Productive Pedagogy

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					        Productive                                              Unit Overview
        Pedagogy                                              By Nerida Fraser
                                          Alexander the duck is stuck. What can we do to help?
                         This is a stand alone unit, yet it fits neatly into the unit for the term that will follow;
         Connected      How do I share what I think, in which students will recognise a variety of
          ness to the    communication techniques including literacy, numeracy, visual arts, multimedia and
          world          computer based technologies and use these to share their thinking with others.
         Knowledge
          integration    This unit is a Technology driven, problem solving unit with a literacy focus.
         Engageme       Students will engage in critical literacy skills using the focus text; Alexanders’
          nt             Outing by Pamela Allen.

                         The unit will provide opportunities for the children to be “Working Technologically”
                         using problem solving strategies and recognising that; problems are usually
                         solvable, there is often more than one way to solve a problem, and the role of
                         inventors and inventions in using problem solving to meet a recognised need.

                         As students explore the text, Alexanders Outing, through the planned activities,
                         they will learn to recognise the conventions used to write letters and stories and
                         ways to present and communicate information. This will lead to developing oral
                         skills to present information confidently and sequentially and respond to questions
                         appropriately.

                         Exploring the text will provide opportunities for the students to be drawn into the
                         social and cultural aspects of literacy as they link the feelings, emotions and plight
                         of the characters in the story to their own feelings and those of other real life people
                         and situations.

                         Unit Challenge:
                         Students are to design and produce an idea/tool to retrieve a duck from a deep
                         hole in the “ground”. The duck is a character from a story. There will be a model of
                         the duck (toy) stuck deep down in the hole set up in the classroom for students to
                         trial their tools/ideas.



        N.B. This class has been formed out of a recognised need by all relevant
        stakeholders. The students were enrolled for year one at the start of the year,
        however it was soon evident that a number of the students would benefit form a
        “transition” year before entering year one.

        There are ten boys and nine girls. The students are diverse in their skills, abilities,
        behavioural needs, social skills etc.
        Because of the unique nature of the class the outcomes have been written
        specifically for this cohort by the class teacher. The students have already
        demonstrated the outcomes for the pre-school year, yet are considered not yet ready
        to work towards the outcomes for level 1.

Transition outcomes relevant to this unit.       LMQ 2       Level 1 QSA Syllabus outcomes-future
                                                             learning.
Investigating and understanding environments.
Thinking
T1: Makes plans and chooses materials and actions to         Technology:
carry out ideas.                                             Technology Practice
T4: Uses a range of thinking and planning strategies as      TP1.1 Students gather knowledge, ideas
a means to solve problems, consider relationships and        and data from familiar environments and
cause and effect.                                            consider how they will use this information
T6: Conducts simple investigations and experiments to        to meet design challenges.
test ideas and study cause and effect, making                TP 1.2 Students generate design ideas
predictions and observations and recording information.      and communicate these through
Thinking : Investigating (Sub strand)                        experimentation, play and pictures.
T12: Represents and records information using personal       TP 1.3 Students make products that are
recording systems and developing awareness of formal         meaningful to them and describe their
recording systems.                                           production procedures.
Thinking: Environments (Sub strand)                          TP 1.4 Students express thoughts and
T13: Identifies familiar products and processes used in      opinions to evaluate their own and others’
everyday life and demonstrates understanding of these        design ideas and products.
by their use in classroom activities.
T14: Create and design objects for use in projects.
Literacy                                                     English:
L1: Recognises the conventions used to write letters,        Operational
directions and stories and ways to present information       OP 1.1: S/L Students show an awareness
including text, labelled diagrams and drawings.              of the stages of simple texts when
Communication                                                speaking and listening; make meaning
C3: Communicates ideas through and responds to a             from statements and questions by drawing
variety of medium including speech, drawing and              on word order patterns of simple
construction.                                                sentences, intonation and volume; use
Communication/Speaking (Sub strand)                          facial expressions, appropriate volume,
C4: Speaks clearly and articulately and can be               intonation and sound effects.
understood.                                                  OP 1.3: W/S Students show awareness of
C7: Asks and responds to how, what, when and why             some of the stages of generic structure,
questions.                                                   write simple sentences using capital
C8: Uses vocabulary to label, describe, classify, explain,   letters, full stops and question marks, use
report, recount and compare.                                 visual resources that convey information,
C9: Sequences and connects information and ideas with        and letter sound relationships and letter
comprehension.                                               patterns to spell frequently used words
C10: Develops oral skills to present information             and attempt unknown words.
confidently and sequentially.                                Critical
Communication/Symbol systems (Sub strand)                    CR 1.3 W/S Students identify which visual
C14: Uses knowledge of symbols to model “personal            resources they have chosen to represent
writing” demonstrating awareness of writing conventions      people, places, events and/or things in
left to right and top to bottom in simple texts.             particular ways, in their personal recounts
Sense of self and others                                     and observation/comments.
S4 Demonstrates pride in own achievements and                Cultural
develops skills of critical reflection and evaluation in     CU 1.2: R/V Students identify the text type
relation to won performance and to provide feedback for      and topic, and make connections between
others.                                                      the information conveyed by the written
                                                             and visual resources and their own
                                                             experiences, when reading and /or
                                                             viewing simple, predictable narratives,
                                                             personal recounts, rhymed verse,
                                                             instructions, factual and transactional
                                                             texts.

                                                             The Arts
                                                             Visual Art
Creating and Designing                                       VA 1.2 Students visually represent and
Art (Sub strand)                                             explain
CD1: Experiment with drawing tools to represent and          their experiences, feelings, ideas and
share ideas.                                                 observations through making images and
                                                             objects.
                                                           Also links to Technology:
                                                           Materials:
                                                           MAT 1.1 Students identify characteristics
                                                           of materials.
                                                           MAT 1.2 Students explore equipment and
                                                           techniques when joining and combining
                                                           materials for meaningful purposes
                                                   Deep Understandings
LMQ: 2
High order          o   Inventions are responses to a problem.
thinking            o   They are usually designed to meet a need.
                    o   All problems have the potential to be solved, there is usually more than one way
Deep                    to solve a problem and there is often more than one solution to a problem.
understanding       o   We need to listen to the ideas of others and accept that others have different
                        ideas.
                    o   We need to use our thinking skills to solve problems.

                                           Significant questions to be answered

                           What is a problem?
                           What steps should I follow to solve the problem?
Problem based              How can I represent and communicate my ideas/designs to others.
curriculum                 How do I take my idea/design from written form in 2D to producing it in 3D.
                           How do test and evaluate my ideas/designs?




Explicit criteria

                    Declarative Knowledges – as a result      Procedural Knowledges – as a result of
LMQ: 2              of this unit, students will know or       this unit students will be able to produce
                    understand that…                          …….
Dimension 2
                    Inventions are responses to a problem.    An idea/tool to get Alexander the Duck out
Acquire and                                                   of the hole.
Integrate           Inventions are usually designed to
Knowledge           meet a need.                       A design plan for the idea/tool.

                    All problems have the potential to be An oral presentation of their plan and
                    solved, there is usually more than one tool/idea.
                    way to solve a problem and there is
                    often more than one solution to a
                    problem.                                 How to apply the conventions of writing a
                                                             letter.
                    We need to listen to the ideas of others
                    and accept that others have different
                    ideas.

                    We need to use our thinking skills to
                    solve problems.

                    It is necessary to make plans and
choose appropriate materials and
actions when carrying out ideas.

Using Problem solving steps is an
effective problem solving strategy

Communicating ideas can be done
through a variety of media and it needs
to be made clear to others.

Sometimes ideas might not work and
we
need to try another way to solve a
problem.

The design process of ideate,
investigate, produce and evaluate.

Conventions apply when writing books
and letters.


Declarative                               Procedure
What strategies will be used to help      What will be done to help students
students construct meaning for,           construct models for, shape, and
organise, and/or store this               internalise the knowledge?
knowledge?                                     Participating in activities
Construct                                      Participating in inductive reasoning
     Story – character using thinking           process.-graphic organiser.
       skills to solve problems.               Going through problem solving
     Think Box activity                         steps.-Design plan
     Story- Alexanders’ Outing                Participating in technology design
     Inductive reasoning process.-              process. -Design plan.
       looking at problems from all            Presenting, explaining and justifying
       angles                                    design.
     Technology design process –              Evaluating design. Self evaluation
       thinking skills, making plans,            checklist.
       choosing actions.                       Copying the letter using
     Looking at books and letters to            recognised/modelled format.
       discuss their attributes.
     Task Descriptors
Organise/store
     Brainstorming chart
     Graphic organiser
     Design plan