Design+Rationale

Design Rationale
====In this learning experience students will explore the concept of global sustainability. The lessons are designed for a Year 7 class that are studying the SOSE curriculum, place and space strand. The class is made up primarily of kinaesthetic and visual learners and all have developed moderately sophisticated social skills that enable them to work well together in groups or as a whole class. Many students have a sound knowledge of computers and have developed adequate ICT skills. Most students have access to an iPod, iPad or other form of tablet PC and all students have access to a laptop or desktop computer whether at home or at school. ====

====The main learning theory that has been used to design this learning experience is constructivism. The inclusion of KWL charts, SWOT analysis’, concept mapping and graphic organisers have been included to create a constructivist learning experience. The incorporation of problem-based learning has resulted in a more guided learning and independent learning experience. The inclusion of group and independent learning into the unit it provides students with a constructivist learning experience. Culatta (2012) says that, “full cognitive development requires social interaction.” Constructivism relies on knowledge being based on personal experiences and hypotheses of the environment. Students will continually test these hypotheses through social negotiation (Learning Theories Knowledgebase, 2012). That is why multiple group activities, whole class collaboration, individual activities with opportunities for reflection, and a guided teaching approach from the teacher is evident in the unit overview. This is done to provide students with a constructivist learning experience. ====

====The frameworks I have used in the creation of this learning sequence is Bloom’s Revised Taxonomy (Churches, 2009) and the Dimensions of learning (Marzano and Pickering, 1997). The adaption of this unit from a webquest to a more independent, technology integrated, problem-based learning experience involved changing the activities and summative task from the original unit, which incorporated the TELSTAR inquiry model. Each lesson in the learning sequence focuses on building student’s prior knowledge and abilities to complete the summative task for this unit. The task will require students to work in groups, work individually, collaborate with peers both on and offline, discuss problems on and offline, think critically, analyse, and evaluate situations and information. The students will investigate sustainability at all levels of its implementation (individuals, communities, businesses and governments) and what it means to achieve and maintain global sustainability. Students will research alternative sources of fuel and energy, the climate change theory and its potential threat to Earth and how they relate to global sustainability. ====

====Throughout the unit the students will complete an individual blog which will allow them to reflect on what they have learnt and experienced in their studies throughout the unit. Students will also be a part of a group which will work through the learning experience together to research the assignment question and complete the summative task at the end of the unit. The groups will upload their research, thoughts, planning and formative tasks to their wiki. The summative task for this unit will be a video that will answer the assignment questions and be uploaded to YouTube and embedded in the group wiki. ====