My best ICT-based learning experience

Year 1, Science

Construct Knowledge

 Year One

Science Understanding

Biological Sciences

·         Living things have a variety of external features (ACSSU017).

Transform Knowledge

Questioning and predicting

Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)

Planning and conducting

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)

Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026)

I learn that by teaching the lesson children will learn to love nature more. Through these lessons, children will be able to explore more on the mother nature. By incorporating ICT, children will be able to use different types of ICT for collecting and drafting their own data. After that, the children can put all their learning data by posting it to their own blog and they will also be able to share their knowledge to their classmates or friends.

Types of assessment techniques

ICT can be accessed through using different types of assessment techniques so that we as educators will be able to know whether our lessons that is being planned and implemented to the students are successful and our learning outcome that we want the children to achieved is being achieved by the students or whether they understand the concept and able to express it out in a group discussion or through some project based assessment.

There are two different types of assessment that are:

a     

       a) Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)

Formative assessment

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

•   help students identify their strengths and weaknesses and target areas that need work
•   help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

•  draw a concept map in class to represent their understanding of a topic
•  submit one or two sentences identifying the main point of a lecture
• turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

• a midterm exam
• a final project
•   a paper
•  a senior recital

Many types of planning

There are many types of planning can be used to plan our unit plan.  These types of planning is to help us out when organizing or planing our unit plan

Type of planning	Description
Short term planning	These are your individual lesson plans
Medium term planning	These are units of work (UoW) which could span for anywhere between one week, a term (10 weeks) or a semester (20 weeks). The length depends on the nature of the unit of work. Any series of lessons that are linked together by a theme, concept, key issue, cluster of content or context is considered a unit of work.
Long term planning	In secondary schools, this component of planning is referred to as a work program. The work program contains an overview of the entire year and maps out the intended learning across the units of work. A work program is not detailed like a lesson plan or unit of work, but provides a snapshot of the content and topics covered. Work programs for senior syllabuses map out the entire two-year plan of study across Years 11 and 12.

After completing my reading for Week 5, this blog post is about my curriculum and assessment that I would be using for my assignment 2. Refer to Grace Mcrawford blog post, there are three question that I would be answering that are:

1. What is the context?
2. What are the learning objectives?
3. What are the assessment criteria you’ll use?

Year level: Year 1

Science Understanding

Biological sciences

·         Living things have a variety of external features (ACSSU017)

·         Living things live in different places where their needs are met (ACSSU211)

By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments.

Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others.

My reflection

It is time for us to work through our assignment 2 task before the due date. There are many tasks that needed to be done or finished before the due date. Assignment 2 required us as a student to plan a unit plan. We are required to plan a unit of work. We need to identify our learning objectives that we would to teach to the student and what we would like the student to learn.

1.    Declarative knowledge - static knowledge, what facts you know.

2.    Procedural knowledge - dynamic knowledge, knowledge of how to do something.

The connection to unit planning

In summary, a unit plan as conceived here:

·         Should seek to develop in students both constructing and transforming knowledge.

·         Should start by developing constructing knowledge and move onto developing transforming knowledge.

This is why the scope section of the unit plan has these two phrases

At the beginning of the unit students will learn about "learn about" indicating constructing knowledge, and By the end of the unit students should be able to "able to" indicating transforming knowledge.