edss223 assignment 2

EDSS223

ASSIGNMENT 2

JULIE PAPPS

STUDENT NUMBER: 220076557

TUTOR: KIM PORTER

PART 1:PLANNING A COGNITIVE INQUIRY

SEQUENCE.

WHAT CAN WE LEARN FROM FAMILY PHOTOS AND MEMORABILIA?

EARLY STAGE 1.

CHANGE AND CONTINUITY

OUTCOME: CCES1.1

Describes events or retells stories that demonstrate their own heritage

and the heritage of others (Board of Studies NSW, 2007, p. 20).

INDICATORS:

♦ Identifies and refers to relatives and people in their family

relevant to their life.

♦ Describes changes in their family both past and present.

♦ Presents a personally or family valued item relevant to their

past to share with the class.

♦ Recalls events and situations involving themselves and others(Board

of Studies NSW, 2007, p. 22).


CONTEXT OF SEQUENCE:

This sequence of learning activities would fit into a unit on

heritage that provides opportunities to explore family and

artefacts that are important in the lives of students and their

family both now and in the past. This sequence would be the first

question to be investigated in this unit (Board of Studies NSW,

2007, p. 43-45).


SEQUENCE INTENT:

This sequence will allow students to explore the structure of

both their own and other family structures. Students will be

able to compare and contrast their family with other students.

Students will also have the opportunity to demonstrate and

explore significant family items from their own and other

students families (Board of Studies NSW, 2007, p. 43 – 45).


SPECIFIC OUTCOMES:

Concepts:Lower Order: Family, siblings, parents, grandparents, photograph, special items.

Higher Order: Origin, interaction, immediate, extended, past,

Generalisations:Lower Order: Higher Order:

♦ Families are mum, dad, brother &/or sister. ♦ Families can consist of many different people.♦ Children develop as they grow. ♦ Families can be immediate or extended.♦ Memorabilia can be anything special to a family. ♦ Family members are significant and special.♦ Memorabilia is a precious item received from a significant elder. ♦ Families change over time in both in stature, growing♦ Photographs provide memories of special times for families. larger and / or smaller.♦ Extended families, aunties, uncles, grandparents, cousins. ♦ Memorabilia is a special item from the past.

Practical Skills: ♦ Constructing a poster to answer questions about their family photo and special artefact. ♦ Constructing a treasure box for the special items. ♦ Presenting the treasure box and family photo at show and tell. ♦ Listening to the Big Book of Families.

Social Skills:♦ Listening to other students present their treasure box.♦ Working cooperatively in pairs to develop poster.

Values and Attitudes:♦ Appreciating family members and items significant to their family.♦ Having respect for other peoples family members and special artefacts.

Resources: ♦ Big Book – Great Big Book of Families, by Hoffman & Asquith.♦ The Berestain Bears See, Think & Do Activity Guide.♦ The Family Poster Pack.

COGNITIVE INQUIRY SEQUENCE TABLE.

CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?CONTENT SAMPLE: Heritage, family structure and family artefacts.

STAGE OF SEQUENCE.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT

RESPONSES.

THINKING PROCESSES.

INTEGRATION AND / OR

ASSESSMENT EVALUATION.

Initiate. Brainstorm ‘What is a family?’ write all ideas on interactive whiteboard.

Read Big Book: Great Big Book of Families, by Marty Hoffman & Ros Asquith. (Hoffman & Asquith, 2010)

Add answers to original brainstorm activity on the interactive whiteboard with a new colour marker.

What do you think a family is?

Looking at the front cover of the big book, can you tell me what each persons role is in their family?

After reading the big book, has your idea of who can be a member of family changed?

Who else do you think could make up a family?

Mum, dad, me brother &/or sister living in our house.

Mum, dad, sister, brother, baby.

Yes.

Aunties, uncles, cousins, close friends, caregivers and mentors.

Retrieving.

Comprehend. Interpret.

English:TES1.1 – Talking and Listening. (Board of Studies NSW, 2007, p. 17).

COGNITIVE INQUIRY SEQUENCE TABLE Cont...CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?

CONTENT SAMPLE: Heritage, family structure and family artefacts.

STAGE OF SEQUENCE.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT

RESPONSES.

THINKING PROCESSES.

INTEGRATION AND / OR

ASSESSMENT EVALUATION.

Gather Information.

Ask students to bring in a family photo of a time when the family was doing something special, and a special artefact that was given to them by a special family member from when they were an infant or toddler,

Teacher to stick the copy of photo on an A3 size page and write the questions underneath the photo.

Teacher to read out each question in sequence and child to write simple answer next to question.

Who are the people in the photo?

Where was the photo taken?

When was the picture taken?

How has your family changed since the photo was taken?

How have you changed since the photo was taken?

What activities and movements are you able to do now compared to in the photo?

Mum, dad, brother & / or sister, grandmother, grandfather, aunt, uncle, carer etc...

At the park, at home, at Christmas, birthday etc..

5 years old.

We are all older. I’m a big boy / girl, I now have a sister & / or brother, We don’t live in that house anymore etc...

I have brown hair. I am taller, I can smile. I can stand up.

I can crawl, walk, jump, run, count, talk, sing, play, write, draw etc..

Observing.Recognising.Recalling.Comparing.

English.WES1.9 – Producing Texts. (Board of Studies NSW, 2007, p. 19).

COGNITIVE INQUIRY SEQUENCE TABLE Cont...


STAGE OF SEQUENCE.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT RESPONSES.

THINKING PROCESSES.

INTEGRATION AND /

OR ASSESSME

NT EVALUATIO

N.

Gather Information Cont...

Take a picture of the artefact and stick on same page as the family photo.

Teacher to write questions underneath photo and read out each question in sequence and child to write simple answer next to question.

What is the artefact?

Where can it be found?

How old do you think the artefact is?

What do you think it could be used for?

What is it made from?

Why is it special to you?(Porter, 2011, p. 2).

A Broach, a music box, a doll, a shell, a book, a bracelet.

Describing.Naming.(Porter, 2011, p. 15)


STAGE OF SEQUENC

E.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT

RESPONSES.

THINKING PROCESSES.

INTEGRATION AND /

OR ASSESSME

NT EVALUATIO

N.

Analyse and Organise.

Make a treasure box out of old shoe or gift boxes for a special family member (Nelvana. n.d. p. 14). See Appendix 1.

In the treasure box students can put their artefact and another two items from when they were an infant / toddler. (A note should be sent home with students ensuring the special items to be brought in are not breakable or valuable).

(Ask questions verbally to students individually as you walk around the room).

Who are you making the treasure box for?

Why is this person special to you?

What artefacts & / or special items are you putting in your box?

Grandmother / grandfather / carer / friend / neighbour.

They look after me, they take me on holidays, they play with me etc..

A Broach, a music box, a doll, a shell, a book etc.

Creating.Organising.Explaining.(Porter, 2011, p. 15)





STAGE OF

SEQUENCE.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT RESPONSES.

THINKING PROCESSES.

INTEGRATION AND / OR ASSESSMEN

T EVALUATION.

Synthesise and Conclude.

Ask students to invite the special person they have made the treasure box for to come to the classroom at a time organised after show and tell.

Students show and tell their treasure box contents and poster with family photo. Teacher to ask questions shown during show and tell.

Once finished the student can present the treasure box to the special family member if attending.

Who are the people in your photo?

Where was the photo taken?

Why do you think it is good to take photos of your family?

Who have you made your treasure box for?

What do you have in your treasure box?

Why are the items special to you?

There is mum, dad, grandmother & grandfather/s, me, sister / brother. On holiday, at the park, on a picnic, at a birthday etc..

It is good to take photos of family for memories of fun days and to see how I grow.

I have made my treasure box for my mum / dad / grandma / grandad / carer / friend etc..

In my treasure box I have......

They are special because......

Recognising.Explaining.Summarising.Producing.Carrying Out.(Porter, 2011, p. 15)

English.TES1.2 – Skills and Strategies. (Board of Studies NSW, 2007, p. 17).

Verbal assessment of understanding.

COGNITIVE INQUIRY SEQUENCE TABLE Cont...CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?

CONTENT SAMPLE: Heritage, family structure and family artefacts.

STAGE OF SEQUENCE.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT

RESPONSES.

THINKING PROCESSES.


T EVALUATIO

N.

Synthesise and Conclude cont...

Complete worksheet for assessment. (Appendix 2). Worksheet should be completed once show and tell is finished.

Who is the special person you have made your treasure chest for?

What is your favourite memory with this person?

My special family member is........... (write name of person and draw picture of person).

My favourite memory with this person is............. (write and draw picture doing your favourite thing with this person).

Recognising.Explaining.Summarising.Producing.Carrying Out.(Porter, 2011, p. 15)


Visual Arts.VAES1.1 – Making.(Board of Studies NSW, 2006, p. 24)

Collect worksheets for assessment.

STAGE OF SEQUENCE.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT

RESPONSES.

THINKING PROCESSES.


T EVALUATION

.

Apply. Families Poster Pack. These colour posters give students a look at all kinds of families and features families from a variety of ethnic backgrounds (Modern Teaching Aids, n.d. p. 1).

Students move into pairs and each pair are given a poster of a family. Each group answers the questions listed then presents it to the rest of the class.

What family members are in this photo?

What do you think they are doing?

How is this family different to yours?

Students state what members of the family are in the photo.

State what activity or celebration they think the family is doing.

This family is different as it has more / less people. Student points out which family members are added / missing. Wear different clothes.

EvaluatingOrganisingJudging

Interpreting

ComparingApplying(Porter, 2011, p. 15)

English.TES1.2 – Skills and Strategies.(Board of Studies NSW, 2007, p. 17).



STAGE OF SEQUENCE.

TEACHING / LEARNING

ACTIVITIES.

QUESTIONING SETS.

SAMPLE STUDENT

RESPONSES.

THINKING PROCESSES.


T EVALUATIO

N.

Reflect. On interactive whiteboard write questions and brainstorm with the students to make a list of answers to ensure students understanding.

Why are family photos important?

What can we learn from family photos?

Why is it important to keep memorabilia?

What can we learn from memorabilia?

To have memories for the future. To see what people look like when they were younger.

How families are all different and the different things families like to do.

It is important to keep memorabilia because the things are given to you from special people on special occasions.

We can learn what is special to different people and different families.

Evaluating

HypothesisingAnalysing(Porter, 2011, p. 15)



PART 2. EXPLANATORY REPORT.

THEORETICAL PURPOSE(S) FOR EACH STAGE OF THE IGASAR

PRACTICAL TEACHING AND LEARNING ACTIVITIES TO ACHIEVE PURPOSE(S)

During the initiate stage students are presented with the question to be examined. They will be required to recite previously known information and will brainstorm with the class as to what information is required for the enquiry (Porter , 2011, p. 4).

I plan on brainstorming what the students define a family as. I will then read The Great Big Book of Families (Hoffman & Asquith, 2010) to help the students think of the family as a big picture. We will then come back to the initial brainstorming list and add any further ideas to the list.

The gather information stage involves exploring an assortment of resources to find details that are easily retrieved during activities that are used to tie together information. No supposition is made at this point (Porter , 2011, p. 4).

During this stage the children will be asked to bring in a family photo and a special treasured item from home. The students will be asked several questions to get them to visually relate the photograph and memorabilia to their family and begin to show them that these items illustrate times from their past. They will make posters to document the answers to these questions.

The purpose of the analyse and organise stage is to group the previously collected data into familiar patterns so students can use practical, visual or concrete tools to make the information obvious to the whole class and usable in the next stage of discussion (Porter , 2011, p. 4).

I intend to have the students make a treasure box in which to put their family photo & memorabilia / treasures into to give to a special family member. This will help students acknowledge that family and certain artefacts are special for many different reasons.

The synthesise and conclude stage is used to engage students in a verbal discussion. To prompt and probe students to provide answers to the question under investigation. Once this discussion has provided the specific information required to answer the question, students can then demonstrate their understanding through written activities (Porter , 2011, p. 4).

The activities in this stage involve students presenting their treasure box for show and tell, explaining their family photo and what items they have in their treasure chest. The students will also be required to complete a written worksheet as part of their assessment answering the questions ‘My special family member is....... and ‘My favourite memory with this person is..... This is to show me their understanding of the concepts so far.

The apply stage engages students in tasks that will utilise their recently acquired knowledge in a new or changed scenario. The questions teachers ask will direct students to apply this new knowledge (Porter , 2011, p. 4).

For the duration of this stage I will present several different posters from the ‘Teachers Family Poster Pack’. These colour posters give students a look at all kinds of families and features families from a variety of ethnic backgrounds which will move the focus from their family onto different ethnicities (Modern Teaching Aids, n.d. p. 1).

PART 2. EXPLANATORY REPORT CONT...

THEORETICAL PURPOSE(S) FOR EACH STAGE OF THE IGASAR

PRACTICAL TEACHING AND LEARNING ACTIVITIES TO ACHIEVE PURPOSE(S)

The reflection stage requires students to discuss what they have learnt and give feedback on how effective the learning process was. Teacher questioning can also prompt introduction of the next sequence (Porter , 2011, p. 4).

On interactive whiteboard write questions and brainstorm with the students to make a list of answers to ensure students understanding.

Does the topic you have selected appear in the Australian History Curriculum?After reviewing The Australian Curriculum History Strand for The Foundation Year, the topic I based my inquiry sequence on ‘Change and Continuity’ does appear in the Australian Curriculum. Under the Foundation Year ACARA, 2011, para. 1).

Could you use the sequence you have planned to teach the Australian Curriculum in history? I could use the sequence I have planned to teach the Australian Curriculum in history for the foundation year. The sequence I have planned would fit in with the Key inquiry question’ What is my history and how do I know?’ (ACARA, 2011, para. 2).

BIBLIOGRAPHYACARA. (2011). History Foundation to Year 10 Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/History/Curriculum/F-10

Board of Studies NSW. (2006). Creative Arts K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/creative-arts

Board of Studies NSW. (2007). English K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/english Board of Studies NSW. (2007). Human Society & Its Environment K-6 Units of Work. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf

Hoffman, M & Asquith, R. (2010). Great Big Book of Family. Retrieved from: http://books.google.com.au/books?id=2BZD4YPu1lgC&printsec=frontcover&dq=the+great+big+book+of+families&hl=en&ei=eeybTsn-BMqfmQXgwuHtAQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDQQ6AEwAA#v=onepage&q=the%20great%20big%20book%20of%20families&f=false

Modern Teaching Aids. (n.d.). Families Poster Pack. Retrieved from http://www.teaching.com.au/product?KEY_ITEM=LS1456&KEY_ALIAS=LS1456

Nelvana. (n.d.). The Berenstain Bears, See, Think, Do Activity Guide. Retrieved from http://pbskids.org/berenstainbears/caregiver/Bears_AG_FINAL.pdf

Porter, K. (2011, August 18). Constructing Cognitive Inquiry Sequences [Lecture]. Armidale, Australia: University of New England, School of Education.

Porter, K. (2011). p. 2. Figure 6.1. Questions students can use to get evidence from primary sources. Resourcing HSIE / SOSE teaching and learning. [Topic notes]. Armidale, Australia: University of New England,

School of Education.

Porter, K. (2011). Sequencing learning activities to develop higher order thinking. [Topic notes]. Armidale, Australia: University of New England, School of Education.

Porter, K. (2011). Assessment sheet for Synthesise and Conclude Stage. [Topic notes]. Armidale, Australia: University of New England, School of Education.

http://www.australiancurriculum.edu.au/History/Curriculum/F-10

http://www.australiancurriculum.edu.au/History/Curriculum/F-10

http://k6.boardofstudies.nsw.edu.au/go/creative-arts

http://k6.boardofstudies.nsw.edu.au/go/creative-arts

http://k6.boardofstudies.nsw.edu.au/go/english

http://k6.boardofstudies.nsw.edu.au/go/english

http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf

http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf

http://books.google.com.au/books?id=2BZD4YPu1lgC&printsec=frontcover&dq=the+great+big+boo



http://www.teaching.com.au/product?KEY_ITEM=LS1456&KEY_ALIAS=LS1456

http://www.teaching.com.au/product?KEY_ITEM=LS1456&KEY_ALIAS=LS1456

http://pbskids.org/berenstainbears/caregiver/Bears_AG_FINAL.pdf

http://pbskids.org/berenstainbears/caregiver/Bears_AG_FINAL.pdf

APPENDIX 1

Nelvana. n.d. p. 14)

Assessment sheet for Synthesise and Conclude Stage:HSIE Sequence Question: What can we learn from family photos and memorabilia? Term: Week:Context of task: After working part way through an inquiry sequence based on the question ' What can we learn from family photos and memorabilia? ' the students were given a sheet of paper to draw themselves and their chosen special family member.Students were then asked to complete a sentence underneath their drawing ' My special family member is …………….The students were then asked to draw themselves and their special family member doing their favourite thing together. and their chosen special family member.Students were then asked to complete a sentence underneath their drawing ' My favourite memory with this person is …………….English OutcomesWS1.9 Learning to Talk and Listen – Uses spoken language for a variety of purposes of a range of familiar topics,

Talking and Listening can follow simple directions and tells about personal experiences. - Engages in conversations with peers and known adults.

Skills and Strategies - Develop listening skills through engaging in activities in which they need to listen attentively, eg, respond to a story or follow instructions.

- Takes part in class presentations in which students can develop composure, appropriate body language, gesture, facial expression and volume.

WES1.9 Learning to Write - Engages in joint and independent writing activities such as copying and tracing (Producing Texts) environmental print and labelling drawings.

- Independently writes simple texts for themselves on family topics, using pictures or their own choice of words.HSIE OutcomeCCES1 Significant Events and People – Describes events or retells stories that demonstrate their own heritage and Time and Change the heritage of others.

Indicators * Describes why family photos are important and what we can learn from family photos.* Explains why their memorabilia is special.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------Teacher Comment:This sheet would be attached to each student’s work sample collected in the Synthesise and Conclude Stage and indicators ticked and /or commented on by teacher.An overall comment would then be written to provide feedback regarding achievement. This information would then be recorded on to separate assessment sheets for this HSIE unit and English.

APPENDIX 2 (Porter, 2011, p. 7)

edss223 assignment 2

Self Improvement