DEC Scan Journal : May 2011
Scan Vol 30 No 2 May 2011 13 Table 1 programming proforma for Stage 3 focus question, What are the necessary qualities of a good leader? Post unit assessment to determine progress towards stated outcomes e.g. post-test, guided evaluation sheet, skills achieved in context of outcomes (indicators) and planned assessment • note making sheets and biopoems collected and assessed in terms of the planned assessment criteria listed above • compare pre-unit and post-unit word clouds • reflect on pre-unit and post-unit improved strategies for locating resources from databases and the internet. • investigates the influences of certain individuals in Australia's history and their contribution to improving community living • evaluates the characteristics of leaders and their methods for influencing decisions and actions of governments CCS3.1 Explains the significance of particular people, places, groups, actions and events in the past in developing Australian identities and heritage English K--6 RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpre- tations of experience. WS3.14 Critically evaluates how own texts have been struc- tured to achieve their purpose and discusses ways of using related grammatical features and conventions of written language to shape readers' and viewers' understanding of texts. Related computer competencies focus: By the end of this unit students will be able to: • devise search terms using keywords and synonyms and follow related subjects for locating resources in a database using Subject, Keyword and Title searches • follow a strategy for web searching including using teacher-developed web links, Wikipedia, different search engines e.g. Student search, Ask kids, Google, Wonder wheel, Timeline • use Google Advanced Search to understand and use Boolean searching • use OneNote to collate notes. Related information skills focus area: Locating By the end of this unit students will be able to use effective search strategies to locate resources, both hardcopy and web based. Selecting By the end of this unit students will be able to take effective notes from a variety of sources. Literature links • Hirsch, O. (1999) Hazel Green • Impey, R. (2005) The shooting star • Wheatley, N. My place including DVD of ABC series • Titles in the My story series • Titles in the My Australian story series. -- determine prior knowledge on the topic by brainstorming and preparing the word cloud -- locate resources for the task, investigating strategies for using the My Library and search engines (see Computer competencies on the left) -- open and fill in the information boxes of the OneNote notebook provided. [Read this explanation on Wordle word clouds and Google Wonder wheel] OneNote is part of the Microsoft Office 2007 suite. Follow these instructions for setting up a student notebook. • students browse resources located using contents, index, headings and subheadings, and skimming and scanning to choose an individual to research. Note making • teachers and students discuss possible headings for recording information -- Early life -- Achievements -- Beliefs -- Obstacles -- Significant events of the time. • students use a note making proforma to record relevant information from hardcopy resources located • students use the OneNote notebook to collate relevant information from all resources located. For teaching ideas on using OneNote to organise information see: Rasaiah S. (2010). Students create OneNote digital notebooks as a prepublication, organisational tool. Scan 29(2), pp. 9-12. Biopoem • teachers and students view proforma for elements of a biopoem • students organise information recorded into proforma, experimenting to achieve a satisfying, creative result. Planned assessment The teacher assesses students in relation to their: • skills in locating relevant sources of information as collated in their OneNote notebook. • ability to record meaningful information in summary and under appropriate headings or categories • acquired knowledge and improved strategies in searching the web and My Library collection • understanding of the topic and contribution to class discussion on the qualities of a good leader. The student: • practises acquired skills and strategies for web searching to build on their pre-unit locating skills • locates relevant and appropriate websites and hardcopy resources • records meaningful summarised notes that are relevant to the defined task • creatively interprets the information gathered to write a biopoem about their chosen person • focuses on the qualities of leadership demonstrated by their chosen person, to contribute to a class discussion. Information literacy: programming ideas for collaborative teaching: locating -- cont.