Beruflich Dokumente
Kultur Dokumente
Week 4 The US Civil Rights Movement and its - Show Youtube clip on Civil Rights - Youtube clip: US Civil Rights - Extension: Source
US Civil Rights influence on Australia. overview in US. Students are to take overview: booklet, students
Movement Students: notes while viewing. Teacher filmed https://www.youtube.com/watch? go through and
- Outline the aims and methods of the lecture on Jim Crows Laws, posted to v=URxwe6LPvkM. Google analyse each
US Civil Rights Movement Google Classroom, and shown in the Classroom. Jim Crow Laws source. Video with
worksheet. subtitles.
Standards for Teachers (APST), Standard 2.6, which dictates teachers must implement
2017). Teachers and students can benefit from utilising this break from conventional
teaching, to achieve academic success. In the literature review by Chandra & Mills (2015),
research proves that there is a correlation between ICT, student engagement and improved
outcomes (p.286). There are considerations to be made for the efficacy of ICT in classrooms,
Gil-Flores., et al. (2017) state that classroom use requires a positive attitude towards ICT
and its applications, and a constructivist methodology (p.442). My pedagogical aims are for
students to learn how to use technology effectively, to further their own educational goals.
Therefore, my unit outline makes use of many relevant ICT strategies to increase my
My students have access to Google Classroom, where I will film lectures in advance,
to be shown in class, and then viewed again after hours, perhaps for revision. I have chosen
to deliver a mini-lecture like this, rather than physically, as I can ensure I deliver the content
efficiently and timely, and be able to address possible behaviour issues simultaneously. The
lecture is succinct, and students can ask questions digitally through a Google Classroom
discussion board, or in class. This ICT approach is good if students are away, or are not very
good at taking notes, and so can pause and rewind if necessary. For additional needs, I can
YouTube clips, mapping and graphing programs, and online research. The use of ICT aids
visual learners; such as students with Autism Spectrum Disorder (ASD) (Rogers, 2013,
p.17). History requires substantial explanation, and is a word heavy subject which can
become disheartening for learners. When explanations are paired with visual tools, students
have more opportunity to comprehend (Rogers, 2013, p.17). Therefore, visual learners can
really grasp a concept when they are offered many ways to embed the content knowledge;
The Universal Design for Learning (UDL) offers students a variety of learning
opportunities. Teachers can employ this framework to instruct a diverse classroom, and
minimise behaviour management (Johnson-Harris & Mundschenk, 2014). UDL has three
Means of Engagement. These three principles interact to provide students with many
content. The unit outline reflects options such as Google Classroom, class discussions or
source analysis. This will give students the opportunity to ‘get-it’, if the first instructional
method failed. The Multiple Means of Expression is where students get to use the
information they have acquired. Activities are provided, which students can choose from, to
engage with the content. The lesson on Charles Perkins’ documentary source analysis,
provides students with the options to work in pairs, in groups, or individually to complete
the inquiry based learning. The Multiple Means of Engagement comes into effect when
judging the activities offered. Students must be able to work on the activities without
teachers, thereby, utilising self-regulation and motivation (Abell, Jung & Taylor, 2011,
p.173). Teachers will gain insights into their students’ individual needs, and create learning
opportunities to suit all students. By providing options for students to engage in their own
Another strategy for diverse classrooms, is structuring and pacing class discussions.
Blizzard & Foster (2007) recommend the use of a ‘beanie baby’ [a stuffed toy] to be used as
a type of ‘spirit stick’. Unless you are holding the object, you are not speaking. If you wish
to speak, you must wait until the object has been passed to you. This structure allows students
with Autism Spectrum Disorder (ASD) to follow conversation without the cacophony of
multiple speakers. ESL students also benefit as it allows them time to self-translate. In a
can be shared, therefore, students can learn historical skills from their peers. Because of the
inclusion of a ‘beanie baby’, all students have time to build stronger responses between
speakers. As a result, the classroom will no longer require raised voices, and should have an
Inquiry Based Learning (IBL) is the principle theory underlying my unit outline. Most
lessons reflect a student-centred classroom, with teacher as facilitator. IBL requires students
to ask questions, engage in research and satiate their curiosity (Voet & De Wever, 2016, p.58).
Blessinger & Carfora (2014) state that IBL creates self-sufficient learners, as they ask relevant
historical questions, and study answers themselves (p.7). IBL is a step towards an alternative
classroom, where students do not need to rely upon the teacher for knowledge, but on peers
(Chase, 2012). Vygotsky’s (1980) ‘zone of proximal development’ has been included to set
teacher as facilitator, merely to scaffold the lesson to a point where students can take off in
any direction of inquiry, while still achieving the lesson outcomes. Students can use
textbooks, or their growing digital competency to research evidence, and then branches of
emphasizes everything discussed so far. McTighe & Wiggins (2012) outline the seven tenets
of UbD, which can be linked to my unit outline in the following ways; Syllabus content points
are expanded using ICT, content points are aligned with relevant Historical Skills which are
learning, IBL tasks throughout, for students to take ownership of knowledge, and the inclusion
of theories and strategies in the building of my unit outline, to reflect its scholarly foundation.
Therefore, my unit outline has utilised academic sources and theorists to provide students with
the mandatory NSW Stage 5 Syllabus, through Inquiry Based Learning, and differentiated
instruction.
Abell, M., Jung, E., & Taylor, M. (2011). Students' Perceptions of Classroom Instructional
AITSL. (2017). Australian Professional Standards for Teachers: Graduate Teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards
Blessinger, P., & Carfora, J. M. (2014). Inquiry-Based Learning for the Arts, Humanities and Social
Sciences : A Conceptual and Practical Resource for Educators . Emerald Group Publishing
Limited.
Chandra, V., & Mills, K. A. (2015). Transforming the Core Business of Teaching and Learning in
Chase, K. (2012, Oct 16). When Students Do the Teaching. Retrieved Oct 4, 2017, from Edutopia:
https://www.edutopia.org/blog/blended-learning-students-teach-students-envision-
schools
Gil-Flores, J., Rodriguez-Santero, J., & Torres-Gordillo, J.-J. (2017). Factors That Explain the Use of ICT
McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. Alexandria, Virginia, USA.
NESA. (2017). NSW Stage 5 Modern History Syllabus. Retrieved Oct 4, 2017, from NSW Education
Spectrum Disorder and other Special Educational Needs. Jessica Kingsley Publishers.
Voet, M., & De Wever, B. (2016). History Teachers' Conceptions of Inquiry-Based Learning, Beliefs
about the Naure of History, and their Relation to the Classroom Context. Teaching and
University Press.