DEC Scan Journal : Volume 34 Issue 1
2015 Volume 34, Issue 1 25 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews sources they examined in class. They can choose the sources that they understand most clearly and their work should be about 500 words in length (250 words for each source).Depending on the learning needs of students, this process may require explicit scaffolding and take some extra time. When the writing is finished, the work is collected by the teacher and redistributed to students, making sure they do not receive their own work. Students read each other’s paragraphs and provide positive feedback based around the perspective of the source and how it informs historical understanding. This activity allows students to engage with the sources again, gain deeper insights about the way that particular type of source provides information and evaluate the usefulness of different source types. Students also benefit from participating in a peer feedback process, providing an opportunity for them to develop formative feedback skills. Exposure to the work of their peers may also help students to refine writing skills. Students can then be given opportunities to refine their writing using student feedback. Conclusion The aim of these lessons is to have students engaging with the historical inquiry process, dealing with the concept of historical context and how it can influence the way a source can be interpreted. It is also about understanding the experiences of Australian prisoners of war in the First and Second World Wars. More information about embedding literacy skills into history can be found on the SyllabusPLUS Adobe Connect session Embedding literacy into history and geography (intranet only). Students use a graphic organiser to record their findings. The columns down the side of the sheet are a guide to assist students to think through the sources, regardless of which group they are in. Monitoring the content of the sheet can assist teachers to assess the depth of student learning at this point in the process. After completing this activity, each group shares their findings with the rest of the class in an informal verbal presentation. Students explain their group task and how conclusions were reached. Students should be encouraged to focus on the main perspective in each source and how that perspective has increased their understanding of the experiences of Australian prisoners of war. Lesson three: consolidating understanding The aim of the second group activity is to assist students to consolidate their understanding of content and process. In this activity, each source is placed on a piece of cardboard around the walls of the classroom or learning space, Members of the four groups, describing, outlining, explaining and analysing, assign a member to each source, so that each source has at least one describer, outliner, explainer and analyser. The students at each source write their notes on the cardboard in the allocated area. In these transformation activities, students are working with members of different groups and engaging in conversations around their interpretation of the source. When the students are finished collating their information, one of the students from each source shares their synthesised findings with the class. Stage four: demonstrating understanding To demonstrate their understanding more fully, students compose a writing task about two of the References and further reading Board of Studies, Teaching and Educational Standards 2015, Differentiated programming, accessed 12 February 2015. Board of Studies, Teaching and Educational Standards 2015, NSW syllabus for the Australian curriculum: History K–10, accessed 5 December, 2014. Commonwealth of Australia, 2012 National Accelerated Literacy Program, accessed 12 February 2015. Education Services Australia (n.d), ‘Peer feedback’, Assessment for Learning, accessed 12 February 2015. NSW Department of Education and Communities 2014, Embedding literacy into history and geography (intranet only), SyllabusPLUS Adobe Connect series, accessed 24 February 2015. NSW Department of Education and Communities 2014, The language of visual design: part one, (intranet only), SyllabusPLUS Adobe Connect series, accessed 24 February 2015. NSW Department of Education and Communities 2014, The language of visual design: part two, (intranet only), SyllabusPLUS Adobe Connect series, accessed 24 February 2015. New South Wales Department of Education and Training (NSWDET) 2003, Quality teaching in NSW public schools, Professional Support and Curriculum Directorate, Sydney.
Volume 33 Issue 4
Volume 34 Issue 2