engage explore explain elaborate evaluate

E5 Framework – TPL 2010 Guy Murray and Shane O’Neill : Bellarine Secondary College

Using the e5 framework how can we engage Year 10 Humanities students at Bellarine Secondary College by developing a differentiated

curriculum?A focus is the increased use of ICT.

Artefact 1- Index

Artefact 2- Plan

Artefact 3- Teaching/Learning/Assessment Plans – 2 units of work

Artefact 4- Sample Lesson Plans – 2 samples

Artefact 5- ICT Tools: engagement and e5

Artefact 6- Evaluation

engage explore explain elaborate evaluate

2010 TPLGuy Murray and Shane O’Neill : Bellarine Secondary CollegeWhat did we set out to do?The birth of an idea.In September 2009 I drafted a Humanities plan to support the Bellarine Secondary College strategic goals for 2010. One component of that plan was “responding to individual learning needs in the class room using a differential curriculum proposal in Humanities classes at year 10”.I had been working extensively with Guy Murray to animate the year 10 course titled ‘Modern Australia’ incorporating a lot more ICT teaching and learning tools.Guy and I had worked together in the past, and pending his ICT teaching commitments we would team teach two classes in 2010. We both had a similar teaching philosophy and practice, enjoyed trialling a variety of different resources to support students with different learning needs. We are both committed to individual student engagement and success, and have a keen interest in the subject matter covered in the ‘Modern Australia’ semester course.This plan would require access to dedicated computer rooms, incorporating current ICT resources and potential access to the library, and obviously timetabled together. We committed to developing units of work that enabled all students to succeed, the more capable students to be accelerated and opportunities or other students to catch up. We would provide documentation of all units of work, and all learning support materials to be placed on the intranet for broader teacher/ student access.This proposal was tabled with the principal and endorsed accordingly. The proposal then travelled to the appropriate decision making body for ratification, and to other personnel responsible for operational implementation.It was Guy’s suggestion to make a formal application for Teacher Professional Leave in 2010. This was submitted and subsequently succeeded. In the application we committed to do what we said we would do in the original proposal. Shane O’Neill.

Using the e5 framework how can we engage Year 10 Humanities students at Bellarine Secondary College by developing a differentiated

curriculum?A focus was the increased use of ICT.

The Plan:Our College goals in the AIP include-

Differentiation Use of ICT

The main focus of our TPL was the practical, hands on use of differentiation strategies and ICT in the classroom, using the action research and continuous improvement models to improve the quality of our instructional materials and strategies. Put simply it involves: find a resource or strategy, test/trial in class, evaluate, retry/refine, share.

Specific aims: Review the existing Year 10 Humanities curriculum Rewrite it in a new format incorporating ICT and differentiation (see Teaching/Learning/Assessment

plans) Collect and use a range of data available on students, noting that students do 1 semester of

Humanities at Year 10. Use this data and what we gather to determine student readiness and capability for learning

Gain an understanding the e5 framework, and apply it in the classroom. Forge stronger relationships with students and increasing the readiness and capability for learning. Develop differentiation strategies using the action research/continuous improvement model. Provide resources and professional development for Humanities teachers in the College. Expand team teaching and ICT use in Humanities to other Year levels. Evaluate student engagement/ motivation/ interest through discussion, surveys and other forms of

evidence.

Understanding the e5 frameworkWe began the process of trialling the e5 framework to guide our Teaching/ Learning/ Assessment plans after the PLATO training sessions had provided us with a host of helpful tools and activities. Most of our attention to this point had gravitated around the student, and the subsequent student outcomes and their measurement. The college strategic focus was about differentiation to support engagement, and the differentiation could be content, process, product or environment. The e5 framework provides a perspective about what the teacher does. Initially we found that some of the e5 domains fell readily into the learning activities for some units of work than others, and that each of the domains did not have to follow or be implemented sequentially.

A note on ICT.As the ICT Co-ordinator of the College and a Humanities teacher, I was interested in whether the increased access and use of ICT in the Humanities classroom would allow greater use of differentiation strategies and increase student engagement. Over the last year we have increased class access to ICT such as sets of netbooks and large TV’s in several rooms per block. All staff have laptops and we are developing policies to cover student use of mobile devices in the classroom.Our TPL program specifically aimed to trial and evaluate increased use of ICT in several Humanities classrooms, with me team teaching with and supporting another Humanities teacher over the year. Other Humanities teachers were able to be involved in these classes, and PD sessions were run in many DBA meetings.Guy Murray.

The Learning Environment.We timetabled a computer room for 2 combined Year 10 classes (approx 38 students) and another class of 25 students. These classes also had access to the adjoining College library, with extra computers and laptops.Most tasks and activities and tasks were developed with the use of ICT in mind. Given the classroom setting with 25 computers in the room, and extra computers next door, all activities and tasks were based on resources such as the College Intranet and Internet use, and use of our network software and Web2 sitesEvery session with our target classes involved the use of computers, resources on the intranet, and access to the Internet. The room had a data show (laptop and data projector), so that all activities and resources were displayed at 70” size at the front of the room.

Students watching video clips in the computer room.

Examples of strategies:Tutorials, small group sessions, wide range of resources, constant individual feedback, ICT, and increased differentiation in all topics – students were allowed to choose to work individually or in a self selected group, select the topic from a list or negotiate the topic with the teachers, and choose the method of presentation.We trialled several strategies from this document-

The College focus for most staff meetings was Differentiation.The meetings looked at a structure for this process: Content/ Product/ Process, and Environment.Staff developed a range of ideas under these headings, and we had sessions using practical examples.This document was developed during the year.

Data on students: we found that access to a range of data allowed us to understand and plan for the range of students in the class. Examples of data included:Data available from School IntranetSTUDENT

2009 % abs

Reading

Speaking &

Writing

Measurem

ent,

Num

ber

Space

Structure

Working

READING

WRITIN

G

SPELLING

Gramm

ar/

NU

MERACY

Rank 197

Rank 0-10

2010 Sem 1

Verbal/ling

math/Logic

Visual/spatial

Music/Rhthym

Phys/Kines

Interpersonal

Intrapersonal

Naturalistic

123%

5.25 5 5 5

4.75 5 5 5

5 4 4 4 4

184

10 3

1 3 3 3 2 1

233% 5 5

5.25

5.25 5

5.25

5.25

5.25

6 4 4 4.1

5

157

827 3 2 1 4

3 1%

5.25

5.25

5.25

5.5

5.5

5.5

5.5

5.5

6 5 6 4.9

5

75

4

0 3 4 1 2

412%

5.25 5

5.25

5.25

5.5

5.5

5.5

5.25

5 4

47

324 4 1 2 3

516%

5.5

5.5

5.5

5.25

5.25

5.25

5.25

5.25

5 4 6 4.4

4

117

619 3 1 4 2

We carried out early testing of reading, comprehension, general knowledge and geographic skilss.We had access to up to date data such as VELS, reports, current attendance % etc.

Continuous evaluation of student engagement and motivation: Class discussion Individual discussion Evaluation worksheets Online evaluation eg Polldaddy Evaluation in student Onenotes

Included in this artefact: Our new teaching/learning /assessment plans incorporating ICT and differentiation strategies,

related to the e5 framework. Sample lesson plans, following the e5 framework Use of ICT in a Year 10 Humanities classroom Evaluating our TPL.

Thankyou to the College, principal and staff for their support of our program.

2010 TPL – ICT ToolsOur College goals in the AIP include-

Differentiation Use of ICT

As the ICT Co-ordinator of the College and a Humanities teacher, I was interested in whether the increased access and use of ICT in the Humanities classroom would allow greater use of differentiation strategies and increase student engagement. Over the last year we have increased class access to ICT such as sets of netbooks and large TV’s in several rooms per block. All staff have laptops and we are developing policies to cover student use of mobile devices in the classroom.Our TPL program specifically aimed to trial and evaluate increased use of ICT in several Humanities classrooms, with me team teaching with and supporting another Humanities teacher over the year. Other Humanities teachers were able to be involved in these classes, and PD sessions were run in many DBA meetings.We timetabled a computer room for 2 combined Year 10 classes (approx 38 students) and another class of 25 students. These classes also had access to the adjoining College library, with extra computers and laptops.Most tasks and activities and tasks were developed with the use of ICT in mind. Given the classroom setting with 25 computers in the room, and extra computers next door, all activities and tasks were based on resources such as the College Intranet and Internet use, and use of our network software and Web2 sites (see Web2 parent/student permission form).

I used some TPL time to look at specific purpose programs such as mindmapping (RFflow, Mindmeister etc), and foe Web2 tools (eg. Stixy, Pageflakes, blogs and wikis).

Every session with our target classes involved the use of computers, resources on the intranet, and access to the Internet. The room had a data show (laptop and data projector), so that all activities and resources were displayed at 70” size at the front of the room.

It should be noted that Information Technology is a one semester core unit at each of Years 7 and 8, and then an elective at Years 9 and 10. Few students take it up as an elective at Years 9 and 10. Student skills range enormously.

We would run class tutorials in new programs and web 2 sites, and then move around the room giving individual or group instruction. We always encouraged students who were comfortable with the program or site to help others.

While the other artefacts give some detail on how we used ICT in the classroom matched to the sample Unit guides and topic guides, this is an overview of some ICT tools we used, and general advice on their use.

An important consideration!

Monitoring Student Computer Use:

In giving students very open access to computers, network resources and the Internet, it is vital that a monitoring program is used. We used Lanschool to monitor, restrict and close access down. It also has powerful classroom tools that we are starting to use – file transfer, screen display etc.

A key to engaging the students was the use of Internet sites (such as www.theage.com.au ) for current news and multimedia presentations, Youtube clips, and short sections from Clickview videos and DVD’s.

All students had access to the Microsoft Office suite, and we extensively used Word, Excel, and Powerpoint.

For general multimedia presentations we used Powerpoint and Moviemaker.Students were encouraged to use more advanced features of Powerpoint, and where possible create their presentations in Moviemaker. Multimedia presentations were enjoyed by students, especially encouraging creativity, groupwork and peer review.

Several students took advantage of Animoto.It has the restriction of a maximum 30 seconds in the free version. In 2009 we used a free unlimited education account, but the educational licencing seems restricted in 2010.

Clickview: a video streaming program. All College computers allow access to the range of clickview videos and many free to air programs recorded by the Library. Clickview programs come with online student worksheets. Students absent from a session where we watched a video could then view it in their own time at school, or take a copy home on a memory stick (allowed in Clickview licence- The “schoolbag” function).

Mindmapping: we modelled concept maps or mindmaps on the whiteboard using the topic of being able to drive. The students then completed the mindmap on paper, individually or in pairs. This was transferred to an electronic form using RFflow (free) or by the students creating an account at Mindmeister or Mindomo. They enjoyed this process, especially as getting a licence and a car are on the horizon for Year 10. Students used mindmapping as a “what do I know” tool in several units.Mindmapping tools- Freemind is part of the current Edustar image, and the next image (late 2010 / early 2011 includes Inspiration.

From - http://learningfundamentals.com.au/resources/combating-global-warming-mind-map/

Blogs: Some classes at the College were introduced to blogs, and we used a class blog to publish some student work, both screen shots and text selected and sent to the teacher. Several students used blogs as a presentation option. Note that blogs can be setup to run on the College intranet with access only by College students, through the department (and now the Ultranet), and on the Internet such as wordpress and blogspot. Given the age of our students we allowed them to create blogs after reference to our College policies and constant reminders of privacy and safety issues. Many students saw little excitement in the concept of blogs... they are facebookers. Problem -embedded youtube clips failed within the College environment.

Stixy: Students enjoyed creating a stixy for various topics. We particularly liked that students could set them to be private or public, they can be created collaboratively, and the need to limit their size( for effective viewing online) and the post it note feel meant that their research project information had to be summarised. We often used the criteria – would upper primary or junior secondary students be informed and interested by your stixy presentation?

Part of a student stixy.

We created a Global Issue research project Stixy as an introduction to this Web2 site

Pageflakes: We introduce pageflakes after students have used Stixy as it introduces the embedding of other webpages and the use of widgets. I use this pageflake to demonstrate to students and teachers.

Lindy Stirlings pageflakeshttp://www.pageflakes.com/lindystirling/30480486

To enrich the use of vocabulary and concepts we referred students to these sites for expanding glossaries/word knowledge/essay and report writing

We trialled Visualthesaurus – many features but not free.

Polldaddy: a free survey and polling site. It is very easy to use, has great management and reporting tools in it. Some VCE classes used this site to create general surveys. We used it to create student evaluation surveys for our TPL program.

This is part of one of our unit evaluation surveys:

This is part of the report generated automatically within seconds of students entering responses.

Onenote:This is part of Microsoft Office.It allows students to make a powerful digital portfolio.This student has created their own tab system, and used features such as embedding their assessment documents into each relevant page and clipping evidence of their work. Students can clip (printscreen) sections of webpages and other documents, record audio and video straight into Onenote, and carry this electronic folder between school and home. Note that the student has clipped their Rabbit Proof Fence poster, which included a Wordle.

In the resources tab, and at the end of each unit students complete a unit evaluation and a self evaluation. Examples below-

While teachers can see student Onenotes on the network, we are keen to provide teacher read/write access to all students Onenotes. Teachers will then be able to leave assessment and evaluation comments on the Onenote.Students have enjoyed this program. They take pride in it’s presentation and accuracy. With the student 1:1 program next year, other DBA’s are looking at Onenote as the students main tool, and placing most curriculum in it.

Where to next?We are wondering what the Ultranet will bring to the classroom and everyday teaching. This is still an unknown at this stage.Our aims:

Increase use of the College Intranet resources and the Ultranet from home. Consolidate the use of the programs and sites used in 2010 and expand this to all Humanities

teachers in the College Expand the use of Onenote. introduce or expand the use of wikis encourage students to create higher level thinking presentations eg. using Prezi (late 2010 ) trial the use of mobile devices in the classroom. We have looked at the new generation of interactive atlases and will trial Jacaranda in one class

next year at the Yr 9 12 campus next year, and the Oxford atlas at the Junior campus.

Looking for ideas for using ICT in your teaching?Sandy Phillips - DEECD IT Department http://sandy.globalteacher.org.au

Lindy Stirling covered the use of wikis and pageflakes at a presentation I attended at the Global Education Conference.

www.studiesofasia.wikispaces.comAsia Education FoundationSome comments:Setup wikis using wikispaces for educators (no ads)Go to wikispaces and take the tutorialThink about the structure of the wikiEg. Yr10HumsBSC could be the main page, then each class has it’s own, and creates topic pages.

Web 2 tools that had a “wow” factor in adding to presentations – WordleTagxedo

TaggalaxyPhotovisi

Taggalaxy.comEnter a search term and watch the photos appear (I typed in China...sample of the thousands available)

We spent time evaluating these web 2 sites:http://www.go2web20.net/ Storybird animoto creazaphotovisi ispring Cloud-canvasstixy tagxedo pageflakeswordle Blogspot/wordpress etc Youtube/teachertubequizanator Jing/wink/captivate prezixtranormal Image chef Survey – polldaddy/flistimemoov voki Viddixvoicethread slideshare Toondowikispaces taggalaxy

There is so much out there that it is overwhelming. I found these sites useful:http://www.educationaltechnologyguy.blogspot.com/http://heyjude.wordpress.com/student-tools-let-them-fly/http://marynabadenhorst.globalteacher.org.au/http://globalteacher.org.au/http://primarytech.globalteacher.org.au/http://thepegeek.com/

Guy Murray and Shane O’Neill

BELLARINE SECONDARY COLLEGEHUMANITIES YEAR 10

UNIT: Australia at war

Topic/Focus Activities Resources Assessment ICT DifferentiationAustralians at War

Brainstorm: What we know already?

Plain paper, whiteboard, Wiki

Group Activity 2-4 students. Present info about –wars, words, reasons, horrors

Potential use of Mindmap: RF Flow, or MindmeisterCreate a Wordle or use tagxedo

pretest on prior knowledge – paper or online

Audio visual show Music, video clips

Data show,Youtube

History View DVD “Australians at War”

DVDClickview

Write at least 6 responses to the DVD

Clickview

Complete a timeline/ grid

Texts, photocopies, online

timeline

Me and War

War memorials- Student fieldwork: locate and document one in the local area

Teacher sample photos etc. cameras

Electronic presentation

WebsitesGooglemaps

Family Tree/Oral History :Students to complete with support from home

Your family,Your community,List provided

presentation AWM etc

Anzac day Create a multimedia presentation – meaning and ways we celebrate

Texts,Online, videos

multimedia presentation

Clickview videosMultimedia software

Choice of topic or point of view, group?,presentationAnzac day essay writing competition for selected students.School magazine contribution.

World War One

Students answer specific background questions about WW1 for notetaking

Class set Humanities Alive 4.Worksheets.Maps of Europe.

Handouts, teacher notes, set texts

Multimedia presentation as per handout

Clickview

Powerpoint or Moviemaker

Individual choice re presentation of task.

Potential for small group debate re Conscription.

Gallipoli All students view film “Gallipoli”and complete question sheet

Data showClick view videoRoom access for TV

Video:”Gallipoli”

Western Front

Worksheet – video and research

Video Worksheet Clickview

Other Wars Australia has been involved in

Teachers to give an overview.

TutorialTextbook reading

Summary notes

All students complete research project on another War/Aspect of War or Peacekeeping mission.WW2,Korean, Vietnam, Terrorism, Peacekeeping

One page report as a word document or hand written, or powerpoint or moviemakerAll students complete test: Australians at War.The class uses software to devise test

Clickview

Hot Potatoes.

Online crossword generator

Independent research, choice presentation task.

Recent events re Wars eg Fromelles

Source and read recent media articles and handouts

News sources Report to class Choice of topicChoice of presentation

Music, Art, War and Protest

Compile a list of songs relating to ‘War and Peace’,Art works,Role of Aust war artists

Samples on intranet,

Report to class Images of protest.Music and video on Intranet

Negotiation re independent research

Test Multiple choice and short answer

Bringing it all together

Class discussionPMISelf evaluation Pro forma

Whole unit task

Onenote All work recorded in Onenote

engage explore explain elaborate evaluate

The e5 Framework:The Teaching / Learning / Assessment grid for the unit documents the curriculum details for other teachers of Humanities at the College. It has been developed using an instructional design model. On a macro level it follows the e5 domains from “engage” through to “evaluate”. Each topic/focus is then detailed on the micro level with a lesson plan for 1 to several periods that flows through the e5 domains. Sample lesson plans are provided.

Topics and lesson plans have been annotated with color to match e5 domains, but note that at any time a process may fall within more than 1 domain eg. engage and explore are often complimentary.Differentiation:We developed most activities and assessment so that students had choice in – topic/area of investigation, working individually or in a small group, and presentation.

We differentiated the Humanities curriculum using ideas developed by the staff of the College under the areas of – Content, Process, Product, and the Learning Environment. See Artefact 2.General resources:Humanities Alive 4 Heinemann 3 Clickview Internet Newspapers – current issuesIntranet resources for each topic/focus Australian Govt sites Defence Forces materialRyebuck MediaSpecific resources for each topic are provided separately to our teaching staff.Useful ICT tools:Our Teaching/Learning/Assessment grid is based on access to computers, the College intranet and the Internet in most sessions. Classes have access to netbooks, and we have planned for a 1:1 netbook program in 2011.Intranet - All topics have resources placed on the College intranet. The rationale is to provide relevant and accurate electronic resources for students as a starting point for each topic, and to reduce Internet access issues. Students have access to the College Intranet at home. Students with netbooks may have the Edustar image with free software.Powerpoint and Moviemaker – for multimedia presentations. Moviemaker for higher level tasks.Wiki – brainstorming and collaborative work.Stixy and Pageflakes – Web2 tools. They allow creativity, collaboration.Polldaddy – online surveys and opinion pollsMindmapping – Rfflow, mindmeister etc. Very useful for starting a topic or revising/evaluatingOnenote – organiser and presentation tool. We use it as a digital portfolio or workbook

Assessment :Workbook / OneNote multimedia presentations.Timeline EssayAssignments/worksheets TestReport to class Research project

BELLARINE SECONDARY COLLEGEHUMANITIES YEAR 10

UNIT: Australian IdentityWhat does it mean to be “Australian”?

Teaching / Learning / Assessment grid for the unitTopic/Focus Activities Resources Assessment ICT DifferentiationWhat we know Brainstorm: Whiteboard, large

paper, wiki (future)What we know quiz Photocopies-

newspapers, InternetComputers, Internet

pairs

Australia and the world

Mapwork – knowledge of Aus

Photocopied maps, review of mapping skills

Maps checked, discussion

Weather Current weather and stats

Worksheet, Internet Paper and electronic form

Internet Indiv or pairs.Extension activity

What does it mean to be Australian?

Icons and images -Create a multimedia presentation

Computers, selected images, articles

Multi media Presentation and evaluation

Computers, Internet

Pairs, select ICT software

Australia in a regional context

Assignment Textbook.Intranet from home.Assignment sheet

Completed assignment

Intranet Research a key aspect (choice)of our regional relationships

Current identity issues

Changing Australia Day / a new flag

ArticlesInternet

Write a brief report outlining arguments and opinion

Class to complete an online survey,Mindmap

Topic choice

Population and Migration.

Overview.Changing sources.Push-pull factors.Visual presentation

TextInternetABS statsActivity sheets

Visual presentation incorporating map.Essay

Internet. Choice of essay topic

Our future population.

What size should Australia’s popn. be?

Report.Web 2 presentation

Internet.Web 2 – Stixy, pageflake

Choice of presentation

Test Multiple choice, short answer

Test

Opinion Survey Polldaddy InternetBringing it all together

Class discussionPMISelf evaluation Pro forma

Whole Unit Task Onenote All work recorded in Onenote

engage explore explain elaborate evaluateThe e5 Framework.The Teaching / Learning / Assessment grid for the unit documents the curriculum details for other teachers of Humanities at the College. It has been developed using an instructional design model. On a macro level it follows the e5 domains from “engage” through to “evaluate”. Each topic/focus is then detailed on the micro level with a lesson plan for 1 to several periods that flows through the e5 domains. Sample lesson plans are provided.

Topics and lesson plans have been annotated with color to match e5 domains, but note that at any time a process may fall within more than 1 domain eg. engage and explore are often complimentary.Differentiation:We developed most activities and assessment so that students had choice in – topic/area of investigation, working individually or in a small group, and presentation.We differentiated the Humanities curriculum using ideas developed by the staff of the College under the areas of – Content, Process, Product, and the Learning Environment. See Artefact 2.General resources:Humanities Alive 3 and 4 Heinemann Humanities 3 and 4 Clickview (video) InternetNewspapers – current issues Atlases – MacMillan class sets Subject Associations – print/onlineIntranet resources for each topic/focus Model UN Conference Australian Govt sitesValues education CD Specific resources for each topic are provided separately to our teaching staff.Useful ICT tools:Intranet - All topics have resources placed on the College intranet. The rationale is to provide relevant and accurate electronic resources for students as a starting point for each topic, and to reduce Internet access issues. Students have access to the College Intranet at home. Students with netbooks may have the Edustar image with it’s free software.

Powerpoint – Icons and images project Moviemaker - Icons and images project Internet – Google, selected sites, Clickview – College video system, students can take videos home Wiki – brainstorming Stixy – Our future population Pageflakes – Our future population Mindmapping – Rfflow (free download), Mindmeister, edustar image, Inspiration (free soon) Polldaddy – online surveys and opinion polls Onenote – This is the student’s electronic notebook.

Assessment :Workbook / OneNote Australian identity – multimedia presentation.Visual presentation incorporating map. EssayAssignment Test

Topic Plan – Using the E5 Framework E5 Framework Humanities Unit: AUSTRALIA & WW1

Domain Description Activity or Task

Process Assessment Task

Engage Generates interest and curiosity/Raises questions/Elicits students’ prior knowledge/Establishes learning goals and expectations/ Makes assessment and performance requirements clear

Determine what students already know about World War One.

Brainstorm with students their responses to these topics. Elicit responses to

Students type up their findings to the four topics in a Word document.

Explore Presents interesting and challenging tasks/ Provides tools and strategies for learning / Identifies concepts and misconceptions/ Guides students’ responses and learning where necessary

Students explore Gallipoli and its importance to Australia’s identity.

View the film ‘Gallipoli’ and complete the worksheet. Students complete some follow up research from Humanities Alive. Students view the western front documentary from Clickview.

Students complete a powerpoint presentation on Gallipoli and how it relates to Australia’s identity.

Explain Provides opportunities for students to demonstrate their current understanding/Explicitly teaches relevant knowledge, concepts and skills/Delivers content in multiple ways/Assists students to represent their new learning using language, images etc/Structures opportunities for students to practice new learning

Students to understand and define some key terms and events associated with world war one.

Teacher to conduct tutorials to discuss and clarify key terms, events, leaders,countries, causes and consequences of world war one. Students are provided with a check list for understanding sheet at the end of each session. Clarify the nature of assessment tasks.

Students complete the worksheets, summary notes and a glossary of terms quiz. Students participate in a debate about ‘Conscription’

Elaborate Engages students in dialogue to extend and refine their understanding/Supports students to identify relationships between concepts/ Builds students’ ability to transfer and generalise their learning/Encourages students to apply or extend concepts in new situations/Provides explicit feedback and adjust instruction accordingly

Students to develop further understandings about an area of interest relating to world war one.

Students to undertake further group research to be negotiated from a selected list of topics. Some suggested topics could include: the home-front, role of women, changing technology, conscription debate, famous battles, legends, music and culture.

Students complete the research project and are given a choice of format.

Evaluate Supports students to refine and improve their work using assessment criteria/Looks for evidence that the students have changed their thinking or behaviour/Provides feedback and assist students to evaluate their own progress/Helps identify students’ future learning goals

Students to undertake various tasks to reflect on and evaluate their learnings.

Each group gives a presentation to the class on their research findings and respond to any class questions

test presentations to class. online research project evaluation and self evaluation. place this onto their one note.

Topic Plan – Using the E5 Framework E5

Framework Humanities Unit: Australian IdentityDomain Description Activity or Task Process Assessment Task

Engage Generates interest and curiosity/Raises questions/Elicits students’ prior knowledge/Establishes learning goals and expectations/ Makes assessment and performance requirements clear

Find out what students know about Australia’s migration and population.

Brainstorm what students already know about migration and population.Present some photos, film clips to stimulate further discussion.

Students contributions to class discussion and a record of the class brainstorm notes on a mindmap.

Explore Presents interesting and challenging tasks/ Provides tools and strategies for learning / Identifies concepts and misconceptions/ Guides students’ responses and learning where necessary

Students to study current population statistics and migration patterns, and explore where our migrants are coming from and why they are coming here.

Students are presented with a series of websites (eg,ABS ), some page references from class texts and relevant handouts to complete small group research on these range of issues.

This research activity is to be presented both in a word document and a stixy or pageflake. Students also present their findings to the class.

Explain Provides opportunities for students to demonstrate their current understanding/Explicitly teaches relevant knowledge, concepts and skills/Delivers content in multiple ways/Assists students to represent their new learning using language, images etc/ Structures opportunities for students to practice new learning

Students to understand and define key concepts: migrant/ refugee/ asylum seeker/ emigration/ natural increase/ types of immigration

Conduct a tutorial to discuss and clarify key terms and concepts in this unit of work, and identify aspects of the topic students are unsure of and require further support. Clarify the nature of assessment tasks.

Student summary notes and a glossary of terms quiz.

Elaborate Engages students in dialogue to extend and refine their understanding/Supports students to identify relationships between concepts/ Builds students’ ability to transfer and generalise their learning/Encourages students to apply or extend concepts in new situations/Provides explicit feedback and adjust instruction accordingly

Students to research the open ended question: ‘Is population growth good for Australia?’

Teacher provides a list of websites and a variety of handouts.

Students present a range of arguments for and against the question, and add these details to their stixy or pageflake.

Evaluate Supports students to refine and improve their work using assessment criteria/Looks for evidence that the students have changed their thinking or behaviour/Provides feedback and assist students to evaluate their own progress/Helps identify students’ future learning goals

Students to undertake various tasks to reflect and evaluate their learnings.

Participation in a class debate. Students also have some small group discussions on the topic: eg Should there be a cap on the number of children in a family? After reading the Sun article ‘Big families hurt nation’

Participation in a class debate, short answer test.online completion of research project and self evaluation. All activities and assessment tasks placed onto student Onenote for presentation to teacher and class.

engage explore explain elaborate evaluate

2010 TPL - EVALUATIONGuy Murray and Shane O’Neill : Bellarine Secondary College

Using the e5 framework how can we engage Year 10 Humanities students at Bellarine Secondary College by developing a differentiated

curriculum?A focus was the increased use of ICT.

The Plan:Our College goals in the AIP include-

Differentiation Use of ICT

The main focus of our TPL was the practical, hands on use of differentiation strategies and ICT in the classroom, using the action research/continuous improvement model.

Specific aims: Review the existing Year 10 Humanities curriculum Rewrite it in a new format incorporating ICT and differentiation (see Teaching/Learning/Assessment

plans) Collect and use a range of data available on students, noting that students do 1 semester of

Humanities at Year 10. Use this data and what we gather to determine student readiness and capability for learning

Gain an understanding the e5 framework, and apply it in the classroom. Forge stronger relationships with students and increasing the readiness and capability for learning. Develop differentiation strategies using the action research/continuous improvement model. Provide resources and professional development for Humanities teachers in the College. Expand team teaching and ICT use in Humanities to other Year levels. Evaluate student engagement/ motivation/ interest through discussion, surveys and other forms of

evidence.

Students watching video clips in the computer room.

Continuous evaluation of student engagement and motivation: Class discussion Individual discussion Evaluation worksheets Online evaluation eg Polldaddy Evaluation in student Onenotes

Reviewing the year:We gained an understanding of the e5 framework – the PLATO sessions were fantastic. We had time to do research – general reading on the topics of engagement, differentiation etc. The main benefit to us was the time to discuss strategies and implement them in the classroom, then review the success or not of the strategy. There was the opportunity for very rich discussion.The main focus of our TPL was Action Research – “Try, evaluate, retry”.

What worked? access to a computer room (25 computers, data projector) next to the library allowing access to

electronic and hardcopy resources brainstorming and tutorial sessions with combined classes allowed us to firstly tag team, and

secondly to capitalise on our respective strengths at various times be it knowledge expertise or communication skills. This proved very useful particularly when confronted with student management issues.

Curriculum development and documentation using our new teaching/Learning/Assessment plans incorporating ICT and differentiation

access to a wide range of ICT resources, with many placed on the College intranet having a laptop and data projector on at all times to model/demonstrate tasks and activities use of computer monitoring program to watch all computer use “live”, and restrict time wasting

activities. constant use of ICT for consolidation and reinforcement of new skills, nurturing a “Train the trainer”

learning environment with students teaching their peers. increased differentiation in all topics – students were allowed to choose to work individually or in a

self selected group, select the topic from a list or negotiate the topic with the teachers, and choose the method of presentation

the ongoing gathering of student data does instruct the teachers ability to differentiate with success generally.

research skills framework developed with library staff introduction of Onenote to a larger group of students traditionally disengaged boys who usually become discipline problems were less disruptive with

computers in front of them. creation of extension material and VCE taster units for Year 10 classes increase in numbers at VCE level in Humanities. An increase in effective teaching and learning based on forging positive relationships with students,

based on mutual support and trust as a cornerstone.

What didn’t work?

The initial booking of the library to start each session with the 2 combines classes did not work – the wrong environment to discuss the day’s activities with a large number of students

Getting out of the workplace - the guilt complex of missing VCE classes and our responsibilities as co-ordinators meant that we did not use all TPL time out of class or off site.

The physical environment – we needed to have a classroom timetabled as well as the computer room and library for certain purposes eg self selected or teacher selected tutorials, catch up sessions after student absences, etc

The use of computers for all tasks. This needs further evaluation as this subject at Year 10 may have areas that are better covered using traditional methods and strategies.... even pen and paper.

Disengaged students still exist. These disengaged students are often those who absent themselves often. They may not be as disruptive as in other classes without ICT tools, but still refuse to work and/or complete required assessment. Age and attitude--- don’t want to.

Hard to quantify improvement in academic results. We feel that the middle and top end of the classes had a higher level of work and engagement.

Samples of student evaluation.Surveys were set up using Polldaddy.

Survey responses were favourable.

Students seemed to enjoy using Onenote for unit, topic and self evaluation. Their responses seemed to be serious and accurate.

Success measures. A range of strategies and ICT skills to transfer to the Humanities DBA and the whole staff. We will

be presenting to the whole staff on PD days. Increased use of ICT in Year 10 Humanities Interest in the use of ICT - Flow through to year 9 by teachers who visited or worked with us in our

classes. Support of the College in continuing and expanding the program

o Team teaching to continue with the same 2 teachers in 2011.o Planning underway for team teaching to be introduced at a junior year level at OG campus

with 4 teachers involved (2 X 2), with access to ICT area and flexible teaching area. Increased numbers of students selecting Humanities at VCE. Uptake of the Teaching/Learning/Assessment proforma by other teachers. All units of work clearly documented and placed on the College Intranet.

General advice.The students were very interested in the fact that we were still learning, applying the principles of continuous improvement, and valuing their feedback – a positive outcome in itself.As teachers we cannot engage all of the students all of the time.Despite experience, knowledge, negotiation skills, resources, strategies etc, some kids still don’t get it!

Persist!