unit: where is my place?€¦ · innovative ict integration requires tasks which are...

Hannah McGarry (4495081) – EDIC Assessment Two

EDIC401

Hannah McGarry (4495081)

Assessment Two – Integrating ICT

into a Unit of Work

EDIC401

Unit: Where is My Place?


Contents

Cover Page

Contents Page

Table

References

Appendices

- Appendix One (Blog)

- Appendix Two (Adobe Premiere)

- Appendix Three (ICT Rules)

- Appendix Four (Short Story)

- Appendix Five (Video Rubric)

Unit Overview Diagram

1

2

3

12

14

16

17

18

19

20


Summary Duration

Summary & Context of Unit:

‘Where is My Place?’ is a cross-curriculum unit which will focus on the features of a first-person narratives and

Australian history. ‘Where is My Place?’ is a unit designed specifically for a Stage 2 Year 4 class. The key

outcomes for this unit will be drawn from the English and History Syllabus’, although there are several opportunities

for cross-curriculum learning. This unit will call for a constructivist pedagogical approach, the role of the teacher will

be to facilitate student learning through resources and guidance. Taking on the role of the facilitator, teachers will

guide and provide resources for students to investigate, create and share meaningful projects.

Students will demonstrate their learning development using four main tasks and activities: reading and viewing ‘My

Place’, design and consistent update of an online classroom blog, exploration and design of short stories and the

creation of a video story. Throughout the six week unit, students will participate in whole class, small-group and

individual activities.

Students will utilise classroom ICT across the unit to assist them in completing activities and engage their higher

order thinking in rich tasks: classroom Smartboard, laptops and I-Pads (BYOD). Prior to this unit, students will

already have had classroom experience in the use of all three devices. Students will still require guidance through

the use of software including Adobe Premiere Elements and kidblog.org; these resources have been selected to

enhance the students’ learning experiences and affective engagement with the unit.

Sample term

5 weeks

Detail: 6 hrs per week

‘Where is My Place?’ | Stage 2 | English, History

Unit overview Advice

ICT Integration:

Innovative ICT integration requires tasks which are “theme-based, which draws on multiple skills such as

higher-order thinking skill and problem-solving skill” (p. 7, Lau & Yuen, 2014). The ICT elements in this unit

Advice for Teacher:

‘My Place’ - This unit will focus mainly around the text ‘My Place’. In order to familiarise yourself with the text,

historical aspects of each decade and select appropriate activities use:

have been selected to enhance the engagement and understanding of students. An online blog and video

diary were included as major tasks and forms of assessment, weaved through the ‘Where is My Place?’ unit

of work. Both ICT tasks were carefully considered in order to satisfy educational outcomes and create

transformative activities. Support documents included the SAMR model, ICT literacy outcomes and the ICT

capabilities within the Australian Curriculum.

The selection of these activities was initially driven by consulting the Australian Curriculum. The Curriculum

states that students will utilise ICT in their learning to “effectively and appropriately to access, create and

communicate information and ideas, solve problems and work collaboratively in all learning areas” (p. 49,

ACARA, 2013). When completing the two ICT tasks, students are required to complete a repetitive process

of planning, design, creation and sharing. These key steps are outlined in the curriculum as ‘authentic

contexts’ for student engagement in ICT capabilities (p. 51, ACARA, 2013).

In terms of the SAMR model, tasks were designed with innovation at the forefront. Both the blog and video

story explicitly engage students in activities they would not be able to complete without the use of ICT,

therefore driving the content of the task towards to the transformative end of the SAMR model (Attard, 2015).

The activities align best with the modification step of the SAMR model, allowing for a significant redesign of a

task which encourages deeper encoding of information through higher order thinking (Vialle et al., 2013).

http://www.myplace.edu.au/default.asp Each week, aim to complete 2-3 decades of the text with various

activities (clips, research)

Blog - Students will be creating a blog using kidblog.org Ensure students are enrolled in ‘Miss McGarry’s

Year Four’ class: https://kidblog.org/class/miss-mcgarrys-year-four/posts Familiarise yourself with the site

and experiment designing your own blog. This will be introduced in week one and students will be exploring

the various skills within this week. There is an example of a simple format of a blog in published form in the

appendices.

Short Stories - Students will be exploring the structure/sequencing and language devices of a first-person

narrative. If you wish to consult another text as an example and support resource, please consult this

Department list of approved and recommended texts for Stage 2:

https://syllabus.bostes.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf

Video Story - Students will be using the video application on their I-Pads and Adobe Premiere Elements in

order to create their short story video. Adobe Premiere Elements is available on the classroom laptops, as

well as the classroom computer. I have saved an example short video on the classroom computer for you to

view. To familiarise yourself with the basic tools of the program view:

https://helpx.adobe.com/premiere-elements/topics/getting-started-tutorials.html

NOTE:

Indicators are developed throughout the Unit, NOT simply in their corresponding week in this table.

http://www.myplace.edu.au/default.asp

https://kidblog.org/class/miss-mcgarrys-year-four/posts


https://helpx.adobe.com/premiere-elements/topics/getting-started-tutorials.html

Outcomes Assessment overview

English K-10

› EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group,

classroom, school and community contexts

› EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic,

audience and language

› EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and

comprehend a range of texts on increasingly challenging topics in different media and technologies

› EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of

purposes, audiences and contexts

› EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an

understanding of purpose, audience and subject matter

› EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when

responding to and composing texts

› EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and

different from their own

› EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’

learning

Assessment Overview: (Churchill et al., 2013)

Diagnostic:

Prior to this unit, students will have participated in several tasks to inform their positioning and development

along the literacy continuum (DEC, 2012). This information will be used as the focal resource to observe and

record individual students’ development throughout the unit.

Formative:

Informal forms of assessment will include observations of students during class discussions, guided lessons

and independent/group activities. Notes will be taken on the capabilities demonstrated by each student in

order to assess what is needed for their ongoing development of skills and understanding in the unit.

Formal assessment of student blogs will be recorded each week to ensure students are satisfying the criteria

and outcomes of the unit and task. This will include: structure, language devices, length and vocabulary.

Summative:

Summative assessment will be recorded at the conclusion of the unit. This assessment will have two parts:

blogs and video story. The assessment of each blog will be collated into a result for students based on their

development along the literacy continuum in correlation with their achievement of set outcomes. Video

stories will similarly be assessed based on the literacy continuum and outcomes, as well as level of student

input and co-operation. In both assessments, students ability to satisfy and complete tasks with ICT literacy

skills will be recorded for future tasks.

Content Teaching, learning and assessment Resources

Stage 2 - Reading and viewing 1

Students:

Understand and apply knowledge of language forms and features

Respond to, read and view texts

use comprehension strategies to build literal and inferred

meaning to expand content knowledge, integrating and linking

ideas and analysing and evaluating texts (ACELY1680,

ACELY1692)

recognise how aspects of personal perspective influence

responses to texts

recognise cohesive links in texts, eg pronouns that refer back to

particular people or things, and understand how they contribute

to meaning

summarise a paragraph and indicate the main idea, key points

or key arguments in imaginative, informative and persuasive

texts

justify interpretations of a text, including responses to

characters, information and ideas

Lessons:

1. Students will begin to engage in the fictional story 'My Place' by

Nadia Wheatley:

- Aim to read 2-3 decades per week of the story. - Utilise

http://www.myplace.edu.au/default.asp for resources: video clips from

the ABC TV adaption of the book, decade overviews (Historical

perspective) and activities

2. Introduce students to kidblog and assist them in accessing the class

blog:

- https://kidblog.org/class/miss-mcgarrys-year-four/posts

- model to students how to use the tools on the webpage to create their

own blog and guide them through constructing a page (Appendix One)

3. Explicitly instruct students expectations for their blogs:

- revise safe and responsible use of ICT

- review classroom rules for safe and appropriate use of ICT (Appendix

Three)

Assessment Summary:

- observations of students' engagement with activites (record notes)

- review student blogs and record progress on structure, language

devices and creativity (use literacy continuum and prior records)

- record students capabilities with ICT (i.e. logging in, using multi-

media)

Big Book of 'My Place' x 1

View Behind the News Clips:

http://www.abc.net.au/btn/story/s2953658.htm

Internet access on student I-Pads to develop blog:

https://kidblog.org/settings/dashboard

Classroom laptops x 25

Student I-Pads x 25

Smartboard

Stage 2 - Writing and representing 1

Students:

Develop and apply contextual knowledge

identify key elements of planning, composing, reviewing and

publishing in order to meet the demands of composing texts on

a particular topic for a range of purposes and audiences

Lessons:

1. Blogs & My Place

- allow time for at least 2 decade of 'My Place' and for students to

complete blogs

- utilise My Place website to review history in discussion with students












experiment and share aspects of composing that enhance

learning and enjoyment

discuss issues related to the responsible use of digital

communication


plan, draft and publish imaginative, informative and persuasive

texts containing key information and supporting details for a

widening range of audiences, demonstrating increasing control

over text structures and language features (ACELY1682,

ACELY1694)

Respond to and compose texts

plan, compose and review imaginative and persuasive texts

discuss aspects of planning prior to writing, eg knowledge of

topic, specific vocabulary and language features

plan and organise ideas using headings, graphic organisers,

questions and mind maps

- if time allows, complete 1-2 activities from each decade

- review student blogs using teacher account

2. Short Stories

- students will begin to examine the elements of a short story: structure,

purpose, language devices

- 'My Place' will be used as an example text (each decade is its own

short story)

- use cardboard cutouts as a class to show the structure of a short

story (Appendix Three)

- in small groups assisted by parents, students will put together a story

using the structure of a short story

- students will plan a short story under structure headings (still in small

groups)

Assessment Summary:

- record notes of students' understanding of structure of a short story

- review, mark and record students plans for short story

- observations of students' engagement with activites (record notes)




media)

cardboard cutouts of short story structure (1 x large, 5 x small for

group work)


Student I-Pads x 25

Stage 2 - Thinking imaginatively, creatively and interpretively

Students:

Engage personally with texts

share responses to a range of texts and identify features which

increase reader enjoyment

Lessons:

1. Blogs & My Place


complete blogs






respond to texts by identifying and discussing aspects of texts

that relate to their own experience


identify and analyse the different organisational patterns and

features to engage their audience


create literary texts that explore students' own experiences and

imagining (ACELT1607)

use visual representations, including those digitally produced, to

represent ideas, experience and information for different

purposes and audiences

respond to a range of texts, eg through role-play or drama, for

pleasure and enjoyment, and express thoughtful conclusions

about those texts

justify interpretations of a text, including responses to

characters, information and ideas, eg 'The main character is

selfish because …'

make connections between the ways different authors may

represent similar storylines, ideas and relationships

(ACELT1594, ACELT1602)




2. Video Story

- students will begin work on their major assessment task for this unit: a

video story

- students must create a 2-3 minute video story which is based on the

them of 'Where is my place?'

- students will be instructed that they must plan (discuss and write a

script), create (film using I-Pads in various allocated locations within the

school - supervised), edit (using Adobe Premiere Elements 14) and

present (in the final week of this unit to the class)

- students will be split in to small groups of 3-4 to complete this task

- students will be guided through and given a copy of the assessment

rubric and expectations for this task (Appendix Four)

- students will use time from this week to begin planning their story and

writing their script (this must be completed prior to filming next week)

Assessment Summary:

- observations of students engagement with activites (record notes)




media)


Adobe Premiere Elements 14


Student I-Pads x 25

Stage 2 - Writing and representing 2

Students:

Lessons:

1. Blogs & My Place







identify and analyse the purpose and audience of imaginative,

informative and persuasive texts

understand how characters, actions and events in imaginative

texts can engage the reader or viewer


understand how a range of language features can shape

readers' and viewers' understanding of subject matter

describe how audience and purpose impact on language forms

and features in imaginative, informative and persuasive texts

use images in imaginative, informative and persuasive texts to

enhance meaning

understand how audience and purpose influence the choice of

vocabulary


discuss how texts, including their own, are adjusted to appeal to

different audiences, how texts develop the subject matter and

how they serve a wide variety of purposes

compare and review written and visual texts for different

purposes and audiences


complete blogs




2. Video Story

- students will be given time this week to film for their video stories

- students must present a detailed plan and script before they are able

to start filming (demonstrate understanding of structure and

organisation)

Assessment Summary:





media)





Student I-Pads x 25

Stage 2 - Reflecting on learning

Students:


identify different ways of learning in English and consider own

preferences

develop criteria for the successful completion of tasks


appreciate how the reader or viewer can enjoy a range of

literary experiences through texts

Lessons:

1. Blogs & My Place


complete blogs




2. Video Story











Observations Evaluation & Reflection


jointly develop and use criteria for assessing their own and

others' presentations

discuss the roles and responsibilities when working as a

member of a group and understand the benefits of working

collaboratively with peers to achieve a goal

describe how some skills in speaking, listening, reading/viewing,

writing/representing help the development of language learners

- allow time for students to work on their video stories

- students should be in the final stages of editing and publishing their

stories

3. Presentations

- to conclude the unit, students will present their video stories to the

class (use Smartboard to enhance video size)

- students must show their product and each student will outline what

role they took on in the planning, creating and production of the video

story (i.e. script writer, actor, editor)

Assessment Summary:

- formative assessment will be recorded on student video diaries, this

will be assessed as a group with individual comments on contribution

(see marking rubric Appendix Four)





media)

Student I-Pads x 25

Smartboard


References:

AITSL (Australian Institute for Teaching and School Leadership) (2011).

‘Australian Professional Standards for Teachers’, http://www.aitsl.edu.au/docs/default

source/apst-resources/australian_professional_standard_for_teachers_final.pdf

(Accessed 10th

May 2016)

Attard, C. (2015). ‘Introducing iPads into primary mathematics classrooms: teachers’

experiences and pedagogies’, Integrating touch-enabled and mobile devices into

contemporary mathematics education, pp. 193-213.

ACARA (Australian Curriculum, Assessment and Reporting Authority) (2013).

General Capabilities in the Australian Curriculum,

http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview

(Accessed 10th May 2016).

Bray, A. & Tangney, B. (2015). ‘Enhancing student engagement through the affordances of

mobile technology: A 21st century learning perspective on realistic mathematics

education’, Mathematics Education Research Journal, Vol. 28 (1), pp. 173-197.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Mackay, J., McGill, M.,

Moss, J., Nagel, M.C., Nicholson, P. & Vick, M. (2013). Teaching: making a

difference, John Wiley & Sons Australia, Queensland.

Lau, W.W.F. & Yuen, A.H.K. (2014). ‘Developing and validating of a perceived ICT literacy

scale for junior secondary school students: pedagogical and educational

contributions’, Computers and Education, Vol. 78, pp. 1-9.

NSW DEC (New South Wales Department of Education and Communities (2012).

‘NSW DEC Literacy Continuum’,

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/continuum/k6

_contin_2012.pdf (Accessed 11th

May 2016)

NSW DET (New South Wales Department of Education and Training)(2008). ‘Quality

teaching to support the NSW Professional Teaching Standards: Linking the NSW

Professional Teaching Standards and the NSW Quality Teaching model’,

https://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%20Te

aching%20Framework.pdf (Accessed 10th

May 2016).

Pegrum, M., Oakley, G. & Faulkner, R. (2013). ‘Schools going mobile: A study of the

adoption of mobile handheld technologies in Western Australian independent

schools’, Australasian Journal of Educational Technology, Vol. 29 (1), pp. 66-81.

http://www.aitsl.edu.au/docs/default

http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/continuum/k6_contin_2012.pdf

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/continuum/k6_contin_2012.pdf

https://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%20Te%09aching%20Framework.pdf

https://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%20Te%09aching%20Framework.pdf

Vialle, W., Duchesne, S., McMaugh, A., Bochner, S., Krause, K., Lysaght, P. &

Verenikina, I. (2013). Educational Foundations. South Melbourne,

Victoria: Cengage Learning Australia. Supporting Websites:



vhttps://syllabus.bostes.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf




Appendices Appendix One – Blog Snapshots

Draft Page

Tools Page

Published View

Comments Section

Appendix Two – Adobe Premiere Elements 14 Snapshots

Available tools

Example of Image with Text

Appendix Three – ICT Classroom Rules

Appendix Four – Cardboard short story structure cut-outs

Appendix Five- Video Story Assessment Rubric

1

2

3

4

5

WEEK OF UNIT MAIN TASKS – Assessment

GUIDE SUMMARY

‘My Place’ – Guide students through reading,

viewing and discussions of the text. Conduct

research and review of historical information and

record into history books. Explore the use of first-

person narration.

Time: -Weeks One-Five

BLOG – Use kidblog.org (Miss McGarry’s Year Four

Class) to model and guide students’ development

of a personal blog. Students will reflect, evaluate

and share from activities from ‘My Place’. Revise

safe & responsible use of ICT.

Time: -Weeks One-Five

SHORT-STORIES – Use teaching & learning cycle to

guide students through first-person narratives in

short-story form. Skills: structure and sequencing,

language devices and originality.

Time: -Weeks Two-Four

VIDEO STORY – In groups of three, students will

sequence a short story, design a script and shoot a

3 minute film using their BYOD I-Pads and Adobe

Elements on classroom laptops. Theme will be

‘My Place’ – use features from text. Films will be

presented at the conclusion of the Unit

Time: -Weeks Three-Five.

Introduction to Unit – Blog/’My

Place’ – Model and Guide

Explore short-stories: structure

& language

Begin design of video story –

practice ICT skills in Adobe

Work on video-story – review

blogs so far

Completion and Presentation of

video story – conclusion of unit

Week One

- Explore blog

- Model & Guide

blog

- Read & Explore

2 decades

Week Two

- Model & Guide

Short Story

- Develop story

sequence

- Blog/’My Place’

Week Three

- Assign groups &

explain video

story activity

- Revise Adobe

Elements


Week Four

- Group-work

time


Week Five

- Complete video

story

- Present to class


Resources

Wk1 – ‘My Place’, Internet, BYOD,

Smartboard

Wk2 – ‘My Place’, Internet, BYOD, short story

examples + sheets, Smartboard

Wk3 – ‘My Place’, Internet, BYOD, class

laptops


laptops


laptops, Smartboard

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