Teacher+Resources

** Legal, safe and ethical practice **
====Ensure that all the student’s sources, pictures, videos and information in their wiki and individual blogs are referenced and adhere to proper standards. Ensure that adblock software and internet browser site advisor add-on software is installed on all computers to prevent malicious software and pop-up’s. When putting students work on the class wiki be sure to reference its location and author. This is to model good legal, safe and ethical practice to the students. ====

====Monitor the communication between students and ensure that they are using the appropriate netiquette, protocols, and communication conventions. This should be done as part of assessing the learning outcomes stated in Education Queensland’s Student ICT Expectations (2009). Those outcomes for this unit are: ==== ====Marzano and Pickering (1997) also state in Dimension 1 (Attitudes and Perceptions) of their stages of learning that teachers should, “engage in equitable and positive classroom behaviour.” In an e-learning context this could mean monitoring the interactions of students and ensuring that ====
 * ====practice appropriate codes of conduct for ICT communications and consistently follow netiquette ====
 * ====comply with school expectations and protocols when using ICT ====

** Curriculum Links **
Essential Learning – SOSE Year 7: Place and Space (Queensland Studies Authority, 2008)

Sustainability requires a balance between using, conserving and protecting environments, and involves decisions about how resources are used and managed

//e.g. “rethink, reduce, reuse and recycle”; renewable versus non-renewable energy sources.//

Ways of Working
 * identify issues and use common and own focus questions;
 * collect and analyse information and evidence from primary and secondary sources;
 * evaluate sources of information and evidence for relevance, reliability, origins and perspective;
 * draw conclusions and make decisions based on information and evidence by identifying patterns and connections;
 * communicate descriptions, decisions and conclusions, using different text types for specific purposes and the conventions of research-based texts;
 * respond to investigation findings and conclusions by planning and implementing actions;
 * reflect on and identify personal actions and those of others to clarify values associated with social justice, the democratic process, sustainability and peace and;
 * reflect on learning to identify new understandings and future applications.

Student ICT Expectations – Year 7 (Education Queensland, 2009)

Use ICT in the process of inquiry and research Select and use ICT to create a range of products to suit the purpose and audience Explore different digital media to communicate and collaborate Apply standards and conventions when using ICT to communicate Use safe, ethical, and responsible practices when working with ICT Navigate software and virtual environments Reflect on operating ICT
 * search for data, information and digital content using a range of information sources including online communication tools such as blogs, wikis, RSS, and databases
 * use digital concept maps to plan research projects and curriculum tasks by analysing the topic and key aspects to research
 * reference valid sources of information and acknowledge the work of others
 * collect, combine and manipulate digital images, texts and sounds when creating digital products
 * use graphic organisers and digital concept mapping tools when planning to create products
 * collaborate online to solve problems, share ideas and communicate with people in different social and cultural contexts
 * use digital devices to collect and share ideas and information
 * design and produce digital texts, products and online publications using styles and templates suitable for a specific audience
 * apply agreed communication conventions and protocols and netiquette when communicating online
 * practice appropriate codes of conduct for ICT communications and consistently follow netiquette
 * comply with school expectations and protocols when using ICT
 * use concept mapping software to plan projects, record ideas, and organise main ideas and supporting details and to present research findings
 * reflect on ICT devices can be use to complete a task more effectively

** Dimensions of Learning **
Dimension of Learning 1 – Attitudes and Perceptions: Engage in equitable and positive classroom behaviour, structure opportunities for students to work with peers, provide opportunities for students to get to know and accept each other, help students understand how specific knowledge is valuable, use a variety of ways to engage students in classroom tasks, create classroom tasks that relate to students’ interests and goals, provide appropriate feedback, and provide students with clear expectations of performance levels for tasks (Marzano & Pickering, 1997, p. 13-42).

Dimension of Learning 2 – Acquire and Integrate Knowledge: see declarative and procedural knowledge.

Dimension of Learning 3 – Extend and Refine Knowledge: Constructing Support (Marzano & Pickering, 1997, p. 160-167)

Dimension of Learning 4 – Use Knowledge Meaningfully: Investigation (Marzano & Pickering, 1997, p. 234-245)

Dimension of Learning 5 –Habit of Mind: Be accurate and seek accuracy; be clear and seek clarity; maintain an open mind; take a position when a situation warrants it; persevere; generate, trust and maintain your own standards of evaluation; monitor your own thinking, identify and use necessary resources and; evaluate the effectiveness of your actions (Marzano & Pickering, 1997, p. 262) By the end of the unit students should have acquired these skills.

Studies of Society and Environment (SOSE) (QSA, 2008) Student ICT Expectations (Educations Queensland, 2009)

Declarative Knowledge – students can:

D1: Explain what sustainability is D2: Explain how sustainability can be achieved D3: Explain how they created digital products

Procedural Knowledge – students can:

P1: Identify issues and use common and own focus questions P2: Collect and analyse information and evidence from primary and secondary sources P3: Evaluate sources of information and evidence for relevance, reliability, origins and perspective P4: Draw conclusions and make decisions based on information and evidence by identifying patterns and connections P5: Communicate descriptions, decisions and conclusions, using different text types for specific purposes and the conventions of research-based texts P6: Respond to investigation findings and conclusions by planning and implementing actions P7: Reflect on and identify personal actions and those of others to clarify values associated with sustainability P8: Reflect on learning to identify new understandings and future applications P9: Search for data, information and digital content using a range of information sources including online communication tools such as blogs, wikis, RSS, and databases P10: Use digital concept maps to plan research projects and curriculum tasks by analysing the topic and key aspects to research P11: Reference valid sources of information and acknowledge the work of others P12: Collect, combine and manipulate digital images, texts and sounds when creating digital products P13: Use graphic organisers and digital concept mapping tools when planning to create products P14: Collaborate online to solve problems, share ideas and communicate with people in different social and cultural contexts P15: Use digital devices to collect and share ideas and information P16: Design and produce digital texts, products and online publications using styles and templates suitable for a specific audience P17: Apply and practice agreed communication conventions, school expectations and protocols and netiquette when communicating online and using ICT P18: Use concept mapping software to plan projects, record ideas, and organise main ideas and supporting details and to present research findings P19: Reflect on ICT devices can be use to complete a task more effectively

Bloom’s Revised Taxonomy
Boom’s Revised Taxonomy is used in this learning experience as it provides a framework similar to the Dimensions of Learning in the sense that the learning experience progresses from lower order thinking skills to higher order thinking skills. Bloom’s Revised Taxonomy does this by ensuring cognitive development as the learner progresses through the learning experience (Church, 2009). The stages of Bloom’s Revised Taxonomy, from lower order thinking to higher order thinking are:


 * 1) Remembering
 * 2) Understanding
 * 3) Applying
 * 4) Analysing
 * 5) Evaluating
 * 6) Understanding

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