DEC Scan Journal : February 2013
Volume 32, February 2013 11 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews demonstrated extensive knowledge of their chosen beetle. Each iBook contained well structured written text with images and was fully referenced. Students were able to discuss their beetle in depth and then, several weeks later, they each wrote a detailed information report as part of the school’s yearly assessment. They had become experts on their chosen type of beetle. Jake and Ava’s iBook and PDF version [Editor’s note: Jack and Ava’s iBook is accessible on iPads and PCs with Adobe Digital Editions installed.] Evidence of increased student engagement Clearly evident was the ongoing high level of student engagement for the duration of each lesson and during the unit as a whole. The GI approach enabled pairs of students to build A model for a focus question and contributing questions • Collection – Pairs of students researched their own contributing questions using books and online references. Keywords were recorded using 7notesH D. Students then constructed a paragraph answer to each question and recorded references, also using 7notesH D. • Presentation – Paragraphs checked by teacher. Students inserted their paragraphs into Book creator, ensuring each page had the title contributing question, paragraph, related picture and references. Students wrote an additional final paragraph answering their focus question. Students also included cover, title page, contents page and photo collage, before finalising book for conversion to iBooks. • Assessment – Students opened their own iBook presentations and then rotated around iPads to read peers’ research. Students recorded and shared new facts which they had learnt from classmates’ presentations. Using SurveyMonkey, students completed surveys at Exploration and Assessment stages. Student learning outcomes When designing this unit, the following outcomes were selected from the current NSW English K-6 syllabus. RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. Although these outcomes were extensively covered and met by all students, the learning outcomes did not stop there. At the conclusion of the unit students demonstrated: • in depth knowledge of their chosen topic • Increased engagement • improved reading levels • iPad expertise • highly developed social skills. Evidence of in depth knowledge of their chosen topic As part of the unit, students investigated a variety of beetles and then selected their favourite to research further. Students conducted an in depth study on their individual beetles looking at appearance, habitat, life cycle, diet, reproduction and other interesting facts. At the conclusion of the unit, all students had created an iBook, which What does a Lady Beetle look like? What is the habitat of a Lady Beetle? What type of diet is a Lady beetle on? How does a Lady Beetle protect itself? What is the lifecycle of a Lady Beetle? How do Lady Beetles communicate with each other? Lady Beetle Focus Question Why is the Lady Beetle so unique?