You
can find the full script for Podcast 29 at
http://www.pataphysics.net.au/mysf_project/mysf_scripts/index.html
| Documents used for discussion and analysis |
| Links to the QTM project and personal pedagogies |
| Resource list |
Documents used for discussion and analysis
The following documents were used, in the order below. The short stories were saved in an RTF format for use on the ActiveVision board, or as an audio mp3 file.
The following documents and texts were available through
the class VLE for download and one, the short story by Damon Knight (1949),
was given to the class in hard copy, read and discussed in the lesson prior
to the focus class. The Bailey story was used in the class after the
focus class.
‘The Smile’ by Ray Bradbury (1952) and the 30 minute X Minus One episode ‘A Pail of Air’ (Lefferts, 1956) were available
as further reading and study for students to download through the VLE.
| Documents and audio | So |
| damonknight_not_bang.rtf |
Knight, D. (1949). ‘Not with a Bang’. From The Magazine of Fantasy and
Science Fiction, WWinter edition. Mystery House Publishing. |
| dalebailey_end_world.rtf |
Bailey, D. (2004). ‘The end of the world as we know it’. Published
in i style="mso-bidi-font-style:normal">Fantasy and Science Fiction,
October/November, 2004. |
|
Bradbury, R. (1952). ‘The Smile’. Published in
Fantastic Magazine,, Number
19. Best Books. |
|
| xminusone_560328_APailOfAir.mp3 |
Lefferts, G. (1956). A Pail of Air. Radio broadcast adapted from the short story by Fritz
Leiber and adapted by George Lefferts. The episode was number 44 and
was broadcast by XMinus One on 28/3/1956. The file runs for around
26 minutes and takes up around 12 MegaBytes of space. The file is
xminusone_560328_APailOfAir.mp3 |
|
class_focus_taronga_video_ response_page.doc |
Word 2003 sheet used for the focus class |
Links to the QTM project and personal pedagogies
The focus class is a QTM project, based on the introduction of the Quality Teaching model to schools in the region. The focus class follows several weeks of work, as described in the background Teacher's Guide to the study. The outcomes for the focus class relate to 'Intellectual Quality', specifically 'Deep Knowledge' and 'Deep Understanding' (NSWDET, 2006a: 16).
'Deep knowledge' must focus on a number of key concepts within topics, requiring clear articulation of the relationships between and among concepts. Further, the task should require "sustained focus on key concepts and ideas" (NSWDET, 2006a: 16).
'Deep understanding' requires students to demonstrate deep rather than superficial understanding of their learning and "requires students to provide information, arguments or reasoning that demonstrate deep understanding" (NSWDET, 2006a: 18).
Suggested classroom practice could include the mapping of outcomes and content so that the lesson focuses on illustrating significant concepts while addressing manageable amounts of content, with "select specialised resources including the Internet and multimedia (NSWDET, 2006: 17).
Suggestions for deep understanding include a "range of opportunities within the lesson for students to demonstrate deep understanding, eg problem solving in a group, [and] developing or answering probing questions" (NSWDET, 2006: 19).
As seen in the background section, the writer's personal pedagogies follow modified Constructivist models based in the Jonassen Constructivist Learning Environment (CLE) model, looking to offer complex and ill-defined problems to students as part of problem-solving (Ilomaki et al, 2003 & McLoughlin and Luca, 2001).
It is hoped the focus class and the whole unit of work outlined here satisfies these complementary pedagogies.
Ilomäki, L. (Ed.), Jaakkola, T., Lakkala, M., Nirhamo, L., Nurmi, S., Paavola, S., Rahikainen [Veermans], M. & Lehtinen, E. (2003). Principles, models and examples for designing learning objects (LOs) Pedagogical guidelines in CELEBRATE. A working paper for EU-funded CELEBRATE-project, delivered May 2003. Retrieved 7 May, 2005 from
http://www.helsinki.fi/science/networkedlearning/texts/principlesforlos.pdf
Jonassen, D. (1998) 'Designing Constructivist Learning Environments'. In C.M. Reigeluth (Ed.) Instructional theories and models. Mahwah, NJ: Lawrence Erlbaum Associates. [online] Available http://www.psu.edu/insys/who/jonassen/cle/cle.html
Kelleher, V. (1986). Taronga. Scoresby, Victoria: Penguin Group Australia. Paperback 9780140326314
McLoughlin, C. and Luca, J. < (2001). 'Quality in online delivery: what does it mean for assessment in e-learning environments?", in Meeting at the Crossroads proceedings of Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 9-12 December, Melbourne.
NSWDET (2006). A classroom practice guide: Quality teaching in ACT Schools. Copyright NSW Department of Education and Training. Canberra: Publishing Services for the ACT Department of Education and Training.
NSWDET (2006a). An assessment practice guide: Quality teaching in ACT Schools. Copyright NSW Department of Education and Training. Canberra: Publishing Services for the ACT Department of Education and Training.
ends
 mySF Project is licensed under a
Creative Commons Attribution-Noncommercial-No Derivative Works 2.5 Australia License. |
