This is taken from my Science Education textbook, The Art of Teaching Science. Is this a science lesson gone wrong? or a science lesson gone right?
Jim (not his real name) was explaining homeostasis to his Year 12 biology class. Homeostasis is the process where bodily inputs and outputs are balanced to maintain a constant internal environment. To model body temperature regulation, Jim used a car engine’s cooling system to show how heat input and output are balanced. Read the rest of this entry »
A world without electrical shocks and stomach burns may be another story for another day.
I will admit to a love/hate relationship with paper over the last 25 years. For the pursuit of drawings, doodles, story writing, schoolwork, reports, certificates, laboratory notes, my thesis, and, yes, I’ll even admit pen and paper roleplaying games, countless forests have been sacrificed , and in my shame I have been loathe to just throw them away. At my mother’s there still remains a suitcase filled with 3 years worth of undergraduate biomed notes and study guides that I have yet to throw away, because ‘I went to all that trouble’ and ‘maybe it will be of use one day’.
I blame my mother for not buying me a computer and exposing me to digital media. These days I have been making progress in keeping my teacher-in-the-making resources more digitally based (powerpoints, activity pdfs, and lists of links) – but I still have a growing colony of paper sheets that I have had to recently sanction a humanitarian cull of over the Easter weekend. The new heater screen and my ipod touch will try and keep my digital honour intact. Read the rest of this entry »
Indulge in one more Facebook-related post, I have to share Lamebook – warning, don’t click if don’t want to waste a few hours – possibly the best real-life example of why you need to be careful about what you post on a public online forum.
For my multiliteracies assessment I have planned out (somewhat) a Swine Flu/Public Health unit for a hypothetical group of year 7s. The unit combines essential learnings mostly from the Key Learning Areas of English (we had to include English) and the Health in HPE (which suits disease units better than Science standards).
A main part of the unit planning task was to come up with multiple outcome tasks for our students, that would cater to a range of diverse learners. Gone are the days when everyone is expected to hand in a written information report. We had to design our tasks to combine not only multi-modes, but also cross-genre tasks.
The tasks I set this imaginary groups of four students were:
An animated morality play: Students would script and create an animated (stop-motion, flash-based, cut-outs) narrative short film that will educate a peer-level audience on appropriate disease prevention and control strategies during an influenza pandemic. This group would have some help in accessing technical expertise from a high school AV club (one good thing about a hypothetical classroom of hypothetical students with hypothetical tasks meant we could hammerspace mentors and equipment). Outcome: Script. Character outlines. Final edited video.
Expert interview podcast:Students would identify and approach a small number of relevant community opinion leaders (doctors, scientists, nurses, school officials, mayors etc.) to interview. They would then use excerpts of the interviews to assemble an audio podcast on disease prevention and control in the event of a local influenza outbreak. This group would also receive guidance from our friendly teens in the AV club. Outcomes: Question plans. Opinion leader profiles. Final edited podcast.
Public health campaign: Students will design an entire school-based public health campaign that would encourage peers to engage in activities that prevent and control spread of influenza. The school’s art teacher has thankfully volunteered to help students produce printed materials (posters, pamphlets etc.). Outcomes: Multiple campaign materials. PowerPoint and group oral presentation of campaign to class.
Digital art gallery: Students will create a digital art gallery centred on a specific theme related to pandemic prevention and control. Students select a variety of images and illustrations, decide how to arrange them appropriately to create a user-friendly interactive display. Each picture needs to be accompanied by a short amount of text. Outcomes: Digital gallery – pictures, captions, layout and interface.
Recommendation report: Students will research pandemic responses around the world and produce an information report that compares these with actions taken in Australia and then provides recommendation on actions Australia should enact in the future. The report is for the Federal Minister for Health and will have a cover letter that provides a synopsis of the reports findings. Students will also provide a small resource folder that reports on ‘further reading’ resources the minister could use. Outcomes: Cover letter/synopsis, information report, recommendations, resource folder.
What sort of learners do you think each task was designed to cater for? Do you think I missed out on a particular group of learners with these tasks? Do you have a preference for which task you would like to be allocated if you were in my hypothetical class of year 7s?
What do you think of the idea of students being set different assessment tasks? Is it fair? Is it realistic?
You may notice that some of these tasks overlap in both content, genre and modalities. This is deliberate. After all, I cannot be expected to teach five totally distinct learning outcomes to a single class at the same time (or am I?) All students are working towards the HPE Essential Learning to “understand how to/apply skills to promote health and wellbeing” among other things.
Note: This assignment has been handed in and is currently being marked. The above outcome tasks have been somewhat refined from their original state.
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