You
can find the full script for Podcast 29 at
http://www.pataphysics.net.au/mysf_project/mysf_scripts/index.html
| Video segments used for discussion and analysis |
| Links to the QTM project and personal pedagogies |
| Resource list |
Video segments used for discussion and analysis
The following short video trailers were used, in the
order below. The videos were saved in an AVI format for use on the
ActiveVision board. Students in the focus class were
given a hard copy of a
Word document (available to be downloaded here) to comment on and chart
their responses to the videos in the appropriate categories.
The preferred model for this response was through the use of the ‘clickers’
as noted in the Background
document for teachers.
| Digital video link file | Source |
| last_man.avi
(6.4Mb) |
Ragona, V. (Director). (1964).
The Last Man on Earth. Based on
I am Legend by Richard
Matheson. Screenplay written by Richard Matheson and William
Leicester. Movie trailer, downloaded and edited from YouTube.com.
Retrieved 8 November, 2009 from
http://www.youtube.com/watch?v=i4mYireNvcg |
| omega_man.avi (17Mb) |
Sagal, B. (Director). (1971).
The Omega |
| world_flesh_devil.avi (12.9Mb) | MacDougall, R. (Director). (1959). The World, the Flesh and the Devil. Written by MR Shiel. Movie trailer, downloaded and edited from YouTube.com. Retrieved 8 November, 2009 from http://www.youtube.com/watch?v=25xsA5KS390 |
| quiet_earth.avi (15.7Mb) | Murphy, G. (Director). (1986). The Quiet Earth. Written by Craig Harrison. Movie trailer, downloaded and edited from YouTube.com. Retrieved 8 November, 2009 from http://www.youtube.com/watch?v=QdHoYtBzdX0 |
| legend.avi (12.5Mb) |
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 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).
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
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