Context+and+rationale

​ 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: what values support our school community?

183 words Rationale: (I am happy with this arrangement, just thought we were adding onto the lesson sequence part????)

RATIONALE: 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).

*** Hi, there were one or two typeos (just extra words etc. which I corrected, hope that is okay, you lot of have probably read things so many times that they wouldn't stand out. Also,I assume this is where you want the conclussion? Hi Luke, yes this is where the conclusion needs to be. I am a little concerned however as lesson 4 is not there from Julianne. I think you will have about 100 to 150 words to play with. (Lisa), oh and thanks for the punctuation edit 9.48am 1/8) **

With the expansion of technology and the plethora of media in use today it is essential that students are not only literate but multi-literate. The ICT resources in use within our lesson plans are not only active and motivating, they are providing students with the vital opportunity to enhance 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)
 * Hi, there were one or two typeos (just extra words etc. which I corrected, hope that is okay, you lot of have probably read things so many times that they wouldn't stand out. Also,I assume this is where you want the conclussion? I have provided two possible conclussions based upon notes and quotes found on the page however i don't know if you have used them elsewhere and assumed from what you had written that you were considering using them as part of the conclussion, either way if you don't like either conclusion or like/dislike aspects of both do with them as you please. Hope it's okay, let me know. **Okay Lisa I've just read what you wrote, so do u want me to extend, will do happily, however just will wait to see feedback on what I have already written.**

 There are, according to Stevens (2008), “many ways that technology interacts and intertwines with academic and interpersonal life.” The ICT resources that we have used in the planning of our lessons provide students with the opportunity to not only develop academically, but also socially, ensuring that students possess multi literal skills of a level that allows them to function and succeed in an ever changing world.  Stevens, V. (2008) //Multiliteracies for Social Networking and Collaborative Learning Environments.// Retrieved September 30, 2009 from []

Here is a longer version if needed, I have to go to the drs soon so if it is okay then go with it otherwise make whatever changes deemed necessary or you can textme on 0439306413 and let me know what you think and what you need me to change.

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 ) (102 words) just in case you wanted a longer one I combined the two. Still don’t know if it’s okay. Stevens, V. (2008) //Multiliteracies for Social Networking and Collaborative Learning Environments.// Retrieved September 30, 2009 from []

Thereby the learning sequence represents effective planning that promotes students learning with an inquiry based approach supported by ICT resources and tools that are integrated in learning activities across the curriculum.   Reflection on resources: The resources implemented into the learning sequence support students’ inquiry based learning within authentic learning experiences. · Variety of resources used to promote student motivation and engagement · Resources support inquiry focus and data presentation · Resources are accessible to students. · Specifically the resources implemented accommodate for an inquiry based approach as they promote opportunity to analyze, research, record and form opinions in respect to the values that underpin our community. ·

the use of digital cameras and powerpoint presentations allows students to engage in an authentic use of technology rather than just using resources that provide opportunity for drill and practice. (Sigafoos and Green reading- Technology and Teaching)

=__Implication for teaching and learning: **__= 
 * Ensuring access and availability of digital tools, cameras etc.
 * Ensuring appropriate grouping of students when using ICT related resources-it may be appropriate to place more competent students with weaker ones when working in pairs.
 * Ensuring the need of students with disabilities are catered for.
 * Monitoring appropriate use of ICT related resources eg. The internet and digital cameras.
 * Ensuring formative assessment takes place to ensure student understanding and ability to use ICT related resources.
 * Ensure as the teacher we are proficient and familiar with ICT resources before using them in the classroom, ensuring understanding of their features etc.
 * Managing students behaviour when using ICT resources, ensuring students are being respectful and responsible with the internet and ICT tools (digital cameras, computers)
 * Time management, ensuring students stay on task when using ICT related resources.

Effective ICT teaching practice relies upon teachers having the appropriate skills and knowledge relevant to the use of ICT. > Im not sure whether this helps but I was thinking of some broad statements....i will leave them here for now and look at how to incorporate them into the rationale tomorrow...way too tired right now! I THINK THESE STATEMENTS BELOW IN RESOURCE REFLECTION DISCUSSION. (Lisa) = = = = = = REFERENCES: ​(Just thought might be a good idea to start adding references to a list, it is easier to delete ones that we dont use but a pain to have to go searching when assessment tasks are complete). Department of Education and Early Childhood Development. (2009). Corporate Plan 2009-2011. Retreived September 27, 2009, from [] Lovat, T. (2003). The role of the teacher: //coming of age?//Australian Council of Deans of Education, Bundoora, Vic.
 * the use of digital cameras and powerpoint presentations allows students to engage in an authentic use of technology rather than just using resources that provide opportunity for drill and practice. (Sigafoos and Green reading- Technology and Teaching) Maybe we could link this to the constructivist belief that authentic tasks must be provided for students to effectively construct new knowledge??
 * we could sum up with the notion that in today's society students need to be more than just literate, they need to be multiliterate and the ICT resources that we have used provide opportunity for students to enhance their multiliteracy?? (Sigafoo and Green again) According to Lovat (2003, p.1) a “major challenge for the teaching profession in the twenty-first century is to prepare young people to live and work in a world characterized by constant change and uncertainty”.
 * According to the Department of Education and Early Childhood Development (2009) successful learners, ‘have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all areas”.
 * ICT supports inclusion
 * ICT promotes authentic learning and problem solving/investigating
 * ICT appeals to and is relevant to digital natives
 * ICT encourages students to learn and to present performances of understanding using a variety of preferred modes
 * ICT offers teachers a range of assessment strategies

Lê, T., & Lê, Q. (2007). Using computers to promote literacy development. In J. Sigafoos & V. Green (Eds.), //Technology and teaching// (pp. 41-50). New York: Nova Science. Murdoch, K., & Hornsby, D. (1997). //Planning curriculum connections: Whole school planning for integrated curriculum//. Armadale, Vic: Eleanor Curtain.

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett,. B., R. (2009). //Psychology applied to teaching.// 1st Australian Ed. Milton, Qld; John Wiley & Sons Australia.