Developing & Implementing Integrated Learning Units

1. DER Head Teacher Conference Developing & Implementing Integrated Learning Units Gymea Technology High School Monika Dimaio – HSIE Teacher Andy Smith – HT Science

2. Natural Hazards COGs unit • Cross-curriculum stage 5 unit of work. • Integrated Learning Stage 4 (Secondary COGs) model used to enhance learning opportunities for students across the curriculum.

3. Goals • Implement a COGS unit across a number of KLA’s • Develop a unit that will increase student engagement • Students become more competent users of technology (DER laptops) • Embed QT model into project and professional practice • Provide professional learning opportunities for staff • Expose staff and students to new software packages

4. Developing the Task During the planning process we continually referred to the four questions from the Quality Teaching framework. • What do you want the students to learn? • Why does that learning matter? • What are you going to get the students to do (or to produce)? • How well do you expect them to do it?

5. Connecting Idea • The examination and investigation of thephysical causes of natural hazards, theirenvironmental, social and economic impacts. Connecting Idea Natural Hazard

6. What do we want the students to learn?

7. Backward Mapping IDEA!

8. Cross Curriculum Links Science students will learn about mechanisms and causes of natural hazards and link their occurrence to geographic locations and tectonic or weather events. Geography students will learn about the impact of these hazards and how communities are affected financially, socially and environmentally. English students will learn how media reports and feature articles are used in print, internet and radio. Media reports and feature articles will be modelled and scaffolded in class to enable students to independently create their own. Maths students will focus on the use of data. They will investigate how to analyse data and develop tables and graphs that depict the size and scale of a fictional natural hazard. Skills

9. Content Outcomes

10. Skills Outcomes

11. Skills Outcomes Extracting Information – Yellow Analysing Extracted Information – Orange Numeracy – Red Literacy –Purple Presenting to Audience – Light Blue ICT presentation – Dark Blue

12. What are the students going to produce?

13. The Task Your task is to prepare a media report on a fictional local natural hazard. Choose one of the following natural hazards; Earthquakes, Bushfires, Volcanic eruptions, Drought, Cyclones or Flood Research historical events Record your research in OneNote. Pretend the natural hazard effected the local area. Present as a media or feature article using: • Newspaper or magazine story using Microsoft Publisher • Television report, current affairs piece or short documentary using Adobe Premiere elements  • Web blog or news report using Macromedia Dreamweaver

14. The Task – One Note Your task is to prepare a media report on a fictional local natural hazard. Choose one of the following natural hazards; Earthquakes, Bushfires, Volcanic eruptions, Drought, Cyclones or Flood Research historical events Record your research in OneNote. Pretend the natural hazard effected the local area. Present as a media report or feature article using: • Newspaper or magazine story using Microsoft Publisher • Television report, current affairs piece or short documentary using Adobe Premiere elements  • Web blog or news report using Macromedia Dreamweaver

15. The Task - Moodle Task Download Task outline

16. Backward Mapping IDEA!

17. Marking Criteria DRAFT DRAFT

18. Backward Mapping Students Entry Point What knowledge do the students bring to the classroom? What are the strengths & weaknesses of the students? Why does this learning matter? What strengths & weaknesses do staff have?

19. The Task – Teaching & Learning Teachers design their own teaching and learning activities They differentiate the content and process appropriate to their class cohort and their own skills Teachers are supported with models and scaffolds to encourage students • Critical comprehension • Analysis of available information • Critical thinking • Creativity

20. The Task – Teaching & Learning Teachers design their own teaching and learning activities They differentiate the content and process appropriate to their class cohort and their own skills Teachers build content through the lower order skills (blooms) preparing students for the task The task requires students to operate in the cycle of analysis, evaluation, synthesis, evaluation of the Higher order skills.

21. The Task – Teaching & Learning Teachers teach their subject content and give regular meaningful feedback on progress throughout the unit. Skills Teachers assess their own subject outcomes and explicit feedback through the marking rubric ICT outcomes assessed by a small panel of teachers

22. Why does this learning matter?

23. Backward Mapping • The explicit teaching of skills students need: • Literacy – to engage with sample texts and competently write an engaging media report or feature article • Numeracy – to manage data associated with the size and scale of economic, social or environmental impacts • ICT to effectively research secondary sources and use their selected ICT to produce a media product. • Thinking skills Critical thinking to analyse secondary sources and apply hazard to local area • Creativity in the development of their media report/feature article and its presentation. • Self-management toenable a student to take responsibility for their own work and learning