Final+draft



CONTEXT
This learning sequence has been planned for a grade three and four class. The grade consists of 25 students (13 boys and 12 girls). One male student is autistic and is supported full time by an integration aide. This student prefers to work individually with aide support, however will work collaboratively in a small group of three or four. The students have high level computer skills and are capable of using computers independently for basic skills such as using the mouse as a navigational tool, touching typing and understanding hyperlinks. They have the ability to use Microsoft Office products such as Word, Excel, Powerpoint and Publisher; as well as Windows products such as Movie Maker and Photo Gallery. The students have access within the classroom to an interactive whiteboard (IWB) and six computers. In addition students have access to the computer lab consisting of 26 computers for 90 minutes per week. This learning sequence has been planned to enhance students’ higher order thinking skills through inquiry based learning. The lessons planned are based upon an inquiry focus question: W hat values support our school community?

=LESSON SEQUENCE=

Lesson 1: Tuning In

 * Introduce inquiry based topic question - What values support our community?
 * ​Students to brainstorm values of the community, supported b y whole class creation of a KWL chart.
 * "I think" ICT resource to be viewed on Interactive Whiteboard.
 * Students to write a sentence in answer to "I think community means..." (and share with group)
 * Students to create a wordle using the sentence created.

Lesson 2: Finding Out

 * Circle time warm up activity. Students to choose a picture card from a collection within the circle. Taking it in turns students are to interpret what value they deem the picture to represent and why?
 * N eighbourhood Charter resource (students work in computer lab - independently)
 * Teacher to create a list of "possible" community problems. Students to choose a problem to solve and represent the issue and solution on a poster in groups of two for classroom display. Posters to be supported by written text in a variety of fonts on word and web based images.

Lesson Plan 3: Finding/Sorting Out

 * Students to create a list of values as a whole class collaborative task.
 * Student to create a survey using the class values list. Survey to be created using web based resource;
 * vels.vcaa.vic.edu.au/downloads/supportmaterials/.../Fieldwork.doc - ​ or [|http://www.surveymonkey.com]
 * Survey staff members in regard to their rating of a set of values.
 * Students to record data in a bar graph using microsoft excel spreadsheet. Bar chart graph web site : []
 * Results to be published in the school newsletter.

Lesson 4: Conclusions

 * For Students to photograph images that represent a positive school community or that represent the values of the school community. (flickr)
 * Students to use powerpoint to present their findings in response to "What values support our school community?
 * Students to give an oral presentation supported by the powerpoint.
 * Selected powerpoints to be published on the school intranet.

ICT RELATED RESOURCES USED

 * Computers
 * Access to arrange of micosoft office products, powerpoint/word/microsoft excel
 * Interactive whiteboard
 * //I think//- web based learning resource: [|www.learningfederation.com]
 * Wordle- [|www.wordle.com]
 * //Neighbourhood charter-// web based learning resource: [|www.learningfederation.com]
 * Digital camera
 * Web based survey design: vels.vcaa.vic.edu.au/downloads/supportmaterials/.../Fieldwork.doc - ​ or [|http://www.surveymonkey.com]
 * Bar chart graph web site; []
 * Search engines - Google & Bing
 * flickr - online photo management

RATIONALE (MINUS CONCLUSION)

The learning sequence ‘School community’ caters for students in grades 3/4. The sequence is inquiry-based, meaning “an approach in which the teacher and students identify questions about a topic or issue and students explore these by gathering data and testing their conclusions” (Woolfolk & Margetts, 2007, p.346). The inquiry- based key question is ‘what values support our community’. The inquiry-based sequence includes opportunity for students to explore, investigate, analyse, collect and record data to support forming conclusions. (Woolfolk & Margetts, 2007). The lessons are sequenced with a scaffolded approach to support learning commencing with directed and shared tasks to independent investigation and presentation of findings. The lessons represent effective planning based on summative and formative assessment to ensure that students have the necessary inquiry based and learning domain skills relevant for successful participation in the learning sequences. Assessment ensures that learning activities cater for all the students’ abilities. (Burden, 1995) Assessment throughout the unit includes observational checklists, Integrated Studies Learning journal entries, rubric, informal observation and achievement against the Victorian Essential Learning Standards, and is a key component to ensure that student learning is catered for and enhanced. “Assessment is built in to teaching and learning in order to monitor the progress of individuals and maintain accurate, transferable records that inform the planning for further learning”. (Victorian Curriculum Assessment Authority 2005)

Lesson one ‘Tuning in’ is the introductory lesson. The learning areas which can be drawn upon to help students 'tune in' are brainstorming, 'I think' video and Wordle. ‘I think’ is an engaging introduction activity that provides students with various perpectives in regards to how 'community' is viewed. This resource will enhance student learning as it is relevant, visually appealing, uses age appropriate language and promotes collaborative learning opportunities such as sharing ideas and understandings. The ‘I think’ resource brings a new experience to students. “To qualify as a learner, change must be brought on by experience" (Woolfolk & Margetts, 2007, p.220). In addition the 'I think’ resource enhances learning through a scaffolded approach to promote ideas to support a relevant wordle creation. The ICT resources used within this lesson engage student learning that is within their zone of proximal development (Vygotsky,1939???). This refers to " the distance between a person’s current level of independence functioning and what they can achieve with the assistance of others” (Woolfolk & Margetts, 220, p.56).

Lesson two focus' on 'finding out' information to support the inquiry focus, based upon the web-based resource 'Neighbourhood Charter". This resource is implemented as an independent activity to support students to develop perspectives and key understandings of values within a community. The resource is visually stimulating and interactive which supports student motivation and engagement.(Roblyer & Doering, 2010). All students within the class have the skills necessary to engage and participate successfully with this learning resource. Student learning is enhanced by a scaffolded approach that includes directed, shared and independent learning experiences to promote a student centred inquiry in respect of the values that support our community.In addition this lesson incorporates the skill of word processing to support producing a poster to record findings. Robyler & Doering (2010, p. 115) state that "no other technology resource has had as great an impact on education as word processing". This is attributed to word, saving time and enhancing appearance of writing through use of various fonts and designs.

The third lesson, 'sorting out' requires the students to gather information and explore the values associated with the school community. The students will collect all the data and make a graph. The use of survey and graph creation web based resources promotes interactive learning; they encourage active engagement in the inquiry process (Lê and Lê, 2007). By using these resources students are assisted in the creation of effective, appropriate documents as the templates guide them; these resources allow students to focus on the more pertinent problem of what must be included in their surveys rather than focusing on how to make a survey. It allows students to define their thoughts about the inquiry question whilst not distracting them from their task (Lê and Lê, 2007). Using ICT related resources to assist students in the creation of bar graphs provides students with concrete experiences to increase their knowledge (Roblyer and Doering, 2010). Constructivists believe that for students to construct new knowledge they need to be active, hands on participants in their learning rather than passive receivers (Woolfolk and Margetts, 2007).

Students learn effectively when they are actively involved in the gathering and processing of information that is relevant to them exploring the inquiry question (Murdoch and Hornsby, 2007). The resources used in this lesson assist students to refine their own thinking by gathering information and presenting their findings. The use of survey creating sites to gather information through to the graph creating resources used to present findings provides scaffolded learning; allowing students to acquire new information in steps is vital to knowledge construction (Roblyer and Doering, 2010). Allowing students to have control over what content is added is vital to an effective inquiry unit (Murdoch and Hornsby, 2007).

Lesson four, the final lesson; ‘conclusion’ will focus on the school itself. Students will go around the school and take photo’s that represent a positive school community. Following this, students will create a PowerPoint presentation of their findings in response to the question; ‘What values support our community’. The students will present their presentations to the class to show what they have learnt throughout the four lessons. Student’s knowledge construction and problem- solving skills can be improved through a wide variety of computer applications, many of which involve collaboration on learning projects (Snowman, 2009, p.368). PowerPoint is an exciting resource used to enhance student learning as it allows the students to make a personal connection to the required task, it is visual and students are able to share learnt knowledge. Students can polish their oral presentations by recording their voices and setting the timer feature to automatically advance the slides. When the students use the audio with their presentation they can practice their speaking skills. This resource is appropriate as it is a good example of a learning activity enhanced by technology. Students are able to select their own photographs and create a PowerPoint story of what they believe are the ‘values that support their community’. Cooperative groupings allow for collaboration as students brainstorm, create and critique their work.

 In addition to planning the lesson sequence numerous implications need to be considered to ensure effective student learning takes place. When planning a learning sequence that includes many ICT related resources it is vitally important to have access to resources as they are needed. This may require booking certain digital tools (cameras) or ensuring the computer lab is available. Another consideration is to ensure that students use ICT related resources appropriately and responsibly. The role of the teacher thereby incorporates educating students of the rules associated to accessing ICT related tools and sites to ensure both students and technology tools are protected. In addition teachers need to continually supervise and monitor students to ensure rules are upheld and that students remain on task, particularly when using the internet for research. In regards to working collaboratively it is important that students are grouped appropriately to promote optimum learning opportunities for all. Heterogenous grouping for example may be beneficial where some students are weaker in ICT skills than others. By grouping these students together they can scaffold each others learning, not only the weaker students learning from the more able but also the more able students consolidating their understanding as they support others (Woolfolk and Margetts, 2007). Above all else it is imperative that the teacher is proficient and familiar with ICT resources before using them in the classroom, ensuring understanding of their features and their appropriate and effective use. An effective inquiry unit that incorporates ICT related resources relies upon teachers having the skills and knowledge relevant to the use of ICT (Roblyer and Doering, 2010).

 There are, according to Stevens (2008), “many ways that technology interacts and intertwines with academic and interpersonal life.” With the expansion of technology and the plethora of media in use today it is essential that students are not only literate, possessing the necessary skills for reading and written communication; but multi-literate. The ICT resources in use within our lesson plans are active and motivating, and provide students with the vital opportunity to develop socially and academically while enhancing their multi-literacy skills to a level enabling them to “live and work in a world characterized by constant change and uncertainty”. (Lovat, 2003, p.1 )