Pedagogy Map
Curated Scoop it collection
Access my scoop it here.
The key artefacts underpinning my learning activities is 9 Ways to Plan at the Transformational level.
Inspiration was also drawn form Top 10 Free and Paid Interactive Timeline Makers and Human Rights Watch.
The key artefacts underpinning my learning activities is 9 Ways to Plan at the Transformational level.
Inspiration was also drawn form Top 10 Free and Paid Interactive Timeline Makers and Human Rights Watch.
Learning Sequence
The learning sequence presented below is embedded into a larger unit covering the second world war as per the year 10 curriculum. The aim of the unit is to analyse the characteristics of Germany at the time of the Holocaust and the different perspectives of participants. It is inquiry based and enables students to critically analyse and consider the ethics behind these actions. Furthermore it seeks to link the past to the present through the incorporation of modern human rights abuses. Helping to stop stereotypes and allow students to empathise with their struggles. All instructions and resources will be added to a teacher run Weebly to make sure they can work on their tasks outside of school hours.
These activities allow students to think critically and creatively by developing inquiry questions, researching, analysing information, considering multiple perspectives and discussing issues with open ended answers.
Personal and Social capabilities are addressed through enabling collaboration, allowing students to express their ideas and participate in learning tailored to their particular interests, thus directing their learning. It also promotes working together and giving feedback. Furthermore it promotes advocacy and the overall contribution people can make for the greater good of the community.
Students get the opportunity to look at diverse values and perspectives and how they are influenced and shaped. It also allows them to draw of the consequences of such actions. Learning enables students to view ethical issues regarding the treatment of human being over a long period of time. Students raise questions about issues and discussion occurs within the classroom.
Finally intercultural understanding is incorporated by reflecting on similarities and differences between cultures. Students should understand what motivates and drives beliefs within culture, such as the media. Students should be left with a responsibility and an appreciation for diversity.
Phase 1
- As a class we will briefly discuss the key ideas students know about the Holocaust.
- The teacher will draw together and summarise the key conceptual understanding of this time.
- Due to the online nature of several research and inquiry activities, safe, legal and ethical practices online will be discussed. This includes copyright, cyber safety, cultural sensitivity and communication. It will also discuss giving feedback and insight into the work of peers. Students should respect the feelings of others when evaluating work.
- Students will scope out questions they would like to answer regarding the ethics surrounding the behaviour of the nazis and holocaust. This gives students control and choice over their learning and forces them to think about what aspects of the unit are important to them. Ideas may include:
- The motivation of the Nazi’s.
- Why the german people did not do more.
- Students will then create a google map. Here students will locate Germany and create a country profile of its religion, demographic and wealth during this time. The teacher will provide an example of England for students to model theirs off, modelling information. This information will be added to the drop pin along with a visual representation of the country. Underneath students will identify similarities between Australia and our shared beliefs with Europe. This activity is designed to demystify the idea that some religions or cultures are more violent or barbaric.
- Students are encouraged to add other information about the past that interests them to this map.
Phase 2
The aim of this activity is to examine and analyse ethical issues of the past and the consequences of these decisions. It is also to highlight that these atrocities did not happen overnight. In fact over several years, during a difficult time for german people they were gradually led to accept the human rights abuses present in Nazi Germany.
- This will focus on the lead up to the Holocaust.
- Students will find one event prior to the war that indicated people were losing their rights. Examples may include:
- Hitler tries to overthrow Weimar Republic
- Non aryan’s in school legislation
- The Reich Citizenship Law
- Closing unions.
- Censoring information
- Nuremburg Laws
- Euthanasia
- Slave labour
- These dates will be added to a collaborative online timeline. https://timeglider.com
- This will allow learners to see the work of others and scaffold their research.
- As a class we will discuss the finding and students will be given the opportunity to present their idea and elaborate as to why these initiatives took place, including the well being of the german people at the time.
- Finally the class will identify modern issues in relation to each topic they have discovered. This may include:
- Media blackouts of the war in Iraq.
- Dismantling trade unions and the minimum wage.
- Internet censorship in Australia and the world.
- This activity is designed for students to critically analyse how history is shaped and how government can influence ideas. It seeks to deconstruct the opinions of the Nazis.
Phase 3
The aim of this lesson is to show what motivates individuals. Students will seek to understand the motivation and suffering that influenced the german population.
- As a class we will discuss the role of the media and it’s power on people ideas and values.
- Students will deconstruct a propaganda poster from the war.
- Students will be sectioned into small groups allowing more capable students to work with those struggling. They will research nazi propaganda and anti nazi propaganda through google images.
- Students are asked to convert the people represented into todays world. Who could these people represent today? What countries do they represent? Why are they seen as evil? How are they different?
- Examples could include: ISIS, Russian, Syria, Trump.
- Students will present their ideas to the class.
- This will involve looking at multiple perspectives, seeking to understand culture and the role of the media.
- Students will then look at current government advertisements and how they influence their emotions.
Phase 4
This phase discusses the minority groups affected by the war. Students can choose a minority group and present a brief multimodal presentation on their experiences during the second world war then design a plan to prevent future human rights abuses. The idea of this phase is to really link the human rights issues and lack of ethical behaviour to the modern world. For students to understand these issues are still very much apart of the world today.
- Students will independently or in a group find a minority group that interests them. Examples may include:
- LGBT
- Children
- Women
- Modern Slavery
- Disabled people
- Using Mindmeister they will map out their research plan along with key inquiry questions. This will help them visualise the process and organise data.
- The teacher will then review these maps to ensure students are guided on the correct path to maximise their learning.
- They will show this map to their peers for feedback. Students will be reminded that feedback is used proactively. There is no place for bullying and communication of ideas should be in a respectful manner.
- Using the internet they will begin to research their topic. A group wiki page will be set up by the teacher in which students must post the resources they have found to help others discover content.
- We will discuss the use of sources and the revisit the safe and ethical protocols when using the internet. In particular referencing and copyright.
- The presentation will consist of three parts. This can be displayed using a timeline, powerpoint, video etc.
- Experiences of the group before the war around the world.
- Experiences of the group during the second world war.
- Experiences of the group today.
- Finally a Prezi will be designed displaying a plan of action to stop such injustice. Students will use the internet to research and google images to gather photos. This will include students contacting pre arranged charities involved in protecting the rights of these citizens. Here students will organise a time to contact the organisation along with their questions. This will assist in creating a meaningful and authentic learning experience for students. They can then send their Prezi to the organisation and ask for feedback. These presentations will them be displayed to a junior class to scaffold their learning for the following year.
Student Narrative
I have some trouble reading at school. Sometimes I miss key information because I just can’t keep up with the rest of the class. I really enjoy using the computers though and working in groups.
Phase 1
Today we talked about the holocaust. It’s so sad what happened to those people. How could governments let that happen. We talked about working online and that we had to be careful about or safety and stealing other peoples work. We got to think about issues in the Holocaust and think about questions we would like to know more about. We then got on google maps. I didn’t know I could make my own map. I always see my parents use it on their phone so it was fun to use. We made a profile on Germany and I was so surprised to see the majority of them were white and christian. There was hardly any spelling which I liked.
Phase 2
Today we started talking about the lead up to the war. We researched things the Nazi’s did to take away the rights of people. It was so crazy they didn’t let them own businesses and started telling newspapers what to right. That would never happen these days. I thought the Holocaust happened really suddenly. I realise now that people were slowly brainwashed. We made a big group timeline online and everybody got to put something on. This gave me a good overview of how many years it took for people to change. The Nazis were around for a long time. We talked about each topic as a class and all got to share our ideas. We then through about modern day and what we see in the media. I started to realise some of this stuff was still happening today.
Phase 3
I really enjoyed looking at the posters today. I always see ads and news on facebook. The posters were like comic book heroes and villains. We talked about how the media makes people out to be bad and how they can trick people. We started to think about who the media doesn’t like today like muslims. Lots of my family complains about muslims. We looked at ads and how they make them out to be. I realise how powerful the media is in trying to tell us how to think. I guess if you see the same message enough times you slowly start to believe it.
Phase 4
We had already learnt about all the people the Nazi’s killed in the war. I really liked being able to pick my own group of people rather then the teacher tell me which one. I got to work with someone a bit ‘smarter’ to help me. This was great. I like working in a group and being able to talk about my ideas. Together we decided we would do disabled people. My uncle is in a wheelchair so this really interested me. We used the concept map to think about questions we needed to answer. Lucky my friend was there because I have a lot of trouble organising information. Once it was finished it was so great to see everything organised. We kept going back to the map to make sure we were on track. We worked together with a computer each and started to research. I discovered so many terrible things that happened to disabled people before the war. I was also shocked to realise some people just kill disabled people or put them in what look like jails in other parts of the world. How is that possible? It was really great to be able to call a lady that worked for an organisation that gives money to help struggling families that have disabilities. She gave us some awesome ideas. We made a prezi which was time consuming but so much fun. It has a lot of different options. Finally we got to teach younger students about the issue. I was a bit nervous but not as much as I thought because they are only little. They were really interested. We decided we would organise a bbq for the charity and try and help some people to.
Phase 1
Today we talked about the holocaust. It’s so sad what happened to those people. How could governments let that happen. We talked about working online and that we had to be careful about or safety and stealing other peoples work. We got to think about issues in the Holocaust and think about questions we would like to know more about. We then got on google maps. I didn’t know I could make my own map. I always see my parents use it on their phone so it was fun to use. We made a profile on Germany and I was so surprised to see the majority of them were white and christian. There was hardly any spelling which I liked.
Phase 2
Today we started talking about the lead up to the war. We researched things the Nazi’s did to take away the rights of people. It was so crazy they didn’t let them own businesses and started telling newspapers what to right. That would never happen these days. I thought the Holocaust happened really suddenly. I realise now that people were slowly brainwashed. We made a big group timeline online and everybody got to put something on. This gave me a good overview of how many years it took for people to change. The Nazis were around for a long time. We talked about each topic as a class and all got to share our ideas. We then through about modern day and what we see in the media. I started to realise some of this stuff was still happening today.
Phase 3
I really enjoyed looking at the posters today. I always see ads and news on facebook. The posters were like comic book heroes and villains. We talked about how the media makes people out to be bad and how they can trick people. We started to think about who the media doesn’t like today like muslims. Lots of my family complains about muslims. We looked at ads and how they make them out to be. I realise how powerful the media is in trying to tell us how to think. I guess if you see the same message enough times you slowly start to believe it.
Phase 4
We had already learnt about all the people the Nazi’s killed in the war. I really liked being able to pick my own group of people rather then the teacher tell me which one. I got to work with someone a bit ‘smarter’ to help me. This was great. I like working in a group and being able to talk about my ideas. Together we decided we would do disabled people. My uncle is in a wheelchair so this really interested me. We used the concept map to think about questions we needed to answer. Lucky my friend was there because I have a lot of trouble organising information. Once it was finished it was so great to see everything organised. We kept going back to the map to make sure we were on track. We worked together with a computer each and started to research. I discovered so many terrible things that happened to disabled people before the war. I was also shocked to realise some people just kill disabled people or put them in what look like jails in other parts of the world. How is that possible? It was really great to be able to call a lady that worked for an organisation that gives money to help struggling families that have disabilities. She gave us some awesome ideas. We made a prezi which was time consuming but so much fun. It has a lot of different options. Finally we got to teach younger students about the issue. I was a bit nervous but not as much as I thought because they are only little. They were really interested. We decided we would organise a bbq for the charity and try and help some people to.
ICT Outline
ICT |
Who will use it |
Purpose |
Timeline |
Collaborative timeline between students. |
Display the passing and time visually. Students will find information independently and contribute to the group project. Teacher will guide students in their research through prompting and add any key events that have been missed. |
Mymaps |
Individual students |
Visualise information. See the world as a whole and distances between places to form relationships. |
Mindmeister |
Individual students or pairs |
Organise information and make a plan. |
Internet |
Students |
Researching information in align with the curriculum. Accessing resources and communicating with peers and professional. Displaying information. |
Prezi |
Individuals or groups |
Displaying information gathered and presenting in a visual format. |
Google images |
Individual students or small group |
Add visual evidence and data to the presentation. |
Weebly |
Teacher |
Provide instructions, links and resources for students. |
Email |
Students and teacher |
Communicate with each other and external organisations. |
Professional Networking and Learning
The main rationale behind professional learning communities is to provide support, shared ideas and knowledge to others within the field. They are aligned with the idea of connectivism that ideas are in a constant state of change. As a result learning occurs through diverse opinions, specialised connections, identifying gaps in learning and ensuring information is up to date (Siemens, 2005).
AITSL standard 6.2 and 7.4 have been addressed throughout this course.
6.2 Engage in professional learning and improve practice
Due to the rapid rate society is changing and the increase on expectations of teachers, continued learning and improvement is vital to maximise pedagogical abilities. Only through continued learning can I be constantly build my knowledge and improve my pedagogy. My continued university studies engaging in tutorials, keeping up with reading and submitting assessment have given me a wealth of knowledge that is forever growing.
Having access to university resources and tutorials has given me insight into a huge amount of theories and information. Using Weebly and Scoop it has given me access to other professionals and their ideas. I cannot express how helpful this has been throughout the course. Each site allows networking through comments and act as exemplars of expectations. I have gleamed countless ideas and connections through this access. It has given me confidence and kept me focused. I have been able to contact other students directly for assistance and apply their ideas in assessment and my own teaching practise.
My time at Calen District College was when things really started to fall into place for me. I was able to network with four other student teachers which helped, not only relieve my anxiety about things, but also to start sharing our interpretations and ideas about pedagogy.
Even more importantly was the access to other professional teachers and have professional conversations. As a small school all teachers are in the same staff room, which allowed me great access to pick their brains every lunch time. I have now spent on average an hour per day over the last few weeks discussing issues and pedagogy within the school environment. Issues included behaviour management, the curriculum, external issues affecting students and how the school works with the community to develop strong relationships. These conversations led me to apply knew strategies in the classroom and organise my lessons differently based on their expertise, thus gradually improving my practise.
Attending staff meeting also gave me further insight into the dynamics of teacher relationships and professional development opportunities in the field. I was impressed to note how democratic the decision process within Calen District College is.
It is also here through my daily contact I learnt the true value to feedback and reflections from professionals. Receiving feedback and critically analysing my practice daily, allowed me to identify gaps in my knowledge and immediately seek to remedy these issues. Becoming a lifelong learner is not only the aim of the curriculum but my aim as a teacher. Embracing the knowledge of others and participating in more courses in the future is how I will ensure I stay up to date with current research and practise and am able to ensure I am maximising the potential of all of my students.
7.4 Engage with professional teaching networks and broader communities
As part of this course we were to engage through scoop it. I have to admit I found this entire second half of the course quite overwhelming. The articles and content on Scoop it was very interesting however I have been so busy with practical work, preparing lessons, reading content and writing assignments that I did not have much time to explore as much as I would have liked to. I can definately see the value in being able to organise information into groups, curated content will make information much more organised. I am now following many of my fellow university peers and several professional individuals and organisations. I see great value in it as a networking and learning tool and I will continue to explore it further.
I have however engaged with professional teaching networks in a variety of ways. Firstly a group of local university students, also studying teaching have got together to form a Facebook group. This has proved a vital support throughout my studies. The more intimate setting of Facebook and limited members allows me to more freely express my opinions and ask questions without feeling ‘dumb’. I also closely follow the university Moodle site which gives me great insight, although I am personally more comfortable reaching out to others through Facebook or one on one.
As discussed above I have had endless opportunities now to network with teachers in class, at meetings and in the staffroom at Calen District College whose insights have been amazingly valuable. School camp also gave me the chance to network with the parents. I also attended a reconciliation celebration involving local indigenous people and plan on attending the go cart race and relay for life later in the term. As a resident of this area I am also part of several community Facebook pages involving events and local history in my area as well as general teaching groups.
I also look forward to becoming a member of the following associations:
Overall the networking and communications with other teachers have been vital for my motivation and survival as a student teacher. As Gonzalez (2004) states knowledge in the world doubles every 18 months (Siemens, 2005). As a result the need for constant learning is paramount. Their constant support, advise and humor have been key in keeping me on track.
This course has given me a true understanding of the need for higher order thinking and reaching the transformative levels of SAMR Model. The top Skills employers today are looking for include digital literacy, critical thinking and creativity (FYA, 2016, p.10). I realise the need to give relevance and context to learning (Revington, n.d). Students should be having authentic learning experiences that can be incorporated to life outside the classroom. Problem based learning provides the opportunities for students to develop the higher order thinking needed in the world today. The Four C's is useful in designing such tasks. Communication can be used to discuss, see different perspectives and show students how to function as a group. Students can then apply this knowledge through creative problem solving and reason. Collaborations allows students to build relationships and take responsibility for their learning (Weimer, 2013). The use of ICT in the classroom is endless. The rate at which new technologies are being designed will continue to give teachers more opportunities to improve pedagogy.
References
Foundation for Young Australians (FYA). 2016. THE NEW BASICS: Big data reveals the skills young people need for the New Work Order. Retrieved from
https://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdf
Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved December 10, 2004 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.
Revington, S. n.d. Defining Authentic Learning. Retrieved from
http://authenticlearning.weebly.com/
Siemens, G. 2005, January. Connectivism: A Learning Theory for the Digital Age. Retrieved from
http://www.itdl.org/Journal/Jan_05/article01.htm
Weimer, M. 2013 March. Five Things Students Can Learn through Group Work. Faculty Focus. Retrieved from
https://www.facultyfocus.com/articles/teaching-professor-blog/five-things-students-can-learn-through-group-work/
AITSL standard 6.2 and 7.4 have been addressed throughout this course.
6.2 Engage in professional learning and improve practice
Due to the rapid rate society is changing and the increase on expectations of teachers, continued learning and improvement is vital to maximise pedagogical abilities. Only through continued learning can I be constantly build my knowledge and improve my pedagogy. My continued university studies engaging in tutorials, keeping up with reading and submitting assessment have given me a wealth of knowledge that is forever growing.
Having access to university resources and tutorials has given me insight into a huge amount of theories and information. Using Weebly and Scoop it has given me access to other professionals and their ideas. I cannot express how helpful this has been throughout the course. Each site allows networking through comments and act as exemplars of expectations. I have gleamed countless ideas and connections through this access. It has given me confidence and kept me focused. I have been able to contact other students directly for assistance and apply their ideas in assessment and my own teaching practise.
My time at Calen District College was when things really started to fall into place for me. I was able to network with four other student teachers which helped, not only relieve my anxiety about things, but also to start sharing our interpretations and ideas about pedagogy.
Even more importantly was the access to other professional teachers and have professional conversations. As a small school all teachers are in the same staff room, which allowed me great access to pick their brains every lunch time. I have now spent on average an hour per day over the last few weeks discussing issues and pedagogy within the school environment. Issues included behaviour management, the curriculum, external issues affecting students and how the school works with the community to develop strong relationships. These conversations led me to apply knew strategies in the classroom and organise my lessons differently based on their expertise, thus gradually improving my practise.
Attending staff meeting also gave me further insight into the dynamics of teacher relationships and professional development opportunities in the field. I was impressed to note how democratic the decision process within Calen District College is.
It is also here through my daily contact I learnt the true value to feedback and reflections from professionals. Receiving feedback and critically analysing my practice daily, allowed me to identify gaps in my knowledge and immediately seek to remedy these issues. Becoming a lifelong learner is not only the aim of the curriculum but my aim as a teacher. Embracing the knowledge of others and participating in more courses in the future is how I will ensure I stay up to date with current research and practise and am able to ensure I am maximising the potential of all of my students.
7.4 Engage with professional teaching networks and broader communities
As part of this course we were to engage through scoop it. I have to admit I found this entire second half of the course quite overwhelming. The articles and content on Scoop it was very interesting however I have been so busy with practical work, preparing lessons, reading content and writing assignments that I did not have much time to explore as much as I would have liked to. I can definately see the value in being able to organise information into groups, curated content will make information much more organised. I am now following many of my fellow university peers and several professional individuals and organisations. I see great value in it as a networking and learning tool and I will continue to explore it further.
I have however engaged with professional teaching networks in a variety of ways. Firstly a group of local university students, also studying teaching have got together to form a Facebook group. This has proved a vital support throughout my studies. The more intimate setting of Facebook and limited members allows me to more freely express my opinions and ask questions without feeling ‘dumb’. I also closely follow the university Moodle site which gives me great insight, although I am personally more comfortable reaching out to others through Facebook or one on one.
As discussed above I have had endless opportunities now to network with teachers in class, at meetings and in the staffroom at Calen District College whose insights have been amazingly valuable. School camp also gave me the chance to network with the parents. I also attended a reconciliation celebration involving local indigenous people and plan on attending the go cart race and relay for life later in the term. As a resident of this area I am also part of several community Facebook pages involving events and local history in my area as well as general teaching groups.
I also look forward to becoming a member of the following associations:
- Australian Teacher Education Association
- History Teachers Association of Australia
- Australian Curriculum Studies Association
- Australian Council for Educational Leaders
- Australian College of Educators
Overall the networking and communications with other teachers have been vital for my motivation and survival as a student teacher. As Gonzalez (2004) states knowledge in the world doubles every 18 months (Siemens, 2005). As a result the need for constant learning is paramount. Their constant support, advise and humor have been key in keeping me on track.
This course has given me a true understanding of the need for higher order thinking and reaching the transformative levels of SAMR Model. The top Skills employers today are looking for include digital literacy, critical thinking and creativity (FYA, 2016, p.10). I realise the need to give relevance and context to learning (Revington, n.d). Students should be having authentic learning experiences that can be incorporated to life outside the classroom. Problem based learning provides the opportunities for students to develop the higher order thinking needed in the world today. The Four C's is useful in designing such tasks. Communication can be used to discuss, see different perspectives and show students how to function as a group. Students can then apply this knowledge through creative problem solving and reason. Collaborations allows students to build relationships and take responsibility for their learning (Weimer, 2013). The use of ICT in the classroom is endless. The rate at which new technologies are being designed will continue to give teachers more opportunities to improve pedagogy.
References
Foundation for Young Australians (FYA). 2016. THE NEW BASICS: Big data reveals the skills young people need for the New Work Order. Retrieved from
https://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdf
Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved December 10, 2004 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.
Revington, S. n.d. Defining Authentic Learning. Retrieved from
http://authenticlearning.weebly.com/
Siemens, G. 2005, January. Connectivism: A Learning Theory for the Digital Age. Retrieved from
http://www.itdl.org/Journal/Jan_05/article01.htm
Weimer, M. 2013 March. Five Things Students Can Learn through Group Work. Faculty Focus. Retrieved from
https://www.facultyfocus.com/articles/teaching-professor-blog/five-things-students-can-learn-through-group-work/