Rationale for unit: This unit is called “What are dinosaurs” and explores the transdisciplinary key learning areas of English, Science, The Arts and ICT’s. The cohort of students in this Year 3 class consists of 28 students in which there are 18 boys and 10 girls. In this classroom, there are no students that have any physical or mental impairment. Some students found bones in their paddock thinking they were dinosaur bones. This was the main motive for putting this unit together. For each learning phases and assessment tasks, students are accommodated for their different learning styles, needs and skills. Dr Howard Gardner multiple intelligences were used when deciding on the how, what and why of information for the learning experience sequences, and what formative and summative assessments were to be assessed. “By using these multiple intelligences each child has the opportunity to learn in ways harmonious with their unique minds” (Armstrong, 1998-2010). Not all students have one learning style and therefore reporting assessments should differ as well. Students will be investigating and gathering information to complete learning experiences and assessment tasks, while incorporating Blooms Taxonomy of Creating, Evaluating, Analysing, Applying, Understanding and Remembering. These six levels of thinking will assist students’ interests and cater for their abilities to learn efficiently and acquire new learning skills to achieve the best outcomes in the learning experiences. The framework for this unit is using the ‘Dimensions of Learning’ from Marzano and Pickering. Smith, Lynch and Knight (2007, p. 108) state “ These ‘dimensions’ are the results of a comprehensive body of education research that organises what research and theorist know about learning to define the learning process” and “when students perceive tasks as meaningful and relevant, they may achieve a higher level of understanding and proficiency related to that knowledge.” Incorporating ICT’s in this unit will help students’ engagement while creating enjoyment from the applications of websites, webquest, PowerPoint’s, DVD’s and CD:Roms. The unit contains many whole group discussions and small group tasks, so that students can share their knowledge of learning. “A discussion is the exploration of ideas, beliefs and opinions. It involves the teacher and students in sharing ideas and in raising and exploring issues. It involves them in: Negotiating points of view, reflecting on and presenting alternative arguments, validating and negating evidence (Discussion as a Teaching Method, 2009). Questioning occurs thorughtout the unit by using the KWL chart, Text2mindmap or bubble.us. By using these tools, the learning manager creates higher order thinking skills for students by posing questions and this will encourage students to pose their own questions in which will create skills to become lifelong learners. A guide to Productive Pedagogies: Classroom reflection manual states that: Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking (Department of Education, Queensland, 2002, p. 1 cited in PowerPoint by Tarlinton, D, 2003). References: Armstrong, T. (1998-2010). Multiple Intelligences. Retrieved May 17th, 2010, from Multiple Intelligences by Dr Thomas Armstrong: http://www.thomasarmstrong.com/multiple_intelligences.php Discussions as a Teaching Method. Tuturial handout distributed in the course EDED 11399- Learning Management 4, at Central Queensland University, Mackay, QLD, Australia, on July 14th, 2009 Marzano Robert J, P. D., Arredondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., Paynter, D. E., et al. (1997). Dimensions of Learning. United States of America: Desktop Publisher. Tarlinton, D. (2003, July 14th). Blooms Revised Taxonomy. Retrieved September 19th, 2010, from Blooms Revised Taxonomy: http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
This unit is called “What are dinosaurs” and explores the transdisciplinary key learning areas of English, Science, The Arts and ICT’s.
The cohort of students in this Year 3 class consists of 28 students in which there are 18 boys and 10 girls. In this classroom, there are no students that have any physical or mental impairment.
Some students found bones in their paddock thinking they were dinosaur bones. This was the main motive for putting this unit together. For each learning phases and assessment tasks, students are accommodated for their different learning styles, needs and skills.
Dr Howard Gardner multiple intelligences were used when deciding on the how, what and why of information for the learning experience sequences, and what formative and summative assessments were to be assessed. “By using these multiple intelligences each child has the opportunity to learn in ways harmonious with their unique minds” (Armstrong, 1998-2010). Not all students have one learning style and therefore reporting assessments should differ as well.
Students will be investigating and gathering information to complete learning experiences and assessment tasks, while incorporating Blooms Taxonomy of Creating, Evaluating, Analysing, Applying, Understanding and Remembering. These six levels of thinking will assist students’ interests and cater for their abilities to learn efficiently and acquire new learning skills to achieve the best outcomes in the learning experiences.
The framework for this unit is using the ‘Dimensions of Learning’ from Marzano and Pickering. Smith, Lynch and Knight (2007, p. 108) state “ These ‘dimensions’ are the results of a comprehensive body of education research that organises what research and theorist know about learning to define the learning process” and “when students perceive tasks as meaningful and relevant, they may achieve a higher level of understanding and proficiency related to that knowledge.” Incorporating ICT’s in this unit will help students’ engagement while creating enjoyment from the applications of websites, webquest, PowerPoint’s, DVD’s and CD:Roms.
The unit contains many whole group discussions and small group tasks, so that students can share their knowledge of learning. “A discussion is the exploration of ideas, beliefs and opinions. It involves the teacher and students in sharing ideas and in raising and exploring issues. It involves them in: Negotiating points of view, reflecting on and presenting alternative arguments, validating and negating evidence (Discussion as a Teaching Method, 2009). Questioning occurs thorughtout the unit by using the KWL chart, Text2mindmap or bubble.us. By using these tools, the learning manager creates higher order thinking skills for students by posing questions and this will encourage students to pose their own questions in which will create skills to become lifelong learners.
A guide to Productive Pedagogies: Classroom reflection manual states that:
Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking (Department of Education, Queensland, 2002, p. 1 cited in PowerPoint by Tarlinton, D, 2003).
References:
Armstrong, T. (1998-2010). Multiple Intelligences. Retrieved May 17th, 2010, from Multiple Intelligences by Dr Thomas Armstrong: http://www.thomasarmstrong.com/multiple_intelligences.php
Discussions as a Teaching Method. Tuturial handout distributed in the course EDED 11399- Learning Management 4, at Central Queensland University, Mackay, QLD, Australia, on July 14th, 2009
Marzano Robert J, P. D., Arredondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., Paynter, D. E., et al. (1997). Dimensions of Learning. United States of America: Desktop Publisher.
Tarlinton, D. (2003, July 14th). Blooms Revised Taxonomy. Retrieved September 19th, 2010, from Blooms Revised Taxonomy: http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm