You
can find the full script for Podcast 29 at
http://www.pataphysics.net.au/mysf_project/mysf_scripts/index.html
part of the Quality Teacher project. More details on this project and the
process are available
on this link. The page was displayed on the IWB at the front of the class
and the points with links
seen below were used to aid the memory of the teacher for the planned
exercise.
| Agenda for the class: |
| Background to the focus class |
| Quotes and definitions - the future world: a warrior wasteland? |
|
The 'not so cosy catastrophe' of 'Not with a Bang' by Damon Knight |
| Five film trailers, five columns - need a pen and concentration |
| Describe the task |
|
Name in the top right |
| This is for assessment in participation, and for planning |
| Sheets collected at the end |
| last_man.avi |
 |
| omega_man.avi |
 |
| world_flesh_devil.avi |
 |
| quiet_earth.avi |
 |
| legend.avi |
 |
| Results from around the room |
|
Where was there disagreement? |
| What was the hardest to fill out? |
| Look at what the survivors learnt about themselves, their worlds |
| Look at the themes collected in the exercise |
|
Five minutes to discuss the themes to make a statement about them |
| Write a summative paragraph on the back of the sheet: |
| Themes and purposes of Post-Apocalyptic fiction |
| What are the writers and directors teaching their audiences? |
Inspiration to record student findings
| Fire up Inspiration with student in control |
|
What is the most important purpose of Post-Apocalyptic fiction? |
| How do you rank the purposes |
| Save to myclasses portal |
Inspiration file from the completed Focus Class
The saved file from the Focus Class (for more information please click here) is available on this site. Please click this link to look at the saved Inspiration Concept Map as a result of the points and processes, above.
Feedback on the activity from the class
|
Responses put up on VLE using Inspiration |
| Next class - Bailey's 'The end of the world as we know it' |
| What does Bailey's story say about the sub-genre? |
The focus class here is a set of instructions for one, special class as part of a study of Kelleher's Taronga (1986) and the sub-genre of Post-Apocalyptic fiction. Much more can be read about this page, the 'focus' of this resource website, in the Teacher's Background to the study.
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 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 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).
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
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. |
