Tutorial+10,+Group+C

Hi guys, I created us a page to discuss our group tasks and assignment :) Mel.

=__** Week 4 Group Task **__= Hey Guys, Thought I would give you a quick idea of my study and other commitments and how much time I will be putting into this group activity and when I will be available to contribute. I have Tuesdays and Wednesdays off work to study 3 subjects, the other subjects that I am studying are Human Development and Music and Visual Arts. I try to do as little study as possible on weekends as I am working 27hours during the week and also do army reserves every week. So you will see me put most of my input into the group work on a Tues and Wed, if it means having to put in some on a weekend towards these group tasks then so be it. For this weeks task below are the ideas of questions that we have to cover - (it doesn't specifically have to be these just as long as we come up with differences in 200-250 words) Maybe for our first group task we could just start adding to info to pebble pad as we get info and give each other feed back if we disagree what another has written??? Unless someone wants to suggest a better idea. I'm not so sure that we are going to have time to meet up for this one to draw a diagram so we may need to just have the online discussions.

So to begin the task what learning are we going to compare - English/Literacy, Maths;Science or History?? Nat

Who has a stake in constructing both the state and national curriculum and how is that evident in the curriculum documents themselves? (Nat)

What epistomology is at work in these documents? Are they different or do they represent similar views on knowledge? (Jono)

Do either (any) of the curriculum documents allow for implementation of an intergrated curriculum? (mel)

What might be some of the implications for teachers in implementing the national curriculum? (georgia)

Hi everyone Nat, you're doing the same subjects as me :) and i'm also doing mathematics curriculum 2. I work pretty much full time and study full time (4subjects) so I understand not having much time! I guess we should all just put in as much as we can, when we can. Starting with pebble pad sounds good, I haven't had much of a chance to look at it but I guess I'll figure it out soon enough!! If anyone has a preference on what area of the curriculum we use let us know! Here's a link to ACARA incase anyone doesn't know where to find it: [] I had a look at the english-literacy national curriculum, but haven't had a chance to look at any others. mel :)

Oh my god Mel, I don't know how you study and work full time, mind you if you have got it in you to do it good on you! I would love to be studying f/t to get it out of the way but still be earning the f/t wage! You are an inspiration :) Anyways back to business! Well why don't we compare english-literacy then?? *Nat*

Hey Guys (me again), Just looking at my schedule leading up to the assignment thought I'd let you know the days that I am available to meet up to get started on AT1. Wednesday 18th August??? If not then I can't again untill Tuesday 24th August?? Even if just some of us could meet on the 18th to get the ball rolling?? Let me know who is available then and maybe we could organise to meet up at a library or something ! Cheers, Nat

Thanks :) it's difficult but worth it in the end, I just want to get it over and done with as quickly as possible! English-literacy curriculum sounds great, would prob be the one most people are most familiar with too! Should we do one question each or all write down notes and fix them together?  I can meet up any evening, or weekend, but work til anywhere between 5 and 6 every day :) Mel :) P.S did anyone receive the pebblepad shared webfolio I sent?

Howdie :) Wednesday the 18th suits me, what time were you thinking roughly- day or evening? I can do Wednesdays and any nights or weekends. Happy to compare English-literacy as well, How about we each answer one question and then collaborate them into 250 words? Even a couple of dot points for the questions might be good, dot points are easy to gel together. I don't mind doing the collaborating for this one? Mel- got the pebblepad thing, thanks, I'm having trouble wrapping my head around pebblepad! I've put my name next to the question that I will answer above where Nat had typed them in. If everyone chooses a question and puts their contribution in there I'll collaborate. If it's possible to have them done by Wednesday that would be fantastic, otherwise no biggie :) Cheers, Jono

OK Mel & Jono, I can meet up this Saturday the 14th or Wednesday 18th at a PM hour that suits you both (Mon, thurs and Fri's I work till 730 and Tues I am at army untill 10pm). Let me know what best suits you both and hopefully we also get a reply from Georgia as to when she can meet! Adios, Nat

I'm happy with either. Any ideas for location? <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Jono

Hi guys, I picked a question, hope thats ok! Either wednesday or saturday is fine for me too. (bit scary to think of starting on assign 2, i havent started assign 1 yet!) Location is a tricky one! I can offer my place but I don't have the internet and its extremely small, so as long as thats fine with everyone! Mel :)

Cool, sounds good Mel. I am also happy to offer my house, it is also very small but I have the internet and good coffee :) I havn't even started on assignment 1 either! Did I read somewhere that assignment 1 is to be done as a group or do we each do that individually? I can't keep up at the moment. Are you guys on facebook? If you are and you use it often do you mind if I add you? Might be good for this small chit chat and could leave this page for the school work. Feel free to add me on facebook - search under Natalie Pauly - there is only one of me :)

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Lol Nat we did first aid together, I've added you. Such a small world! Pretty sure assessment task one is individual! <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Jono

<span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">Hey sorry about the late reply still trying to get my head around these websites. <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">I am free for any of those days and it looks like i am doing question four! :) also i will add you on facebook. If worst comes to worst and we can't organise a time we all free I guess we continue to pick a question with our weekly tasks and communicate via wiki!  I am spending today studying for my art and music test tomorrow, sooo not prepared :-O

Hey, this is gonna sound like a stupid question, but have we done any work on the pebblepad? If so, i can't see it...haha maybe i just don't know how to use it.... also, are we doing anything this wednesday??? cheers Georgia

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Nah I don't think we have done anything on Pebble Pad yet, lol. This Wednesday night (18/8) suits me, how about everyone else? <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">If everyone is too busy with the other assignments we can postpone, I know I have a couple coming up!! Cheers, Jono

wed suits me :) Georgia  I may have to take a rain check on tonight sorry guys. Have been called into work for an arvo shift which finishes at 830pm and if I feel up to it then I am going to have to make a start on my assignment. How are you guys going with your assignment?

Cheers, Nat

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Hey everyone, sorry I haven't been on, have been flat out! Will try n post my answer to my question tomorrow, hope you're all going well with everything, the reason I've been so flat out is work and maths curriculum 2 essay due tomorrow!! <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Mel :)

<span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">﻿Hey guys, <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">where did you want me to post my answer?????? <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">g :)

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Do any/either of the curriculum documents allow for implementation of an integrated curriculum?

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Both the ACARA national curriculum and the Tasmanian curriculum documents allow for an integrated curriculum. The ACARA draft suggests that all areas of the curriculum should have room to integrate subject areas. The english/literacy ACARA draft states that "The curriculum for each area must acknowledge where there are links or opportunities to build cross curriculum learning" (p.14, 2010). The Tasmanian English-literacy curriculum allows for integration, but only provides information regarding integration of thinking and ICT. <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">hope this is ok :) <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">mel

What might be some of the implications for teachers in implementing the national curriculum?

Tasmania is an isolated state which may prove difficulty in conveying a uniform way of teaching

It will be required that teachers are aware of the diverse students and always make note on any issues faces in applying the hidden curriculum

There are different socio economic areas within the state which need to be taken into account

A benefit to the national curriculum is it allows teachers to move around freely and offers the flexibility of teaching in different states without changing methods too much.

These are just some brief dot point ideas I will add more eventually. g

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Nice work! Ill get mine up eventually, so busy with assignments at the moment! <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Does next Wednesday suit everyone for a catch up and debrief about the next assignment? I think it will be September 1st. <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Jono :)

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Hey everyone :) hope you have all had a great mid semester break (not that it's really a break!!). Was just wondering if anyone was keen to catch up some time soon about the assignment? I am quite busy during the week this week, but am free next week or this weekend? Let me know what you guys think! <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Mel :)

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Here's also some quick notes about our next group activity thing :)

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Part A: Teachers' TV video about Andy.

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">1 - Andy (the teacher) suggests that teaching is trial and error. Do you consider this to be a legitimate way to teach? What sorts of things can be taught through trial and error? What sorts of things can be learnt through trial and error?

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Science is a trial and error subject, experiments and discovery through trial and error. <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">This can be a legitimate way to teach as it gives students an opportunity to discover answers and construct their own knowledge, but would not work for all subjects.

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">2 - List four strategies Andy uses in his teaching. Which theoretical approach do these strategies fit within? What do you think is Andy's epistemological stance? (What is his philosophy of knowledge?)

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">I think constructivism is the theoretical approach that most fits in with Andy's teaching. <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">His epistemological stance may be that students learn by doing and constructing their own knowledge.

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">3 - What are some examples of Andy's teaching that are examples of an information processing approach to teaching?

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">(ok I can't remember what an information processing approach is!)

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Hey Mel! <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Nice work, I'm keen to meet up. Any time that suits let me know, I can't do Monday nights and weekdays but other than that I'm free. Looking forward to it! <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Jono :) Hey Guys, I  work till 730pm every night apart from Wednesdays, in which I have the whole day free! So sometime on a Wednesday would prob suit me, only if that works with you guys of course?  Cheers,  Nat

<span style="color: #ff00ff; display: block; font-family: Impact,Charcoal,sans-serif;">Hey :) sorry to be a pain, but I can't do wednesdays, I have kickboxing that night and work the day, and I can't do Fridays. any other night, or weekends anytime I can do though. Nat, is wednesday the only day u can do? <span style="color: #ff00ff; display: block; font-family: Impact,Charcoal,sans-serif;">Mel :)

<span style="color: #00ffff; display: block; font-family: Georgia,serif;">I can do any night, i am usually working during one of the days during the weekend let me know :) <span style="color: #00ffff; display: block; font-family: Georgia,serif;">G

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">How about 8-9.30pm next Tuesday (14th) or Thursday (16th)? I think most of us have an essay due on the 24th for another subject so that rules out next weekend (18th and 19th). Any time after then and we're cutting it a bit fine, although the upside to a group assignment is that we only have to write about 500 words each ;) so another option would be Saturday (2nd) morning. <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Jono

Hey Guys,

Anytime on weekends is fine for me, the only weekend that I cannot meet up is Grandfinal Day weekend and for those of you that are not AFL supporters that is the weekend of 25th and 26th September. Tuesday nights are out as I am at army till 10pm so during the week it leaves me Mon, Thur or Fri from 730, or anytime during Wednesday as that is my day off :)

Nat

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Eep! Good idea about the grand final Nat ;) <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">How about we pencil in next Thursday at 8.00pm...happy to do it at my place if you can handle my shih-tsu (he's adorable), unless anyone else would like to offer up their place? <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">I have collaborated our group task one stuff into one response like they wanted, <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Mel <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">, would you mind putting it on pebble pad if happy with it?

State and National Curricula - webfolio (291 words excluding referencing)

Shaping of the Australian Curriculum: English (Commonwealth of Australia, 2009) and The Tasmanian Curriculum: English-Literacy (Department of Education, 2008) are underpinned and influenced by common and unique stakeholder influences, principles of epistemology and their approach to an integrated curriculum. Both documents are permeated with influences from parents, the business community, Indigenous communities and students; which are evident in the frameworks’ attention to developing the cognitive, affective and social domains to prepare students for contemporary society. The national curriculum identifies universities as a stakeholder by explicitly referring to preparing students for tertiary studies, which is not directly evident in the Tasmanian framework. This is a reflection of the shift in power from employee to employer in an increasingly competitive, experienced, skilled and knowledgeable labour market (Giddens, 2006). Evident throughout both documents is the underpinning principle of preparing the new generation for the demands and pressures of contemporary society. Recent events redefine what characterises these demands, such as the global economic crisis and at a national level, the reform ventures of a new government. Consequentially, the national curriculum framework focuses on synchronising a back-to-basics approach in the early years, with critical literacy and flexible thinking skills being incorporated as students progress. Epistemology is relatively common between documents, where learning is scaffolded through active engagement and discovery-based activities, critical thinking and reflection, social interaction, and incorporates other curriculum areas. The national curriculum states that “the curriculum for each area must acknowledge where there are links or opportunities to build cross curriculum learning” (Commonwealth of Australia, 2009, p.14), and like the Tasmanian Curriculum: English-Literacy, indicates the importance of incorporating ICT, thinking skills and cultural diversity throughout activities. Teachers in Tasmania will be challenged to engage students in the explicit teaching of fundamental skills in the early years; and more so in the high level of rural and low-socio economic communities where, commonly, students and their parents value different skills and knowledge to those proposed by the National Curriculum.

References:

Commonwealth of Australia. (2009). Shape of Australian Curriculum: English. ACT: Australian Curriculum, Assessment and Reporting Authority.

Government of Tasmania. (2008). The Tasmanian curriculum English-literacy. Hobart, Tas: Department of Education.

Giddens, A. (2006). Sociology: fifth edition. MA: Polity Press.

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Hey everyone :) Thursday at 8 sounds great! I'm happy with going to your place Jono, or anywhere! I can offer my place too, but I don't have internet. Good idea about not the next 2 weekends, we should all probably work on the assignment that's actually due soon!! and grand final would be a terrible time to be studying! <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Thanks for putting that all together Jono! (I didnt even know they wanted it as one response lol). I'm happy to put it on pebblepad :) <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Mel :)

Yeah awesome work Jono, thanks for that :) So we are meeting at Jono's this Thursday at 8pm?? or get AT2 for Art & music out of the way first? I am happy with whatever you guys want to go with :) I'll make sure that I check discussions on this board before Thursday night to see what the go is with meeting up. If we are going with this Thursday night Jono could you please kindly post your address details on this board or via private message on FB! Thanks guys!

No worries! I will send you all a message on facebook with directions. Personally I'd like to focus on the music and visual arts assignment for the moment- I haven't made a start to the bugger yet! So how about we say next Thursday, the 23rd Sept, from 8-9:30ish. That will still give us two weekends before it's due- should be plenty of time! Cheers Jono

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Hey everyone! was good meeting you all last night!! Just putting our next group thing here if anyone has any thoughts on it or time lol

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Working within your group choose one of the following themes/issues and devise five inquiry questions around that issue/theme:
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Communities
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Citizenship
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">The natural world
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">The constructed world
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Systems (this could be transport, food, waste, financial, ecosystems, the human body ...)
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Structures (this could be family structures, buildings, coral reefs ...)

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Outline the purpose of exploring one (or more) of these questions - what will students learn* from an exploration of this question? <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Once you have devised your five questions, and agreed on the purpose of the learning, discuss the knowledge, skills, and/or understandings students would need to develop (have) in order to explore those questions. <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Devise one activity^ that will enable students to explore one of the questions.

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Enjoy grand final weekend guys! <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Mel :)

Hey everyone! Here's my section on the purpose of learning, still a bit of a rough copy but wanted to make sure you guys approved of it!!

Through this teaching, students will develop their negotiation and group work skills, and learn the importance of co-operation and acceptance of others. The aims of this teaching are for students to develop the skills to be able to work effectively and fairly in group situations, be inclusive, and to learn to value co-operation and differences. Within the values that underpin Tasmanian students' education, the Department of Education lists connectedness, co-operation, acceptance, belonging and sharing (2008). Students will learn to value these through this teaching by learning to work effectively in collaboration with others, practicing negotiation skills and learning to value, accept and work harmoniously with all students, regardless of any differences they may have. The Department of education suggests that these values "guide decisions about curriculum and support students, teachers, parents, carers and community" (p.1, 2008), therefore these values are essential for students to learn to value themselves. (148 words).

Let me know what you think, I hope I was on the right track!!

My topic sentences are also a bit rough, but I figured it gives the general gist of it and can be easily adapted!!

Educational stakeholders' interests and concerns are addressed in this teaching by encouraging students to learn skills necessary to become a functioning citizen in today's society.

Connectedness is relevant to students' learning as it teaches students the importance of community, and the importance of belonging and acceptance.

Hope these are ok, apologies for any random errors I've made, it's been a long day!! Mel :D

Hey guys i am not too sure on how you want to format mine and natalie's part of the assignment (It is the part that is broken into dot points,) so at the moment i have just collected dot points until there is some kinda decision made :)

did you want me to put the dot points up here now or should i wait until we've decided how to present this section? thank you, G xx

Hey Guys,

Nice work Mel, it all sounds good to me :) I have written my part in dot point form aswell at the moment. I have a fair bit for questioning, just need a few more for resourcing. I am happy to post in the dot point form or just write 150 words for each and then we can work them in together??

Nat :)

P.s will try post my topic sentences tomorrow, just catching up on all the readings!

Nice job Mel, looks really great! & sounds good Georgia and Nat :) Here's my contribution so far, happy for any changes to be made, but I've gone over the word count by two words (including 10% extra)! Eep!

**Educational Context:**

This learning experience and accompanying pedagogy have been designed in accordance with Standard 3 of the Tasmanian Curriculum, Society and History (Department of Education, 2008) and is contextualised with the intention for the social, affective and cognitive development of a Grade 3 class. The class consist of 16 boys and 12 girls aged eight to nine years old and who have diverse cultural and socio-economic backgrounds. Students are predominantly outgoing with the exception of several introverts who are occasionally disconnected from their peers and require social experiences which foster the development of their confidence. Erikson (Peterson, 2010 cited Erikson, 1968) identified children at this age to be within the ‘industry versus inferiority’ (Peterson, 2010, p. 240) stage, where they begin to develop self-concept based on a perception of their abilities within the context of their peers. Consequentially, students need to experience a learning environment which defies the confines of tolerance, and promotes the connectedness of individuals to the classroom community. The majority of these students become disengaged and easily distracted if they are not actively involved in a range of learning experiences which stimulate multiple intelligences; allowed to exercise too much autonomy; or provided with too much or too little responsibility. In this regard, the students require a discovery-based learning environment which encourages an appropriate level of responsibility, autonomy and teacher guidance. The students have limited experience working in small groups and have recently been introduced to the concept of diversity and celebrating difference. This new knowledge is incorporated into active learning experiences, which link to Strand 1, Identity, relationships and culture; Strand 2, Democratic values and processes; and Strand 5, Responsible citizenship (Department of Education, 2008).

References:

Department of Education. (2008).The Tasmanian Curriculum: Society and History. Government of Tasmania, Tas.: Department of Education. Peterson, C. C. (2010). Looking forward through the lifespan: developmental psychology. NSW: Pearson Australia.

Topic sentences:


 * The pedagogical practices are permeated with principles of constructivism, which encourage metacognition and reflect the epistemology underpinning the Tasmanian Curriculum framework, thereby incorporating Government stakeholder value.
 * Developing students’ cooperation, negotiation and social skills, and their ability to utilise diversity within a small group context contributes to equipping them with the capacity to participate effectively and inclusively in the ‘cultural mosaic’ that is contemporary Australian Society (Ashman & Elkins, 2009, p.2).

References:

Ashman, A., & Elkins, J. (2009) Education for inclusion and diversity. NSW: Pearson Education Australia.

Cheers Jono :)

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Jono, that looks fantastic!! Your topic sentences are awesome too, I think I should make mine sound a bit more academic now! Nat and Georgia- either dot form or paragraphs sound great, whatever is easier for you guys! <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Are we all writing the paragraphs for our own topic sentences, or how are we doing this part? <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Mel :)

Okay guys here goes.... - I had to write about the pedagogical practices used for questioning and resources. G and I had 300 words each so I had planned to write 150 on each of my points but went over that by about 100 for questioning which didnt leave me alot for resources and in the end I went over by 34 words (total 334). See how you go with your word count G and if need be I will delete some out, hope this doesn't put you out in any way. If you guys want to delete some of my comments out about the questioning to give us more room to write on resources used then feel free to go ahead and edit it in any way :) I also hope that I am on the right track and have the same idea as everyone else !

In order to achieve social, affective and cognitive development in the classroom, it is both student questions and the teacher’s focus questions that drive the curriculum implementation and learning. The emphasis in the classroom is student centred learning that values an inquiry approach; this gives opportunities for discovery and surprise. The aim is to engage all students in their learning and to ensure that the introverted students remain connected. To assist with this the introverted students are given extra guidance from the teacher so they have the confidence and skills to ask questions and also get enjoyment from challenging ideas. Peterson 2010 explained: “the ZPD is the gap between the child’s private problem-solving capacity and the level of potential development that can be achieved by working under adult guidance, or in cooperation with a cognitively advanced peer” (p. 55). It is important to build on children’s prior learning and ideas, offer suggestions and pose questions to extend their thinking. The questioning techniques that are used by the teacher to achieve this inquiry-based approach go through the following stages: · Tuning in - e.g what do you know about...? · Finding out - e.g what would you like to learn more about....? · Sorting out - e.g what have you learnt...? · Going further - e.g what would you like to learn more about...? · Reflection e.g - what is the most interesting thing that you have learned? and · Action – e.g what have you learnt and how can you use that in your everyday life? Using the above as a questioning guide within the unit of work will encourage the use of higher-level thinking skills. During the unit the teacher draws on a range of resources and one of these include the Tasmanian curriculum professional learning guide (Department of Education, 2008). The Department of education suggests that “this assists the teacher in understanding the learning, teaching and assessment principles” (Department of Education 2008), these principles are essential to ensure consistency in achieving outcomes.

Have to start getting ready for work now so I will try and post 2 topic scentences sometime later today....or I am happy to use one of the ones that have already been posted ??! Now for the topic scentences are we each going to contribute 250 words to one of those each??? If so when do we want these posted by? Sorry about all the questions guys and enjoy yet another GFinal weekend :)

Natx

Hi Georgia and Nat

Thanks for all those ideas, we have a lot to use there! :)

With the topic sentences, they're the first sentence of a new paragraph which introduce a new topic, and from my experience are usually a little bit longer than a normal sentence. The idea of these is to bring everyone's ideas to the table and to choose which ones we are going to use, so that we can lay out our assignment. They need to relate to the 'Justification' section of our assignment, so when I wrote mine I looked at what the tutors wanted us to write about in this section, then looked through my notes from the unit to decide which topics I thought were important to cover. So why are we teaching group work skills to the students that we described in the educational context (above)? Why are group work skills relevant to them? How are they relevant to the curriculum? How do the pedagogical practices that you and Nat have described facilitate for developing group work skills? (we facilitate collaborative, small-group work tasks in a culturally diverse class so that students can gain a deeper understanding of their peers' cultural backgrounds, etc.) Finally, how does teaching group work skills satisfy the interest of educational stakeholders? (Relate to a specific stakeholder like those from assignment one- students, parents, Government, Indigenous communities, business community, etc.). With the teaching strategies, I would use such thing as modelling, scaffolding, the Zone of Proximal Development, learning within a social context, guiding thought with indicative questions and facilitating for discovery as these all relate to Vygotsky's Social Constructivism which we are basing our pedagogy on.

Just an idea, how about we all write 500 words each in total, so in the first part I did, I wrote approx 250 words so I would write another 250 words in the justification. Mel writes 350 words, Nat and Georgia write 200 words each. Thoughts? To get the ball rolling I might make a start on the introduction now and will post it up when done.

Hope this helps!! Jono

Topic Sentences:


 * Educational stakeholders' interests and concerns are addressed in this teaching by encouraging students to learn skills necessary to become a functioning citizen in today's society.


 * Connectedness is relevant to students' learning as it teaches students the importance of community, and the importance of belonging and acceptance.


 * The pedagogical practices are permeated with principles of constructivism, which encourage metacognition and reflect the epistemology underpinning the Tasmanian Curriculum framework, thereby incorporating Government stakeholder value.

Just letting you all know that I am attempting to put our webfolio on pebble pad.. wish me luck ;)  Okay so I've done it and published it to the 'gateway' ...apparently we are meant to do this at an early stage of the assignment, all changes we make to the 'asset' will automatically reflect in the gateway. Sounds like I'm speaking another language.   Cheers,﻿   Jono   Oki I will redo the teaching strategies part and only use your suggestions Jono that should cut down the word count also... :) So Jono, with the group work did you want me to rewrite that section with your suggestions? It's hard to get much content into the 150 word count??? Cheers, G <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Got the pebble pad thing thanks Jono! Should i just get started on doing the paragraphs for the topic sentences I posted? Mel x <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Yay it worked :) That sounds good Mel. I'll make a start on mine and incorporate one of them into our introduction.  <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">I don't mind Georgia- totally up to you!  <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Cheers  <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Jono   My topic sentences (sorry if they are poor :
 * Developing students’ cooperation, negotiation and social skills, and their ability to utilise diversity within a small group context contributes to equipping them with the capacity to participate effectively and inclusively in the ‘cultural mosaic’ that is contemporary Australian Society (Ashman & Elkins, 2009, p.2).

Empowering students to collaborate and work together as a group as well as the ability to question assists them to connect to what they learn and transfer it to real life experiences, therefore addressing community stakeholders’ interests. (Nat)

By using pedagogies that are student centred and involve developing negotiation skills through group work, the students will become more confident and independent which will be beneficial across all areas of the curriculum which in turn addresses several stakeholders interests. (Nat)

<span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;">Group (take two) ha :)

<span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;">This class consists of diverse socio-economic and cultural backgrounds, therefore by working in groups it enables students to internalize and strengthen knowledge of subjects that are otherwise foreign to them. “Collabarative learning is based on constructivist theory, that knowledge is socially produced by communities of people, people share their ideas, experiences, feelings information and within this process of exchange they come to an understanding of what is valuable and acceptable for the other other pmembers of the group and the group as a whole” (Moisseeva, 2010.) Group skills are relevant to this particular classroom <span style="color: #e87878; display: block; font-family: 'Lucida Console',Monaco,monospace; font-size: 18px; line-height: normal; white-space: pre;">environment <span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;">as it encourages the introverted students to connect with their more classmates and to develop their confidence. Working in groups encompasses all values that are incorporated in the 2008 Tasmanian Curriculum which are: connectedness, cooperation, resilience, achievement, creativity, integrity, responsibility and equity, (Department of Education, 2008.) Group work satisfies stakeholders, in particular businesses as it allows students the opportunity to work as a team which is a highly sought after skill within the business community. <span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;">Moisseeva, M. (2010). //Online learning communities and collaborative learning//. Institute of International Education. Retreived on March 22, 2010 from [], as cited in:Two Good Reasons For Group Learning,2010 <span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;">Department Of Education, Tasmania, (2008) //Values, Purposes & Goals,// Retrieved September 30th, 2010, from []

<span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;">According to Vygotsky, (1978) children learn by participating socially in cooperative group activities and conversations with their classmates, this situation is particularly effective when their peers and adults are more expert than they are, this suggests that group work will be a very helpful teaching strategy in this particular learning environment. Vygotsky puts forward the idea of the zone of proximal development, which is the theory that a child can obtain tasks with the guidance of skilled partner. In this context scaffolding is important this allows students to have teacher support until the point where students feel they are able to work competently individually. In order to encourage connectedness and involvement in the classroom from the more introverted students teachers must ask direct questions or ask students to repeat what was just instructed of them, this questioning method allows students to demonstrate they have listened effectively and understood instruction.

<span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;"> Antoher approach to answering teaching strategies and encoporating examples: <span style="color: #e87878; display: block; font-family: 'Courier New',Courier,monospace;"> <span style="color: #e87878; font-family: 'Courier New'; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt;">Scaffolding Assists students until they are capable of working individualy · Eg Explaining outcome of group work and how to work effectively.

· Allow students to approach group situation under supervision

· Once students appear comfortable removing the aid of a

<span style="color: #e87878; font-family: 'Courier New'; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt;">Zone of Proximal development Ensure group members are of diverse knowledge backgrounds, allows students to gain knowledge from their more expert class mates. · Eg. In a quiz, paring a student with sound knowlede in science with a student who is expert in art allows students to swap knowledge and gain fact. <span style="color: #e87878; font-family: 'Courier New'; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt;">Learning in a social context Teaches students co-operation and encourages acceptance, effective for introverted students gaining confidence in a social enviormonment · Eg. Confidence is gained in a sports lesson where other students encourage student to work harder <span style="color: #e87878; font-family: 'Courier New'; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt;">Indicative Questions Drive Curriculum integration achieves social affective and cognitive development. · Eg to encourage reflection: “How is This useful in everyday life?”

<span style="color: #e87878; font-family: 'Courier New'; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">This is very vague but it is the only way i could squish it into the word count (153) <span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive;">Here is our introductory paragraph which I have to cut down by about 50 words.. Cheers, Jono.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Developing students’ group work skills, and their ability to utilise diversity within a small group context is optimised in a social constructivist learning environment (Skamp, 1998), and contributes to equipping them with the capacity to participate effectively and inclusively in the ‘cultural mosaic’ that is contemporary Australian society (Ashman & Elkins, 2009, p.2). Vygotsky’s social constructivist theory of learning is concomitant to the development of group work skills, and informs pedagogy accordingly (Dymoke & Harrison, 2008). Cooperation, negotiation, collaboration and social skills are developed through facilitating a learning environment which advocates a discovery-based teaching approach within a group-work context (Skamp, 1998). Students’ thinking is guided through indicative questioning which supports social constructivism by encouraging reflection (Hill, 2006), while effectively promoting the active construction of knowledge; which is further developed through practical engagement within the group context (Dymoke & Harrison, 2008). Developing group work skills in a social constructivist learning environment is relevant to the students in this Grade 3 classroom, who will be required to recall these skills within different and more complex academic and social contexts in their subsequent years (Galton & Williamson, 2004). It fosters connectedness by promoting the unity of individuality through group work (Galton & Williamson, 2004). The skills learned through group work and the values it advocates represent those in the Tasmanian Curriculum (2008), and have significant advantages for teaching and learning across core curriculum areas (Galton & Williamson, 2004). They satisfy the interests of the busines community, parents and students as stakeholders in education, by nurturing the development of their cognitive, affective and social domains as they are pertinent to contemporary Australian society (Brady & Kennedy, 2010). The following evaluates these points to further justify the relevance of developing group work skills for this Grade 3 class, within a social constructivist learning environment.

References:

Brady, L., & Kennedy, L. (2010). Curriculum construction. NSW: Pearson Australia.

Dymoke, S., & Harrison, J. (2008). Reflective Teaching and Learning: a guide to professional issues for beginning secondary teachers. CA: Sage Publications.

Galton, M., & Williamson, J. (2004). Group work in the primary classroom. NY: Routledge.

Hill, S. (2006). Developing early literacy: assessment and teaching. VIC: Eleanor Curtin Publishing.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; margin-left: 0.5in; text-indent: -0.5in;">Skamp, K. (1998). Teaching primary science constructively. VIC: Cengage Learning **<span style="color: #800080; font-family: Helvetica; font-size: 15px; font-style: normal; font-variant: normal; line-height: normal; margin: 0px;">Here is my part of the justification, hope that it fits in with everything!! ** <span style="color: #008000; font-family: 'Comic Sans MS',cursive; margin-left: 0.5in; text-indent: -0.5in;"> The students are put into mixed ability grouping as this enables the lower-ability students to make faster progress then if they were put into a low ability group. As Galton & Williamson (2004) point out: “usually, but not always, such co-operative groups will be composed of children of different ability because one purpose behind the arrangement will be to encourage slower learning pupils to learn from more advanced peers and to encourage the latter to clarify their ideas in their role of the instructor” (p. 9). The choice of ability grouping will depend on the subject being taught as one setting may be more appropriate for particular subject areas but the abilities of students will change for others. Mixed ability grouping prepare students for the real world beyond the classroom as we live in a world of mixed ability humans from a range of diverse backgrounds and cultures whom we have to co-operate and collaborate with in order to succeed in society. Emphasising a social constructivist approach to learning through group work optimises cognitive development to a higher level then isolated learning. This justification for the purpose arises from the fact that: “Vygotsky firmly maintained that social interaction is a prerequisite to learning and cognitive development” (Hashimot & Nyikos, 1997, p.507). By the students communicating with others that are more proficient they expand each other’s learning potential. (227 words)

Reference: Nyikos, M., Hashimot R., //(1997)// The Modern Language Journal//. Special Issue: Interaction, Collaboration, and Cooperation: Learning Languages and Preparing Language Teachers.// 81, 506-517. Retrieved from []

<span style="color: #ff00ff; display: block; font: 15px 'Comic Sans MS',cursive; margin-bottom: 0px; margin-top: 0px;">Hey everyone, Here's my paragraphs, they are numbers 2 and 3 i think! 236 words altogether, cut them down as much as I could, but if u can find a way to cut them down more, go for it!! Negotiation, co-operation and group work skills are relevant to students’ learning as they are essential skills that students will continue to use throughout their schooling and beyond. Through learning to negotiate, students will learn to work effectively in group situations, and communicate confidently, whilst respecting and considering others’ opinions and ideas. Marsh (p.112, 2008) states ‘students gain considerably from co-operative learning’ and negotiation skills enable students to participate effectively in co-operative learning. Students will be able to utilise these skills throughout their daily lives, schooling and in the work force. The Tasmanian curriculum goals state that students should learn to ‘reason, question, make decisions and solve complex problems, and communicate and convey ideas confidently’ ([|www.education.tas.gov.au/curriculum], 2008). Through negotiation skills students will learn to work effectively in collaboration with others, and use appropriate techniques to convey their ideas, whilst respecting others’ ideas. Questioning and scaffolding are valuable tools for learning, to help students think inquisitively and construct new ideas. Within this teaching, scaffolding and questioning are used to encourage students to gain a solid understanding of group work, negotiation and co-operation and think deeply about the skills. Vygotsky (p.86, 1978) states that the Zone of Proximal Development is: ‘potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This view is shown in the teaching through questioning and scaffolding to encourage students to build on their thoughts and think deeply.
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 15px; font-style: normal; font-variant: normal; line-height: normal; margin: 0px;">Nat **

References: www.education.tas.gov.au/curriculum.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. Hope they're ok! Mel :)  <span style="color: green; font-family: 'Comic Sans MS'; font-size: 11.5pt; line-height: 115%; margin: 0cm 0cm 10pt;">It fosters connectedness by promoting the unity of individuality through group work (Galton & Williamson, 2004). The skills learned through group work and the values it advocates represent those in the Tasmanian Curriculum (2008), and have significant advantages for teaching and learning across core curriculum areas (Galton & Williamson, 2004).

<span style="color: #e87878; font-family: 'Courier New'; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt;">Group activities and the skills gained through student participation foster connectedness and relate closely to parts of the Tasmanian curriculum. Through group work, values such as: connectedness, cooperation, resilience, achievement, creativity, integrity, responsibility and equity are encouraged, this incorporates all key values of the Tasmanian Curriculum (Department Of Education, 2008.)These suggested values are learnt through group activities such as those that incorporate students at different learning levels, with different cultural and socio-economic backgrounds. Group work also teaches students purpose and goals that are encouraged in the Tasmanian Curriculum, it supplies a positive environment where students are taught to socialize and accept the diversity contained in the class room. Department Of Education, Tasmania, (2008) // Values, Purposes & Goals, // Retrieved September 30th, 2010, from []

<span style="color: green; font-family: 'Comic Sans MS'; font-size: 11.5pt; line-height: 115%; margin: 0cm 0cm 10pt;">They satisfy the interests of the business community, parents and students as stakeholders in education, by nurturing the development of their cognitive, affective and social domains as they are pertinent to contemporary Australian society

<span style="color: #e87878; font: 15px 'Courier New',Courier,monospace; margin: 0px;">We understand that stakeholders have an interest and seek to influence what is taught and how it is implemented (Pittaway, 2010.)In particular the skills learnt through a group work context satisfy the demands and interests of the business community, parents and students as stakeholders in education. By incorporating this teaching strategy, students develop their affective domain, the social constructivist theory promotes such factors as student motivation, attitudes, perceptions and values. This satisfies parents as they believe their child is getting the most out of their education. Student’s interests are met through a social constructivist environment, they are taught how to socialise confidently, this environment allows introverted students the opportunity to connect with more confident classmates. Through this style of teaching, students discover skills needed in contemporary society. They are taught how to work effectively as part of a team which enables them to be employable and satisfies business’ interest in education, as it enables students to have effective skills for the future. <span style="color: #e87878; font: 15px 'Courier New',Courier,monospace; margin: 0px;"><span class="UIStory_Message">Pittaway, S. (Lecturer).(2010, July 12th) Curriculum and Pedagogy[Week 2, lecture 1], //Stakeholders:Who owns the curriculum//.http://lectopia.its.utas.edu.au/lectopia /lectopia.lasso?ut=858&id=29987