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​  HI guys. I have finished my paragraph on Enhancing student learning. Over the word count for my bit SIGNIFICANTLY but I can cut it back if need be. I have put my references there for you to paste on the end Caroline. (just realised with a wiki I think you're supposed to add your comment at the top of the page not the bottom! ha ha oh well)

I've added my paragraph at the bottom of the page. Which is correct? Caroline = = = = = = =HELLO GROUP= ,

Well I've created this page so we can share ideas and get this assignment done. I've been reading through Sharon's info and found some important stuff that should simplify this assignment, just fill in the gaps if you know what I mean. In case you havn't read it, I'll try cut and paste.

__Description of cohort__ You include the following:
 * grade
 * number of students in the class
 * number of boys/girls
 * access to computers and other technologies
 * experience with computers and other technologies
 * children with specific learning needs (what they are and how those learning needs impact on the rest of the class)
 * children with specific behavioural needs (what they are and how those behaviours impact the rest of the class)
 * the number of adults in the classroom and their roles (teacher aide, integration aide, parent help, prac student ...)
 * capacity for students to work in a range of groupings (pairs, small groups, whole class, individually)
 * general (not specific) curriculum focus (this cannot be ICT) - NOT standards/outcomes

Any other information that you think is relevant.

Sharon

You will use the following subheadings:

1. Description of cohort 2. Question (here you will write only the question - no description) 3. Lesson sequence (and then a further subheading of Lesson 1; Lesson 2; Lesson 3; Lesson 4) 4. Resources 5. Enhancing student learning 6. Reflection on resources 7. Implications for our classroom practice

That's it ... no variation.

Sharon

Perhaps we should decide on our cohort so we have a group in mind before we put out ideas for our lesson sequence and think of our key question for our unit.

Any suggestions??? 

Hi girls,

My typical day is five days a week in a prep/one class with 20 students (11 girls and 9 boys) 6 computers in class. Students have basic computer knowledge with a hand full to be quite computer savvy. These children are always testing out the sites we get introduced to in this unit. 2 special needs doesn't reallly impact on class at all. Teachers Aide and teacher. Children are use to working in groups of 5 or pairs. We have microscopes, magnifying glasses, etc and a large wet area to work in. Because you and Liz are more geared to the older students and have done many plans I'm quite happy to go with what you already have worked on. But like you say we need to make a decision very quickly. The links I used were from learning federation on living things but extremly basic. Liz has a few plans that she was thinking off. I will give her a call tonight to see where we are at. I know she is doing her fulltime prac at the moment. I don't know of any of this was helpful. cheers Caroline.

Rebecca, I know this isn't the place but I hope you have settled in over in Queensland, it all happened so fast for you. Caroline 

Hi Liz, Heather and Caroline, I also have been working with preps, however I was leaning towards grade 5-6 as I thought it would enable us to use a wider range of technology as they will be more able at that age. Preps don't use a great range of programs, such as powerpoint etc, so higher grades may be better. I have been thinking of a question. I have done an extremely basic lesson outline/idea, and haven't included the ICT options. Thought I'd wait till we decide on a question before I go too in depth.

Option A Does fertilizer impact the growth of a tomato plant more in the shade or the sun?

( This is aimed at Year 6- class of 16 students. Activities done in 4 groups of 4)

Lesson 1- Research, organise list of items needed, make predictions Lesson 2- Plant the seeds- some with fertilizer, some without, some in direct sunlight, some in shade. Record environment info and current plant info Lesson 3- Assess plant growth- place on a graph, photograph growth of all plants, Lesson 4- Assess final results- place on graph, photograph growth of all plants, compare to predictions.

Obviously there are a great range of detail missing from my idea, but thought it was a starting point. :)

If you think a different question or age group would be better- I am very flexible. -Bec- Rebecca I have attached the classroom plan that we worked on and we are each doing a paragraph we have given you the **Implication for our classroom practice**.  eg. there is so much content a longer time frame would be better suited as you could diverge into allergies, more microscope work etc. The paragraph whould be about 400 words each.  Then attached your completed paragraph to plan under the correct heading and I am compiling it and sending it on our behalf.

=Description of cohourt =

Year level Grade 5/6 28 students 16 boys 12 girls

.The class has five desktop computers permanently in the room while the library holds 30 laptops that can be booked out for classroom use by any teacher. Most students have used computers at school since early education and are confident navigating through a variety of programs. They enjoy playing games and are engaged by work that incorporates using computer technology. One student has Down’s syndrome. She is developing skills in using the keyboard and mouse to play games and present work using Word. While this student has low level literacy skills and requires some assistance in computer based tasks, all other students have moderate to high level literacy skills in print-based material. Host Learning Areas Standard Description <span style="font-family: 'Times New Roman',Times,serif;">*Scientists plan and conduct investigations in particular ways
 * <span style="font-family: 'Times New Roman',Times,serif;">Science || <span style="font-family: 'Times New Roman',Times,serif;">Standard 3 – Living things, Scientific Inquiry, Science as a human endeavour, Scientific Communication, Science as a body of Knowledge - matter ||
 * <span style="font-family: 'Times New Roman',Times,serif;">*The structure and characteristics of living things affect their behaviour and functioning
 * <span style="font-family: 'Times New Roman',Times,serif;">Scientific inquiries are generated from observations, questions and predictions.
 * <span style="font-family: 'Times New Roman',Times,serif;">Scientist draw conclusions after considering various interpretations of their data.
 * <span style="font-family: 'Times New Roman',Times,serif;">Scientists work, think, inquire and know in particular ways.
 * <span style="font-family: 'Times New Roman',Times,serif;">Scientists consider accuracy, relevance and credibility when acquiring information.
 * <span style="font-family: 'Times New Roman',Times,serif;">Scientists need to communicate information in a variety of ways.
 * <span style="font-family: 'Times New Roman',Times,serif;">Materials react and change in a variety of ways. ||


 * <span style="font-family: 'Times New Roman',Times,serif;">ICT || <span style="font-family: 'Times New Roman',Times,serif;">Standard 3 – Communicating, Creating, Inquiring and Operating ||
 * * <span style="font-family: 'Times New Roman',Times,serif;">Inquire and become critical information consumers using appropriate strategies and tools
 * <span style="font-family: 'Times New Roman',Times,serif;">Create, edit and share information and ideas following recognised conventions
 * <span style="font-family: 'Times New Roman',Times,serif;">Express identity, communicate appropriately and maintain safety and privacy
 * <span style="font-family: 'Times New Roman',Times,serif;">Contribute to and learn from others.
 * <span style="font-family: 'Times New Roman',Times,serif;">Use recognised procedures to maintain a secure, safe and efficient ICT environment.
 * <span style="font-family: 'Times New Roman',Times,serif;">Understanding how ICT components and systems are used to store and retrieve information. ||

<span style="font-family: 'Times New Roman',Times,serif;">Supporting Learning Areas: English - Literacy Standard 3

Unit-Long Understanding Goals (What will students come to understand during this unit?): · Students will have an understanding of how micro-organisms change, grow and transform · Students will have an understanding of how micro-organisms are a part of life and living. · Students will have an understanding of how media can be used to convey a message or information.
 * Students will have an understanding of how media can be created, designed and evaluated for a specific audience.**

What is yeast and how does it work?

Use an ejournal to chart prior knowledge, new learnings and areas for future learning. Describe the effect of some ingredients on different types of bread e.g yeast Describe the components of a microscope. Understands the purpose and audience of a flow chart Operate digital and video cameras Explore an issue an plan how to present it ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Outcome ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Use their senses to make observations

Procedure writing ||
 * ==<span style="font-family: 'Times New Roman',Times,serif;">Lesson 1 == || <span style="font-family: 'Times New Roman',Times,serif;">Assessment / Resources ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Observe and record information about different types of bread. Lesson includes bread samples, listing ingredients, use of search engine to research food labels, word wall, science ejournal with a TWLH focus, observation tables and capture samples (screen capture and camera). Procedure writing focus using organisational programs focus on how to make toast. || <span style="font-family: 'Times New Roman',Times,serif;">Wiki ,TWLH focus questions

Understands the purpose and audience of a flow chart Operate digital and video cameras Explore an issue an plan how to present it ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Outcome ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Describe the components of a microscope.


 * ==<span style="font-family: 'Times New Roman',Times,serif;">Lesson 2 == || <span style="font-family: 'Times New Roman',Times,serif;">Assessment / Resources ||
 * ==<span style="font-family: 'Times New Roman',Times,serif;">History of the Microscope. Students research Anton van Leeuwenhoek, ==

<span style="font-family: 'Times New Roman',Times,serif;"> Scootle units based on microscopes
|| <span style="font-family: 'Times New Roman',Times,serif;">[|www.ucmp.berkeley.edu/history/leeuwenhoek.html] Cloze activity based on the literacy resource above. ||

Engage in discussion Demonstrate an understanding of temperature of yeast Identify the features of fair test Use oral, written and visual language Plan an investigation that is a fair test Conduct and record observations Interpret answers and how that relates to their research question Describe conditions that encourage the growth of food mould ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Outcome ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Follow a procedural text to complete an investigation

Entry in the Wiki ||
 * ===<span style="font-family: 'Times New Roman',Times,serif;">Lesson 3 === || <span style="font-family: 'Times New Roman',Times,serif;">Assessment / Resources ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Exploring yeast including description of procedural text, teams conduct investigation based on collecting CO2 and record results using a procedural text. Entry into Wiki using TWLH focus. Digital images to record progress. || <span style="font-family: 'Times New Roman',Times,serif;">Procedural text

Conduct and record observations ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Outcome ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Plan an investigation that is a fair test

|| <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> ||
 * <span style="font-family: 'Times New Roman',Times,serif;">** LESSON 4 ** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;"> ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Knead the loaf – making bread – with yeast, without, by hand and in a machine. Students then use digital media and observations to record results in Wiki. Groups share results

<span style="font-family: 'Times New Roman',Times,serif;">Resources
<span style="font-family: 'Times New Roman',Times,serif;">Primary Connections – Marvellous Micro-Organisms, Tasmanian Curriculum – Science, ICT and English, Scootle units (L3082 Microscopes, Microscopes (USB enabled), USB Cameras, laptops, digital cameras, Class created Wiki, Excel, zip-lock bags, Bread maker and ingredients for making bread.

=<span style="font-family: 'Times New Roman',Times,serif;">Ehancing Student Learning The ICT resources used in the ‘What is yeast…’ lesson sequence enhance student understanding of the lesson content; microscopes and micro-organisms, while assisting students to “develop the knowledge, skills and capacity to select and use ICT to inquire, develop new understanding, create and communicate with others in order to participate effectively in society” (Statements of learning… p.2). Throughout the 4 weeks of the learning sequence students are given the opportunity to share and discuss their ideas, present images etc. through a wikispace. __Wiki benefits__ Communication – engaging with audiences, collaborative, community of learning “less facilitator-centred and more networked structure” (Burns) Literacy development – diff audiences, contexts “(e-communication) involves initiating, receiving, exchanging, interpreting, modifying” through communication participants understand other people, discover the world around them and begin to discover themselves. __Game benefits__ “Interactivity is critical to long-term retention of information”(Burns) Gardner’s Multiple intelligences – technology use caters specifically for bodily-kinesthetic and visual especially helpful for engaging boys. Game as an assessment of understanding – allows teacher to ensure students have a common understanding of the components and uses of microscope before implementing their use resulting in more effective lesson when they are used. Assessment allows teacher to provide lessons that better cater to students needs thus enhancing learning. __Web based literacy task benefits__ Allowing to enhance literacy skills in a different context which is engaging as well as enhancing student understanding of application of literacy skills beyond classroom walls. Introducing students to techniques in web based research = = **<span style="font-family: 'Times New Roman',Times,serif;">Reflection on resources ** = <span style="font-family: 'Times New Roman',Times,serif; font-size: 22pt;">

Implications for the teaching practice:
“ // Integrated curriculum actively involves students in their learning and helps them develop the important skills needed in ‘learning to learn // ” (Murdoch & Hornsby, 2007, p. 7). The implementation of the above ICT into lesson sequences helps to support the students in their learning experience. However in order for the use of these resources to be successful, prior preparation is required. Students must be aware of the following concerns:
 * - Cyber bullying


 * - Cyber safety

These concerns directly affect the teachers teaching practices as it is their responsibility to ensure each student is not only aware of these areas of concern, but also protected from any harm they may cause. In the article // Cyber bullying: An old problem in a new guise? // Campbell (2005) outlines the ways in which cyber bullying can occur and the affects this can have upon a student. It is vital that before introducing the use of web-based resources, the teacher educates their students on this information and establishes methods of addressing this issue if it were to occur. Cyber safety is another concern in which it is important that the teacher ensures each student understands before using web-based resources. As most of the students in this cohort have used computers often throughout previous grades, they have most probably been made aware of the need to be careful in indulging information on the web, however it is an important teaching practice to reinforce this regularly and ensure students understand the safety guidelines of the classroom. Furthermore it is important that the teacher is up to date on internet protection options to safeguard their students. The use of using a Wiki also impacts upon the teachers teaching practices. Before the above lesson sequences can be implemented, the teacher must plan ahead to ensure the students understand:
 * - How to use a Wiki


 * - Guidelines and etiquette while using the Wiki

Students must be able to use the Wiki to record and discuss the information relating to this lesson sequence, therefore they need to know how to use a Wiki. Furthermore, the teacher needs to make sure students follow the guidelines and rules outlined to ensure the Wiki is used correctly, and every students ideas and inputs are respected. The teacher must make certain each student is able to use the Wiki and the other web-based resources safety and correctly and therefore must plan the lesson sequences to take place after this awareness and etiquette has been taught.

References: Campbell, Marilyn A (2005) Cyber bullying: An old problem in a new guise?. //<span style="color: #943634; font-family: Calibri,sans-serif; font-size: 12pt; font-weight: normal; line-height: 115%;">Australian Journal of Guidance and Counselling //   15(1):68-76. Australian Academic Press. Murdoch, K., & Hornsby, D. (1997). //<span style="color: #943634; font-family: Calibri,sans-serif; font-size: 12pt; font-weight: normal; line-height: 115%;">Planning curriculum connections: Whole school planning for integrated curriculum //. Armadale, Vic: Eleanor Curtain.

Why is this worth learning? This unit has an explicit focus on developing students’ knowledge, skills, understanding and capacities in Science, Literacy and ICT.

= Hi Rebecca, Liz and Caroline, = = Don't worry Rebecca that's not the final assignment, Liz is editing the Cohort, lesson sequence and resource parts Just noticed Liz that lesson 1 says e-journal and we are chanding that to a wiki they can contribute to as they go along (Just been going through the readings and found stuff from our web 2.0 to enhance learning so need that wiki to be a key resource for the sake of my paragraph on using the resources to enhance learning). Be good to see it all come together. Just thinking about our word count for each paragraph. Might need to be a little more each as we need to remove excess curriculum area info if we are to stay on task but I guess the cohort paragraph can be extended to include all that info that needs to be included. Any way, just checking in. Hope to have my paragraph up by Monday night/tues morning. Any questions Bec just ask:- )=

Just thought of an implication for your paragraph. You can discuss the cyber safety, bullying, ettiquette etc. stuff covered in the unit, Specifically, Before students use a class wiki they need to have understanding of rules, appropriate use, not deleting anothers ideas, etc. Would need to have a lesson on how to use a wiki, including these factors as well as why we use one, before setting one up. Hope this helps, Heather
 * Hi Rebecca, **

Hi Caroline ** Just wondering, today you said that computer technology caters to bodily - kinesthetic and what other type of learner? And where did that info come from? One of the readings?
 * <span style="color: #008000; font-family: Verdana,Geneva,sans-serif;">

Hi Heather, Visual and it came from a presentation. right in the beginning also in becoming a teacher. When i talk about the resources in my reflection is that only ITC resources or everything like the moicroscope, bread machine etc?

Thanks Caroline

==I thought it was just the ICT resources as it is an assignment to show what we have learned about ICT. Just wondering if it's not too late to change our microscope game to L7572 What can you see under the microscope? [] because the one we discussed using (finally got to have a play) seems a bit dry, mostly reading which even I, as an adult, couldn't be bothered with. The other one, which came up when I searched for ours, have audio accompaniment, is more interactive - asking kids to adjust the light and focus to see cells - then has a short quiz 4 or 5 questions, that would allow for easy assessment of the purpose - making the kids aware of components of microscope, uses etc. Have a quick look if you get a chance and let me know. This will effect you mostly Caroline as you are assessing the quality of the resource/justifying why we used it etc. Heather==

Hi guys, Here is my paragraph on reflecting on the resources. Hope it's not too lame. Please critque, add, remove do whatever. Caroline REFLECTING ON RESOURCES: To study What’s Under A Microscope we set ourselves a criteria in selecting the most appropriate resources. Most children have prior knowledge of what a microscope is and what bread is, but would mostly be unaware of the ingredients and make-up of bread and what causes it to rise. And would be quite naive to how a microscope actually works. Therefore the following criterion were our deciding factor. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> It is Imperative that the resources met the students own understanding and engaged the students interest and focus while exploring and researching the subject, enabling them to scaffold on their prior knowledge. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> The next criteria was the usuabilty for our selected age group. Were they able to follow instructions and any links that the web based resources filtered them to. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> the suitability using language and images that the students were able to understand and adapt their learning to and enhance their vocabulary. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> The resource had to be seen developing their skills in ICT as outlined in Standard 3 in the Tasmanian curriculum - communication, creating, inquiring and operating, along with other disciplines such as literacy and science. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Interactive and engaging with audio accompaniment. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Encouraged extension work. The first resource being the ‘History of the Microscope’ by Antony van Leeuwenhoek(1632-1723) addresses the criteria as far as exploring and inquiring. This resource enabled the students to delve deeply through biographical text that allowed the students to follow many links to various animal and plant cells. Developing a vast vocabulary and greater insight into micro-organisms. Extension work for the enthusiast was made accessible via a link to instructions on how to make an Antony van Leeuwehoek microscope. The second resource ‘What is under the microscope’ is a clear and precise introduction into to the how the microscope works and will assist the students in developing their prior understanding .The resource offers a variety of activities and observations The digital images presented in this resource represent a good spectrum of specimens giving in depth understanding. This interactive tutorial and game enables children to determine the optimum characteristics necessary to maximize the efficiency of the program through imaging devices and techniques used such as adjusting the light and seeing the specimens in fine detail by being able to zoom up to X40 reflect how valuable this chosen resource is and evident that it met the above criteria. Sample slides and images provide a good ‘starter library’ while the quiz identifying some much-magnified material will puzzle and engage learners of all ages assisting with the assessment on reflecting on what they have learnt. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">The third resource ‘setting up a class wiki’ addresses the criteria in way that it encourages, research skills, data collection ,inquiring, communicating and collaborating with peers. It allows the students to virtually interact while gaining a greater understanding and developing on their prior knowledge, it also extends the students to a new awareness and new found skills