Victoria: Curriculum Coporation.

NSW Board of Studies. (2003). 7-10 History Syllabus. Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/history_710_syl.pdf

NSW Board of Studies. (2012). K-10 History Syllabus. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/guide-to-the-new-syllabus/

Taylor, T, Fahey, C. Kriewaldt, J., & Boon, D. (2012). Place and Time
Explorations in Teaching Geography and History. NSW: Pearson.

Woolfolk, A., & Margetts, K. (2010). Educational psychology (2nd ed.). NSW:
Pearson Australia. NEW PROBLEMS, and NOT REPEAT them. source evaluation morals capacity for argument empathy 13% ZONE OF PROXIMAL
DEVELOPMENT Reform 1431 1/6 65% ! ? Woolfolk & Margetts, 2010 Try: Smartboards Prezi 'The Choices Program' ibooks http://www.choices.edu/ http://prezi.com/index/ http://smarttech.com/smartboard www.apple.com/au/books active learners
student centred
student directed
teacher guidance
social interaction
different learning contexts
creative tasks
open ended tasks Try: WebQuests inquiry-orientated lesson format http://webquest.org/index.php Taylor, Fahey, Kriewaldt & Bacon, 2012 Mockler & Talbot, 2013 Taylor et al., 2012 !
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