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Copy of Assignment 2: Curriculum through Literacy
Transcript of Copy of Assignment 2: Curriculum through Literacy
Students What (Image: Love2Read, 2011) The proposal: Science goes Digital in term 3
In support of 2012 the National Year of Reading, science in year 6 will go digital. Term 3 science program looks towards student understanding of sustainability and bringing forward awareness of the importance of caring for our environment.
By accessing digital materials and resources, and assessing students digitally, we will be reducing our schools consumption of paper resources and contributing to the reduction of deforestation.
What we will do:
All science text will be accessible from school laptops and computers.
Lessons will be downloaded into 'dropbox' and accessible to all students in school and from home.
Students will have personal access to multimodal activities that support sustainability and the year 6 science curriculum objectives.
Students will create their own avatar through 'Voki' which will be used for formative assessment and as part of their final sumative assessment and to share with the school during their end of term assembly.
Wider student participation
Chance for students to demonstrate skills and share with others to build confidence and social skills.
Increased parent or carer participation with learning through accessing resources from home, in class or school assembly attendance.
On completion of set reading tasks, year 6 students create an avatar by using resource 'Voki' to reflect on their learning and meet assessment requirements.
Science students will be able to consider the impact that paper consumption has on the environment and increase awareness on the importance of protecting our future resources. This outcome will be possible by accessing relevant resources provided for them digitally and by actively participating in this digital proposal.
Students will be 'learning by doing' enabling them to:
* Explain how the growth and survival of living things is affected by physical conditions of their environment.
* Explain what changes they can make to help the environment?
* How can your school make changes to positively impact the environment for sustainability for all?
Cross-cultural links: Students provide links to share with families at home or can access in the classroom after school.
Students will be engaging in a contemporary model of reading.
The year 6 Science Curriculum will be linked to learning outcomes.
An increased awareness of the importance of the 2012 sustainability for all campaign will be acknowledged through active participation of terms activities.
Students will be more informed members of society with development of relevant life skills. Year 6 Curriculum: Science Year 6 Science allows students to develop and consider ideas that can determine cause and effect relationships that can directly effect sustainability.
This year, 2012 has been designated, by the United Nations, the International Year of Sustainable Energy for all. The year 6 students have an opportunity to show their school, parents and community what sustainability means to them and what changes they can make whilst meeting the requirements of several strands of the Australian Curriculum for Science. http://www.voki.com/pickup.php?scid=7307234&height=267&width=200 Click on link: Scientists By using technological communications, reading students are encouraged and motivated to continue developing skills and knowledge that meets learning outcomes outlined in the Australian Curriculum.
The curriculum requires students to develop science inquiry communication skills by communicating ideas, using explanations and processes in a variety of ways, including multi-modal texts(ACSIS110) (ACARA, 2012).
Participating students reading the science downloads will develop a further understanding of biological sciences by considering how the growth and survival of living things are affected by the physical conditions of their environment(ACSSU094) (ACARA, 2012).
These reading needs will be addressed by:
1. Students demonstrating and expanding skills and understanding of technology accessing science resources in class.
2. Developing an understanding of sustainability reading online texts in an interesting and motivating way.
3. Students sharing their ideas and opinions using multimodal text and digital media. Students Enthusiastic readers will be encouraged to into powerfully literate students, equipped to
be active participants of society. We must find interesting ways to and ensuring sustainability for all (Image: BroadBent Preschool, 2012) students and develop skills. Students can best when learning is interesting and relevant to their lives. 2012 International Year of Sustainability for all This presentation was presented using multimodal text and introducing digital resources
* Prezi (www.prezi.com)
* Drop box (www.dropbox.com)
* Voki (www.voki.com) (Image: Maneker, 2011) Involve community
learning Inclusive Education This will increase communication with families to facilitate a balanced partnership between community and school to support Indigenous Education according to Yunkaportas’ (2009: 3-7) 8 ways of Indigenous learning. Community Links Story Sharing As part of this proposal, students will share their experiences, knowledge and skills with family and community members. (Image: Zazzle Inc. 2013) (Image: Druett, 2010) “Think like Einstein” Albert Einstein had a passion for learning.
Students are motivated when they are passionate about learning.
Constructivist learning theory supports students to learn through meaningful experiences.
Student interests need to be integrated into learning.
Facilitate creativity and ignite a passion for learning to encourage todays young Einsteins. Involve Community in
Learning I References:
Australian Curriculum Assessment and Reporting Authority (ACARA). (2012). Australian Curriculum. Retrieved January 2, 2013, from http://www.australiancurriculum.edu.au/Year6?a=E&a=M&a=S&a=H&c=1&p=3&layout=1
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Literacy: Introduction. Retrieved January 8, from http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Introduction/Introduction
Beresford, Quentin., Partington, Gary & Gower, Graeme. (2003). Reform and Resistance in Aboriginal Education. The University of Western Australia: Crawley, Western Australia.
BroadBent Preschool (2012). Learn. Retrieved January 11, 2013, from http://www.broadbentschool.com/dotnetnuke/LearnAboutUs.aspx
Brown, Michael. (2012). 123RF: Illustration - Group Speak - social network media people talk together in communication speech bubbles. Retrieved January 4, 2013, from http://www.123rf.com/photo_5278388_group-speak--social-network-media-people-talk-together-in-communication-speech-bubbles.html
Druett, Joan. (2010). World of the Written Word: Kissing and Albert Einstein. Retrieved January 28, 2013, from http://joan-druett.blogspot.com.au/2010/12/kissing-and-albert-einstein.html
Gee, James. & Hayes, Elisabeth. (2011). Language and Learning in the Digital Age. Routledge: New York.
iqoncept. (2013). 123RF: Stock Photo - The word Write written in chalk on a school chalkboard. Retrieved January 4, 2013, from http://www.123rf.com/photo_15513403_the-word-write-written-in-chalk-on-a-school-chalkboard.html
Love2Read. (2011). National Year of Reading 2012. Retrieved January 2, 2013, from http://www.love2read.org.au/nyr-stuff.cfm
Maneka, Marion. (2011). Art Market Monitor. Retrieved January 28, 2013, from http://artmarketmonitor.com/tag/aboriginal/
National Council of Teachers of English(NCTE).(2013). Standards for the Assessment of Reading and Writing: Introduction. Retrieved January 8, 2013, from http://www.ncte.org/standards/assessmentstandards/introduction
Polo, Raymon. (2012). Want To Make More Money? Listen to This 6-Figure Earner. Retrieved January 4, 2013, from http://www.empowernetwork.com/Ramsal/blog/want-to-make-more-money-listen-to-this-6-figure-earner/
rajareddychadive,. (2012). Sarah’s Journalism Blog. Retrieved January 5, 2013, from http://s4265807.blogspot.com.au/2012/03/personal-media-use-and-production-diary.html
Reach Cambridge. (2013). School Group Shadow. Retrieved January 2, 2013, from http://www.reachcambridgecastle.com/courses.php
Welford Rod. (n.d). Queensland Government: Literacy the Key to Learning. Retrieved January 4, 2013, from: http://education.qld.gov.au/publication/production/reports/pdfs/literacy-framework-06.pdf
Wilhelm, J (2007). Creating Engaging and Powerful Contexts for Literacy Learning. Retrieved January 4, 2013, from http://www.aate.org.au/files/documents/English%20in%20Australia/EinA%2042.1%20Wilhelm.pdf
YaKnow. (2012). When You Can't Write ... Read! Retrieved January 4, 2013, from http://yaknow.livejournal.com/103111.html
Zazzle Inc. (2013). Science Flask Mousepads. Retrieved January 28, 2013, from http://www.zazzle.com.au/science_flask_mousepads-144121883593097285 References: Integrate traditional teaching practices with contempary model of reading with digital technology.
Continue to learn and grow-modelling behaviours for students to imitate.
Creating interesting and relevant learning. How to improve Literacy Learning is optimised when it is engaging, interesting and relevant to life.
Learning by doing is a strategy that engages students who can draw on prior knowledge, from their zone of actual development (ZAD) and build on that knowledge with assistance (Beresford et al. 2003: 433)whilst participating.
Students are spending increased time on-line and using modern technology.
Students use literacy skills to create, strategize and problem solve whilst playing games and engaging in on-line interactions (Wilhelm, 2007).
Teachers have a responsibility to adopt teaching strategies to optimise learning potential of students by providing relevant and interesting content in classroom lessons.
Students development of Information and Communication Technology skills is a required component of general capabilities in the Australian Curriculum. Creating Powerful Literacy Facts (Image: rajareddychadive, 2012) A contemporary model of reading allows students to participate in reading a diverse range of texts both in the school and informally that engages student interest. Whilst traditional literacies and texts are an important part of reading and learning, contemporary models provide students with interactive multimodal digital literacies that can promote interest for today’s digital society. One does not replace the other, instead students are given the opportunity to develop literacy skills with up to date knowledge delivery through digital media. Students continue to read, write, communicate and develop literacy skills by interacting with words, images and sounds, all part of language, with wider participation (Gee & Hayes, 2011: 1, 88).
Teachers have an important role to provide students with an environment that promotes literacy and by providing opportunities for students to demonstrate their skills and knowledge. Students should engage in a diverse range of literacy practices and interactions that promote literacy development (Gee & Hayes, 2011: 58). It is the teachers role to get to know students, to understand learning styles to adapt appropriate teaching strategies to meet the needs of all students. Students are embracing today’s technology providing teachers with an opportunity to capture the interest of students to develop literacy skills.
Studies have revealed that students spend hours reading, writing and using critical thinking skills when using technology, on websites and playing video games (Wilhelm, 2007). They are actively participating in literacy, outside of school, using digital media. Evoking a Contemporary Model of Reading Literacy is more than skills of reading and writing, it is social (NCTE, 2013)
Literacy provides students with skills and understanding that enables active participation in school and beyond, in society
Literacy is integral to all areas of learning, including mathematics and science (Welford, n.d)
Literacy is ‘an essential skill for students in becoming successful learners (ACARA, 2013)’ The Importance of Literacy (Image: Reach Cambridge, 2012) Powerfully Literate Students Generation Technology The uncertainty to embrace popular culture can be addressed with ongoing training and development of educator skills in new and exciting technologies. Students are engaged in video activities outside school, we should use that motivation in the context of learning to reach meaningful outcomes that can facilitate the growth of powerfully literate students. (Image: Polo, 2012) Listen Listen Listen Listen (Image: Brown, 2012) Speak Speak Speak (Image: iqoncept, 2013) (Image: YaKnow, 2012) The Ability to: What is literacy Changing Literacies-Multiple Literacies
Multimodal literacies provide students with a range of texts both printed and digital that together enable students to develop skills and knowledge for education and life in society (Carrington & Robinson, 2009: 77).
Print based text alone does not support contemporary students development to participate in a technology inspired society where employment opportunities require these necessary skills to succeed.