My final unit plan incorporating ICTs into an educational context will probably evolve from this initial proposal. However, since learning in general is a journey to be experienced rather than the arrival at a destination, the following proposal is likened to my starting point. Over the coming weeks I will continue to document my thoughts and investigations to arrive with the best unit I can produce from the perspective of my students who populate my 'perfect classroom'. I sincerely trust you enjoy reading this journey as much as I have experienced it.
Unit Proposal
Belief Statement &Context:
I am committed to student-centered enquiry based learning that fosters life long learning both within and beyond the school context because I maintain that each student learns differently. These differences are affected by a number of factors that may include learning styles or sociocultural barriers. Quality teaching provides students with opportunities in life and therefore a teacher commits a gross disservice by disregarding even one student in any of the KLAs. Therefore when teaching lessons/units including ICTs, all students should be allowed to explore and develop skills without prejudice to become an active citizen with all the opportunities of any other.
Educational Context – Year 6/7 Studies of Society and Environment
The students will investigate greenhouse gas emissions, what causes them and their planetary effects. Additionally, the students will formulate immediate as well as future alternatives they can employ to lower their carbon footprint individually, around their home and the school.
ICT Items:
v Web log:
The students will maintain a group journal of their investigations and findings in a blog space on blogger.com to foster collaborative learning. Students will be required to add a positive comment on at least two blogs by other groups they found helpful and/or interesting.
v Microsoft Publisher
Students will produce a brochure detailing their findings about greenhouse gas emissions and ways to combat the issue. I have chosen this ICT because of its ease of use and effectiveness in communicating the students’ findings to the school and the community at large.
v Microsoft Excel (individual assessment)
As part of this unit the students will learn how to represent GHG data on three separate graphs within a spreadsheet. The students will gather data on GHG emissions since 1750, the world’s worst polluters by nation and per capita. This ICT links visual learning to empirical data with research and mathematical skills emphasized.
I am committed to student-centered enquiry based learning that fosters life long learning both within and beyond the school context because I maintain that each student learns differently. These differences are affected by a number of factors that may include learning styles or sociocultural barriers. Quality teaching provides students with opportunities in life and therefore a teacher commits a gross disservice by disregarding even one student in any of the KLAs. Therefore when teaching lessons/units including ICTs, all students should be allowed to explore and develop skills without prejudice to become an active citizen with all the opportunities of any other.
Educational Context – Year 6/7 Studies of Society and Environment
The students will investigate greenhouse gas emissions, what causes them and their planetary effects. Additionally, the students will formulate immediate as well as future alternatives they can employ to lower their carbon footprint individually, around their home and the school.
ICT Items:
v Web log:
The students will maintain a group journal of their investigations and findings in a blog space on blogger.com to foster collaborative learning. Students will be required to add a positive comment on at least two blogs by other groups they found helpful and/or interesting.
v Microsoft Publisher
Students will produce a brochure detailing their findings about greenhouse gas emissions and ways to combat the issue. I have chosen this ICT because of its ease of use and effectiveness in communicating the students’ findings to the school and the community at large.
v Microsoft Excel (individual assessment)
As part of this unit the students will learn how to represent GHG data on three separate graphs within a spreadsheet. The students will gather data on GHG emissions since 1750, the world’s worst polluters by nation and per capita. This ICT links visual learning to empirical data with research and mathematical skills emphasized.
1 comment:
Gidday Lloyd
Mate your project looks fantastic. It links to the real world for a significant issue. I can see your passionate about your topic which would carry through to the students if this were to be done in real time. Just one thing I was thinking about when reading your rationale, you mentioned having a student centered learning environment. I love this approach equally, however feel their needs to be some instructional component when introducing students' of this age to blogs, publisher or excell. I guess like Max has done it in our subject. If we need a little hand holding to handle the technology perhaps the students in a grade 6-7 class might also.
Cheers mate
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