Educ 8464 assessment ii part i
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EDUC 8464 Assessment II, Part I:. Aaron Bridges. Introduction. The Class Year: 10 The Topic: Society & Environment Beginning of a history program Introduction and refreshing on primary and secondary sources Importance of correct referencing

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EDUC 8464 Assessment II, Part I:

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Educ 8464 assessment ii part i

EDUC 8464Assessment II, Part I:

Aaron Bridges


Introduction

Introduction

  • The Class Year: 10

  • The Topic: Society & Environment

    • Beginning of a history program

    • Introduction and refreshing on primary and secondary sources

    • Importance of correct referencing

    • Referencing will be required for the essay due at the completion of the unit.


The lesson

The Lesson

  • Lesson 1:

    • By the end of the lesson students will be able to correctly search Google as well as other search engines using the correct methods

      • AND/OR operators

      • ( ), -, omissions of words, etc

      • Specific Objectives

        • ICP 4.1: Identifies the types of observations, data and sources appropriate to a topic and negotiates how they will be used to gain information.

        • The Creation and Use of Information (Year 10): Practices associated with referencing particular sources of information according to an established system (e.g. library referencing, networking protocols.)


The lesson1

The Lesson

  • Lesson 2:

    • By the end of the lesson students will be able to research given information and determine whether the source is a primary or a secondary source, and the consequences of both.

    • Specific Objectives:

      • ICP 4.2: Applies social-science data-gathering techniques to collect and record accurate information from a variety of perspectives.

      • ICP 5.2: Selects from a range of appropriate data sources and methods of recording that enhance the specific purposes of an investigation.

      • The Creation and Use of Information (Year 10): Practices associated with referencing particular sources of information according to an established system (e.g. library referencing, networking protocols.)


The lesson2

The Lesson

  • Lesson 3:

    • By the end of the lesson students will begin to demonstrate how to correctly reference sources of information.

    • Specific Objectives:

      • ICP 4.3: Identifies, selects and combines information from a variety of sources and perspectives, connecting similar ideas and making generalisations.

      • ICP 5.3: Collects evidence from a variety of sources and explains patterns in the evidence to draw conclusions that present a particular viewpoint.

      • The Creation and Use of Information (Year 10): Practices associated with referencing particular sources of information according to an established system (e.g. library referencing, networking protocols.)


Prior knowledge

Prior Knowledge

  • Students should already have a basic grasp of how to use Google and other search engines.

  • The concepts of referencing would have been explored in prior years in Society & Environment, and students should be able to undertake basic referencing tasks.

  • Students should also have a basic ability to search for specific articles that are given to them.

  • Materials/Resources

    Each student will require:

    • A computer

    • A handout that corresponds with each lesson, set tasks included


Detailed series of lesson steps

Detailed Series of Lesson Steps:

Lesson 1

  • Introduction of lesson through establishment of the importance of resources in history. (2-5min)

  • Ask class to demonstrate their understanding of how to use a search engine. (2min)

  • Question whether they are aware of the usage of operators, etc. (2min)

  • In front of class as a group ask volunteer to assist with doing a correct Google search using new techniques. (2-5min)

  • Provide a handout explaining the methods of how to use Google, and ask for resulting questions, if any. (5min)

  • Set research task on worksheet for class to complete (if not done becomes homework. (35min)


Detailed series of lesson steps1

Detailed Series of Lesson Steps:

  • Lesson 2:

    • Introduce class, and pose questions testing understanding of what primary and secondary sources are. (5-7min)

    • Once prior knowledge is established, provide examples and ask students to determine whether they are primary or secondary sources. (5min)

    • Hand out worksheet with list of resources. Students are to use there search engine skills from the previous lesson to find the listed resources and then are required to determine whether they are primary or secondary sources, listing why they think they are one or the other. (45min)


Detailed series of lesson steps2

Detailed Series of Lesson Steps

  • Lesson 3:

    • The class is introduced with a reflection of the previous lessons work, making sure that the content was completely understood by the class. (2-5min)

    • The topic of referencing in your own work is introduced in reference to the upcoming essay students will have to complete later on in the unit. Prior knowledge of referencing is gained through questioning. (2-5min)

    • A worksheet which provides a table template in order to reference in handed out and explained to the students. (2min)

    • Students are required to fill one out as a class with teacher assistance. (2min)

    • A list of resources is distributed and students are now required to search for the resources using prior skills, and reference them correctly under primary or secondary sources (pending). (40min)

    • Take any questions at the lessons conclusion to make sure that students have fully grasped the content of the lesson. (2min)


Assessment

Assessment

  • Throughout the three planned lessons, students will be required to submit the completed worksheet that corresponds with the lesson for an informal assessment.

  • Each lesson builds on the knowledge gained from the previous lesson. In order to complete the later lessons, content from the earlier lessons must be used.

  • The essay that will be submitted at the conclusion of the unit will have an assessable section in relation to research and referencing. This will allow a formal assessment of the outcomes introduced within these lessons.

    • Types of Assessment

  • The submitted worksheet within the lessons will be used as a form of informal assessment.

  • The final research essay and subsequent bibliography will be a form of formal assessment.

  • The monitoring of class activities will be used as a form of ongoing assessment.

    • Evidence of Learning

    • The ongoing completed worksheets will serve as evidence of the students learning.

    • The final research task will be evidence of whether students have understood the objectives of the lesson


Resources

Resources

Required resources for these lessons are:

  • Worksheets for each lesson that are to be completed by students.

  • A computer for each student with internet connection.

  • The only preparation that is required before these lessons is the creation of the worksheets that the students are going to use.


Conclusion

Conclusion

Positives

  • The lessons, while they may not be the most exhilarating activity that can be completed in an ICT class, they are lessons that are necessary, and extend far beyond the realms of the Society & Environment classroom.

  • The understanding of how to correctly reference and research will be extremely valuable for students in future years, particularly those who intend to go on to university studies.

    Negatives

  • Three consecutive lessons on computers could prove distracting for students. Or they may even become tiresome of the same process being done on computers.

  • Students who have minimal interest in the topic may struggle to become engaged in the lesson and what is asked of them


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