DEC Scan Journal : May 2011
Scan Vol 30 No 2 May 2011 16 Current & planned raps, School Libraries and Information Literacy. Viewed 15 April 2011. <www.schools.nsw.edu. au/raps/>. Hay, L. & Foley, C. (2009) 'School libraries building capacity for student learning in 21C', Scan 28(2), pp. 17--26. Hay, L. & Todd, R.J. (2010) 'Research columns one, 2010: School Libraries 21C: the conversation begins', Scan 29(1), pp. 30--42. Viewed 15 April 2011. <www.curriculumsup- port.education.nsw.gov.au/schoollibraries/>. Hay, L. & Todd, R.J. (2010) School Libraries 21C, Report of the School Libraries 21C online discussion, commissioned by School Libraries and Information Literacy Unit, Curriculum K--12 Directorate, NSW Department of Education and Training. Viewed 15 April 2011. <www.curriculumsupport.education.nsw.gov. au/schoollibraries/>. School Libraries and Information Literacy Unit (2010) 'e-resources: a taster of possibilities and issues', Scan 29(4), pp. 30--43. Viewed 15 April 2011. <www.curriculumsupport.education.nsw.gov.au/schoollibraries/>. Technology tips & cybersafety, School Libraries and Information Literacy. Viewed 15 April 2011. <www.schools.nsw. edu.au/raps/fearless10/technopage.htm>. References and further reading Table 2 programming proforma for Stage 4 History, Clash of cultures multimodal presentation • work with a different group and add a consequence for each action • in pairs or groups, choose to focus on one of the following: -- Philip's attitude and treatment of Aboriginal people -- The Cadigal People: how they reacted and how their lives were affected -- Bennelong: his response and the consequences -- Pemulwuy: his response and the consequences. Analysing main ideas Students: • work in small groups, using their cause/effect notes (actions or consequences) plus their Contact history notes on the above task to create a word cloud to highlight key ideas that will be a visual prompt when reporting to the class. Use Wordle as an evaluative tool • students will repeat their most significant key words to make the word appear bigger. For example, if they have noted resistance as an important concept, they will write the word resistance many times, to make it appear larger than words which only appear once or twice. • Wordle allows students to visually represent significant ideas in a word cloud. Students choose a few key words from their word cloud and explain the ideas represented. Oral presentation Students: • explain their word cloud by answering the focus question: -- What does your word cloud 'say' about the arrival of the British and how the Aboriginal and Europeans reacted to each other? • make notes during class members presentations, recording 2 or 3 points about each presentation • will use these notes to create a Timetoast timeline and to prepare for the assessment task. Information literacy: programming ideas for collaborative teaching: organising -- cont. 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 Student group task: Select ONE of the following consequences of contact: • impact of disease • land disputes • dispossession • massacres and wars. 1. Identify key events or developments, giving specific examples. 2. Describe the key features of this consequence. 3. Explain the impact on both Aboriginal and non-Aboriginal peoples giving specific examples Format: Create a multimodal presentation about this topic, using a format such as PowerPoint or PhotoStory 3. Marking criteria: The rubric for this group task can be found in the Contact history OneNote resource.