Assignment 2B - teaching the humaties - folio
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Dec 6, 2023
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Assignment 2b: Folio Part B
Jasmin Dunseath Swinburne Online University
EDU40011: Teaching the Humanities
ELA: Meagan Wilson
Student Number 103235287
Due date (8/02/2023)
3. Teaching within the Humanities
Inquiry question – What makes a place special? [Foundation]
Lesson 1:
Are we there yet? By Alison Lester | Engage
This activity will begin by grouping the students to sit on the mat for the introduction process of reading the picture book ‘Are we there yet?’ written by Allister Lester, (2004). The children are to discuss their ideas on what they think the book is about before starting the book. This will enhance the children's engagement with the new topic. Once finished reading the story, the students are encouraged to discuss the various places in the book and what their favourite place may have been and why. This stage of engagement relates to the content descriptor (ACHASSK015) as it enhances the students understanding of the places people live in and belong to, their familiar features and why they are important to people (Australian Curriculum, Assessment and Reporting Authority), [ACARA], 2018 v.8.4).
Lesson 2: visual representation/ poster activity |
Explore
Students are to form groups of two and begin to gather images of various places that they have visited around the world or within their community. Once images have been chosen the students will begin to cut them out to produce a poster. The whole class is to come together and join a circle as each group will individually stand up to present their ‘Places poster.’ Teacher is to ask questions such as “Why is this place special to you? and encourage the rest of the class to pose and ask questions to enhance and deepen class discussion. These questions are age appropriate and easy to understand yet enhances inquiry. Implementing the Australian curriculum content descriptor of posing questions about past and present objects, people, places, and events (ACARA), ACHASSI001, 2018) v.8.4)
Lesson 3: Power point presentation
| Explain
A power point is to be presented by the teacher including pictures of diverse types of places from around the world. The students are to think about how these places may be cared for or are not cared for by others or us. Dissecting the topic further the teacher is to pose questions such as “what type of animals do you think live in this place” or “what type of work do you think others do to care for this area?”. This will enhance each child's ability to draw upon “simple conclusions based on discussions, observations and information displayed in pictures” (ACARA), ACHASS1008, 2018a, V.8.4). Deepening their understanding of the Australian curriculum content descriptor “T
he reasons why some places are special to people, and how they can be looked after (ACHASSK017) [ACARA], 2018). Lesson 4: interactive video (The world Indigenous) |
Elaborate
Through this elaboration stage, the teacher is to present the interactive video ‘The world Indigenous’. Through the collaboration with this video the students are able to recognise and
acknowledge that indigenous people have particular lands and places that are special to them. The video explains their cultural significant impact it has on Australian history and its land. By introducing this video activity, it allows children to understand indigenous speakers and enhances their comprehension of the land which we live on. This activity extends on their knowledge of what certain aspects makes a place special and important (ACARA, ACHASSK016, 2018).
Analysis of assessment strategies When approaching assessment strategies for the previous unit of work, both the formative and summative assessments are beneficial to assess the students learning and overall development. Throughout the course units, formative assessments will be implemented and recorded to gain ongoing information about the child's learning and development. Continuing from the inquiry method previously explored, ‘evaluate’ is the fifth E remaining from the process (Lederman, 2011). Through these assessment strategies, it allows each student to demonstrate their abilities and to show that they obtain the disposition and skills
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within their development of humanities. Asking questions allows educators to document and record student results on the spot and motivates and encourages children to critically think and share their ideas with amongst one another acting as an informal assessment (
Gilbert, Tudball & Brett, 2020), allowing teachers to observe how much their huminites skills and development. Assessment tasks planned before the unit can be beneficial to students learning.
For example, a series of questions:
Engage
– Do the students comprehend that that there are different places in the story and that that it’s on Australian land? Explore - Can
they recognise special places in their community? Explain – Can they justify in detail why its special to them and what they would do to care for it? Elaborate – Can they identify place in Australia that represent various different backgrounds and cultures? By preparing a series of questions as shown, it can give teachers crucial information and leads a unit with better intentions with their teaching goals. They will be able to have specific assessment task suited to each child's needs as not every child will learn the same.
With this assessment approach, constructive feedback can be given to each child regarding their observed development. Ensuring that the feedback is detailed, understandable and age
appropriate for the students to understand and comprehend is important (
Brookhart, 2017),
giving the students the feedback possible to better their learning. To conclude the assessment of this unit, summative assessment approach will be used. Lesson 5:
Places Diary/Journal |
Evaluate
This learning experience allows the students to create their individual ‘places’ diary. Each student will retrieve images or draw their favourite place. They will then write and explain why it is their favourite place and how they think that land and area is cared and respected for. The students are then able to keep their diary to record future places that remain special
to them. Through this learning experience with drawing, written text and images, it allows
students to fully demonstrate their understanding of recognising how some places are special to people and cared for. Representing the Australian Curriculum achievement of students obtaining the disposition to describe the features of familiar places and recognise why some places are special to people (ACARA), 2018).
Controversial topic
January 26
th
| Year 3
A current controversial topic to investigate would be ‘Australia day’ also known as ‘Survival Day,’ and ‘Invasion Day.’ Many people still celebrate this day without the full understanding of the impact it had within Australian history and on its people. Many people do not because
they utterly understand what this day truly represents. In 1938 this day had been recognised
and considered to be a day of mourning for many indigenous and Torress strait islander people (Pearson and O'Neil, 2009). It is important for educators to acknowledge that this can
be a very fragile subject to teach and to be sure to include a learning environment that ensures and considers the safety and emotional wellbeing of children is priority. The 8 ways of learning method would be used towards the lesson. Australia Day book by Stan Grant
The topic of the lesson will be introduced by reading the book ‘Australia Day, written by Stan Grant. This book acknowledges and addresses the controversial topic of ‘Australia Day’. It dissects the reconciliation and the struggles that exist for Indigenous and Torres strait islander people within Australia. To extend on the student's comprehension of this topic, an incursion can be prepared to get a local Indigenous Elder speaker to speak to the class group. The speaker can dissect and further delve deeper into issues such as the impact of colonisation and to further explain how this day represents sorrow, mourning and hurt for many, thus deepening their ability to understand and sympathise with past historical events.
Dream time rocks:
An additional activity to address this topic can include implementing a lesson where the students are given the opportunity to create their very own dream time rocks. Dream time
rocks can be used to represent different historical places and landmarks based on Australian land. Implementing this activity allows for children to further deepen their understanding and further explains indigenous people's connection to nature and their society. Dream time
rocks can represent ancestral spirits that have developed over the land and represents important geographic sites and places. Collaborating and sharing the class’s Dreamtime rocks with one another to enhance questioning and inquiry on the topic is in reflection to the Australian Curriculum content descriptors of evaluation and reflection, interacting with others with respect to share different points of view (ACARA), ACHASSI059, 2018). Introducing different perspectives about how Australia's history and past events have shaped the country and can create an inclusive learning environment. To extend on this learning, the students can be split up into two groups and they will both present an oral presentation, each group gets 15 minutes to discuss and prepare for their presentation. The presentations should include facts and indigenous landmarks and sites. Encourage questioning at the end of each presentation. This allows children to cross into other learning areas within the curriculum such as (ACARA), ACELY
1647, 2018).
Humanities across the school
Humanities within the school community can have a beneficial impact within becoming a part of their society and community. Implementing interdisciplinary approaches throughout the school community allows for fun educational learning experiences (Jones, 2010). Out of classroom learning experiences has been shown to be beneficial and inspiring for children, giving them skills and abilities, they can use later throughout their life (
Claiborne, Morrell, Bandy & Bruff, 2014). (Frodeman, 2013) stated that these type of
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learning experiences allow students to identify and experience how humanities can be imbedded in the real world, it allows them to become a part of their community and their association towards it. An example can include the school hosting a market/bake sale, the students will then be assisting in the making and development of the market. As the students will be baking, selling, creating art pieces to display for an art gallery and actively contributing to their community, their development within economics and business will further develop and they will gain a greater compression of the real world and touching other learning areas such as English mathematics, home economics and marketing. The market can also assist in other learning areas and skills such as teamwork development and critical thinking and social development (Larsen, Walsh, Almond & Myers, 2017). This allows all children and people of the community to participate despite age or needs and abilities. F
or example, a year two should be able to count and order small Australian coins according to their value (ACARA), ACMNA034, 2018). Whilst a year six can investigate and calculate percentage discounts of 10%, 25% and 50% on sale items from the market (ACARA), ACMNA132, 2018). The summative assessment approach can be used to receive an overall evaluation of their development. Students need to understand concepts from a theoretical point of view in order in assisting them with these out of classrooms experiences (Fraser, 2012). Students should be given opportunities where they are able to participate in both theory and hands on out of classroom experiences which relate to their learning. By encouraging this, it is ensuring that all children can reach to their full abilities, an opportunity to extend on their learning and overall humanities skills and development and as previously mentioned is a beneficial teaching approach. For example, a child would not be able to bake unless they had some background knowledge of numeral recognition, measurement, or fractions. If they didn't have some sort of background knowledge, It would be a lot more difficult for them to complete that task.
Appendix
Book fair/week
School market
Bake sale
School fete
Plant a tree day
NAIDOC week
Student councils
Local community clean up
School community clean up
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References
(Australian Curriculum, Assessment and Reporting Authority), [ACARA], 2018 v.8.4). HASS
foundation – 10 retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/humanities-and-social-sciences/
(Australian Curriculum, Assessment and Reporting Authority), [ACARA], 2018 v.8.4). English,
literacy. Retrieved from: https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?
strand=Language&strand=Literature&strand=Literacy&capability=ignore&priority=ignore&ye
ar=11574&elaborations=true&cd=ACELY1647&searchTerm=oral+speaking#dimension-
content
Brookhart, S. M. (2017). How to give effective feedback to your students
. ASCD. Retrieved
from: https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/How-to-Give-
Effective-Feedback-to-Your-Students-2nd-Edition-sample-chapters.pdf
Claiborne, L., Morrell, J., Bandy, J., & Bruff, D. (2014). Teaching outside the classroom. Center
for Teaching, Vanderbilt University
. Retrieved from: https://cft.vanderbilt.edu/guides-sub-
pages/teaching-outside-the-classroom/
Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. Second international handbook of science education. Retrieved from: https://link.springer.com/chapter/10.1007/978-1-4020-9041-7_79
Frodeman, R. (2013). Sustainable knowledge: A theory of interdisciplinarity
. Springer. Retrieved from: https://link.springer.com/chapter/10.1057/9781137303028_4
Gilbert, R., Tudball, L. & Brett, P. (Eds.) (2020). Teaching Humanities and Social Sciences: Teaching and
Learning across Australia
(7th ed.). South Melbourne, VIC: Cengage Learning. Retrieved from: https://full-bookshelf.vitalsource.com/#/
Lederman, J. S. (2011). Levels of inquiry and the 5 E’s learning cycle model. Best Practices and Research
Base
. Retrieved from: http://www.ngspscience.com/profdev/Monographs/SCL220407A_SCI_AM_Lederman_FP.pd
f
Pearson, W., & O’Neill, G. (2009). Australia Day: A Day for all Australians? In National Days. Palgrave Macmillan, London.
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