EDP4130 – Resource Design Ideas

Good afternoon everyone!

I would like to share with you my design ideas for the two resources I am going to be designing. Please see below. It would be wonderful if you could take a look at these ideas and provide some feedback. Thank you very much!

Kind regards,

Liz

Yr 2: Design and Technologies Resource – Spectacular Spinners

Content Descriptions

Knowledge and Understanding – Assigned

Explore how technologies use forces to create movement in products (ACTDEK002)

Process and Production Skills

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)

This resource will be designed for year 2 students. They will be investigating how technologies, such as spinning toys, use forces to create movement and how materials, tools and techniques enable their design.

Format of resource

The format of the resource will be on my pre-service teacher blog and all resource components will be accessible there. The resource consists of a unit, spanning over an eleven-lesson period. The resource includes:

  • a unit plan (on website) for the educator
  • assessment task booklet and rubric (word documents)

For the first four lessons, students will work through a series of learning activities. They will learn about the purpose/need for, design features of, materials/tools/techniques used to make and forces placed on, a variety of spinning toys.

During the following seven lessons, students will work through the assessment task booklet to complete the given project.

The challenge: Create an exhibit for a Past and Present Toy Museum (to be created in our classroom) that includes:

1)   A display (image and written description) of the mammandur (an aboriginal spinning toy from the past).

2)   A new moving toy you will design and create.

3)   A floor plan for the setup of exhibit tables.

4)   A sign for your exhibit.

5)   Your completed design booklet.

 

Yr 5: Digital Technologies Resource – Nifty Networks 

Content Descriptions

Knowledge and Understanding

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Process and Production Skills – Assigned

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

 

This resource will be designed for year 5 students, providing foundation knowledge of the representation of data, digital systems and networks.

 

Format of resource 

The format of the resource will be on my pre-service teacher blog and all resource components will be accessible there. The resource consists of a unit, spanning over a ten-lesson period. The resource includes:

  • a unit plan (on website) for the educator
  • assessment task booklet and rubric (word documents)
  • student WebQuest, (provides a digital workspace where students can independently work through and access a range of learning materials and activities, such as:

o   viewing powerpoints and videos

o   finding and reading information from websites

o   printing copies of resources

o   accessing the class website.

 

For the first six lessons, students will work through learning activities via the WebQuest. They will learn about representations of data, components of digital systems and how digital systems can be connected to create a network and transmit data.

During the following four lessons, students will work through the assessment task booklet to complete the given project.

The challenge: New iPads have arrived in the school and members of the school are unsure of how to connect them to other digital systems, in order to transmit data. A page has been created on our class website, where people in the school community can visit to find network designs and instructions on how they can connect their iPad to other digital systems. You are required to contribute a network design (involving at least three digital devices) and accompanying written steps to instruct others on how to create the network.

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I do, We do, You do – Explicit Teaching

I was able to relate to Sandra’s blog post, as I too used the explicit teaching framework of (I do, We do and You do). This approach is effective in scaffolding students’ learning, where the students are clear on the teachers expectations of learning tasks. I have outlined each component below.

I do: The teacher explains the expectations of the activity and demonstrates what the students are required to do. (This step allows students to get a clearer picture of what they are required to do and also provides and example, which they can refer to when completing their individual task).

We do: Both the teacher and students work collaboratively to complete the task. This step encourages participation from the students, which they will then draw upon when completing their own individual task.

You do: The students work individually to complete a given task. (The students will draw upon their knowledge, understandings and skills developed during the (I do and We do sections).

Click here for more information about this explicit teaching framework.

Interactive Whiteboard (Not so interactive)

I was able to relate to Caitlin Seng’s blog post, as I too had an interactive whiteboard in the classroom that lacked the interactive component. Firstly, I am pleased that I wasn’t the only one who had experienced this issue and secondly, this issue significantly affected my ability to use ICTs, in order to meet the needs of the students within the class. My class consisted of 6 diagnosed students who had difficulties remaining engaged during learning experiences. Therefore, I had to provide engaging, hand-on activities in order to maintain their engagement and ultimately enhance their learning. Using the interactive whiteboard for interactive activities did not work, as the only real benefit of the interactive whiteboard was its ability to project information onto a larger screen for all students to see. This was a real shame on my professional experience and I feel that we shouldn’t get marked down for not using ICTs because we are actually meeting the needs of our learners by using hands – on learning activities.

This article presents other disadvantages for using Interactive Whiteboards in the classroom.

Hands – On Learning Experiences

As Chanel highlighted in her blog post, I also struggled to use ICTs in the classroom. Within my class there were 6 diagnosed students who had difficulty maintaining their focus within the classroom. It didn’t take me long to realise that these students needed to be actively involved in their learning, from manipulating objects to physically moving around the classroom. Also, like Chanel my whiteboard was not interactive, therefore ICTs did not enable me to do this. These students we not going to sit on the carpet watching me (the teacher) complete the activities under their direction. Therefore, I had to create engaging, hands – on experiences for these students to engage in – to learn. I too hope I am not going to get marked down for the minimal use of ICTs in my lessons.

This article highlights great benefits of hands – on learning in the classroom.

Composite Classes

Upon reading Mellissa’s blog post, I began to realise some similarities we shared, in terms of our professional experience contexts. I noticed that we both taught a composite class in a rural area. However, my context was Year 2/ Year 3. It was upon looking at this similarity that I began to reflect upon my experience of teaching a composite class. I found it very challenging as for every one lesson I was having to plan two lessons, one for the grade 2’s and one for the grade 3’s. This was very time consuming and exhausting, in comparison to teaching classes with only one year level. It would be interesting to hear how Mellissa felt about this aspect of her professional experience.

I found this article particularly interesting, in terms of the positives and negatives of teaching composite classes.