DEC Scan Journal : February 2013
Volume 32, February 2013 16 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews 4 Groups were sometimes not congenial and this caused issues. Future plans: 4 Try another project with an older group and another subject. 4 Implement GI at a later stage of the year rather than Term 1. 4 Allocate more time to allow greater engagement. 4 Explore different approaches in implementing GI, including a more open ended task. 4 Utilise the learning journal more. The GI task An example of a student group’s Prezi GI at Helensburgh PS Embarking on the GI project during his second year as teacher librarian at Helensburgh PS was especially exciting for Stephen McQueen, as it was the first opportunity for collaborative teaching with class teachers. With the support of the Principal and each of the three Stage 3 teachers, Stephen embraced the difficult challenge of completing a GI project with three classes. The topic for their research tasks was the ocean, and teacher comments on student learning follow. Strengths: 4 Student ownership of their learning. 4 Students’ background knowledge of the topic increased. 4 All students were challenged. 4 Research catered to students own interests. 4 [Students experienced] a great sense of achievement when finished. 4 The study promoted independent learning. 4 The study allowed teachers to see students’ strengths and areas of further need. 4 The method allows for greater collaboration between teachers. Weaknesses: 4 Lessons ranged in time from 45 mins to 1 hour, including borrowing, and more time would be beneficial. 4 All three classes were on a Thursday when no RFF occurs. It was also the day for whole school activities and, as a result, GI sessions in the library were sometimes missed, affecting the continuity of the project. GI at Bulli HS Teacher librarian, Kylie Martin, and Heather Gardiner, English Head Teacher, embarked on an English GI project with a class of Year 7 students. Morris Gleitzman’s book Boy overboard was used as the basis to explore complex global issues relating to refugees and asylum seekers. As the project was conducted during Term 1, teachers had a limited understanding of the prior learning experiences and skills of the students. A decision was made to undertake a guided inquiry student research task using a WebQuest. Students were placed in groups and were able to select one of four roles. Strengths: 4 The project enabled both teachers to gain knowledge of the range of information literacy skills of the Year 7 students. This information was particularly useful to share with the Primary feeder school teacher librarians. It showed both strengths and gaps in knowledge and understanding of key information literacy skills. 4 Students found the task engaging. 4 The majority of students were positive about the task and what they learned. 4 Students were exposed to range of ICT skills, and tools such as Prezi and Moodle, in the context of their GI. Weaknesses: 4 Unreliable technology was a constant source of frustration. 4 There was insufficient time, as the project started later than first envisaged.