WA Westone SIDE

Darren Entwis tleCurriculum ManagerK-12 Curriculum Resources

e ffe c tive e Le a rn ing de s ig n

Julie BettenayManager K-12 Curriculum Resources

Jonathan Bromage

Deputy Principal Schools of Isolated and Distance Education

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Jonathan Bromage


1969

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Darren B Entwistle 2 February 1969 -

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NWS NINE - Monday, 24th May, 1965

www.humphreybear.com/faq_history.html

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Tim e s h a ve c h a ng e d

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introduce




Jonathan Bromage


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e Le a rn ing is not ne w

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B ut we ’re not qu ite h e re ye t

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e ffe c tive online le a rning de s ig n?

a fra m e work for c onte nt

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Robin Smith “Conquering the content”

IDEAntroduceiscover

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introduce An e ng a g ing ove rvie w of c onte nt/outc ome s

outlin ing purpos e . Wh y is th e s tude nt do ing th is ? (ove rvie w a nd purpos e ).

Appropria te , m e a ning fu l title a nd h e a d ing s . Notiona l h ours for s tude nt to c omple te th is

s e c tion. De s c ribe h ow s tude nts will s e t g oa ls for th e ir

le a rn ing , s e lf-a s s e s s a nd re fle c t on th e ir prog re s s .

Ide ntify th e a s s e s s m e nt type a s pe r th e un it ove rvie w.

In keeping with a learner-centred approach, evaluation and assessment should be part of the learning-teaching process, embedded in class activities and in the interactions between learners and between learners and teachers.

Harasim, L.H., Hiltz,R., Teles, L., & Turoff,M. (1996). Learning networks: A field guide to teaching and learning online. Cambridge, MA:MIT Press. p167

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analyse specific problems with data collection techniques

comment on the control of variables

explain in detail how improvements will increase the validity of the experiment

explain any inconsistent results

describe sources of error in the experiment and suggest how these errors could be reduced

describe two specific changes to the method that would improve the validity of the experiment

suggest why some results may be inconsistent

suggest one general improvement to the experiment

Evaluating the experiment

give detailed explanation of observations

explain how the conclusions relate to specific chemical concepts

explain observationscalculate and present data

from measurementsexplain specific conclusions

using chemical knowledgeexplain how the conclusions

relate to the original aim or hypothesis

use the results to draw conclusions

explain general conclusions using chemical knowledge

describe any conclusions and/or trends in the results

calculate averages if necessary

Analysing the results

collect precise data using accurate techniques

explain why repeat trials are necessary

use and report on preliminary trials to test the procedure and amend if necessary

record observations using the correct terminology and/or units

collect enough data to gauge reliability

use repeated trials or replicates if directed

record observations accurately

be consistent when taking readings.

describe observations clearly

Carrying out the experiment

use and acknowledge reference material in the planning

use an understanding of chemical techniques to plan the experiment

explain how to make measurements accurate

formulate an aim or hypothesis

state how results will be recorded

Planning the experiment

Increasing level of achievementAspect

Use this rubric to assess your response to the task.

Chemistry 2A Investigation into the effect of changing concentration on the rate of a chemical reaction

discover Conte nt bu ilds on prior knowle dg e o f th e

c onc e pt. Ne w c onc e pts /c onte nt a nd s kills . Conte nt s h ould be ‘c h unke d’. Mode s (e g te xt, vis ion, a ud io, in te ra c tions )

th a t a re be s t s u ite d to m e e t th e ne e ds o f th e le a rne rs , c onte xt a nd c onte nt/outc om e s .

engage A dire c t re la tions h ip b e twe e n th e Dis c ove r

a nd E ng a g e a c tivitie s . E xplic it e xpla na tion o f s tra te g ie s for

g u id ing s tude nt in te ra c tion with c onte nt. Opportunitie s for s tude nts to e ng a g e with

th e c onte nt to de ve lop th e s kills , knowle dg e a nd unde rs ta nd ing s or th e outc om e s .

Ac tivitie s a re s c a ffo lde d a nd s e que nc e d a ppropria te ly.

Opportunitie s for m e ta -c og nition.

Heating by conduction

Examine the following images relating to thermal conduction. Click and drag any one of the five labels below that relate to the images and correctly place it in a vacant column. You can use a label more than once.

Air Water Skin Metal Wood

Substance gaining

internal kinetic energy

Substance at higher

temperature

Substance losing internal kinetic energy

Duck with fluffed up

feathers

[ID – correct answers shown

in cells]

Air

Skin Skin

Man sweating after

exercising

Water Skin Skin

Surfers wearing wetsuits

Water or air Skin Skin

Metal frying pan with wooden handle

Wood Metal Metal

apply Le a rn ing a c tivitie s a re de s ig ne d to e na b le

s tude nts to de mons tra te a c h ie ve m e nt of th e outc om e a nd knowle dg e o f th e c onte nt.

Le a rn ing a c tivitie s provide in form a tion to s tude nts to e na b le th e m to m onitor, a s s e s s a nd e va lua te th e ir pe rform a nc e a nd prog re s s .

Opportunitie s for m e a ning fu l re fle c tion. Opportunitie s for b uild ing on a nd tra ns fe r

o f le a rn ing . Ide ntify th e a s s e s s m e nt type a s pe r th e

un it ove rvie w.

http://maps.google.com/maps/ms?hl=en&ie=UTF8&oe=UTF8&msa=0&msid=110074514445337176498.000454671ab2f64126ec5

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how do teachers use these?Jonathan Bromage

Deputy Principal CurriculumSchools of Isolated and Distance Education

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e ffe c tive online le a rning de s ig n?

Discover new learning solutions




Jonathan Bromage


There are thousands of buildings in this country where millions of people in them have no telephones, no cable television, and no reasonable prospects of broadband services. They’re called schools.

Reed HundtChairman of US Federal Communications Commission

Quoted by Bill Gates in The Road Ahead 1996

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[Start Introduce]

[H1] Introduce [H2] Spatial interaction: environmental impact A study of spatial interaction involves an examination of the interrelationships that exist within and between human and natural environments. These interrelationships can change from place to place and over time within the landscape. An ecosystem is made up of living things (biotic) such as plants and animals and non-living things (abiotic) such as soil and water. All the living and non-living components interact with each other. Ecosystems can achieve balance or equilibrium. However, a change to any one element of this integrated system will impact on many other parts of the system. Disruption to balance can be the result of natural events but it is also caused by human activity. Forests are complex ecosystems. Forestry activities can impact on the natural cycles that are associated with these forest ecosystems. Note: When considering how forestry activities impact on the natural cycles associated with forest ecosystems it is important to consider them spatially. [Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] Spatial interactions can involve the study of spatial proximity and its influence on the frequency and intensity of the interaction. For example:

what happens in one place can influence what happens in other places how often and the strength of influence varies according to how close or far apart the

places are places that are in close proximity may have similar characteristics while those further

apart may bear little resemblance to each other Spatial interactions can be between natural elements of climate, vegetation, animals, soils and topography. For example:

the flow of matter and energy between plants and animals the influence of climatic on the development of vegetation characteristics the interaction between soils and topography

Spatial interactions also change. For example:

human activity can impact on natural cycles In this section you will: 1. Discuss the impact of resource utilisation on the associated natural environment. 2. Evaluate the extent to which these impacts have changed over time. [H3] Time [Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] Approximate hours to complete this section: 5 [H3] Assessment type [Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information]

[H1] Discover and Engage [H2] Natural environments in balance Forest ecosystems have evolved and survived for millions of years first appearing on earth well before the arrival of humans. Australia’s forests are ancient places containing hundreds of species of plants and animals all in a delicate balance with soils, topography and climate. Forests provide and contribute to many essential services ensuring the ongoing health and stability of local and global environments:

Biological diversity Ecosystem interactions Energy circulation Natural cycles

[H2] Biological diversity About 2% of Western Australia, prior to European settlement, was covered by tall forests. Over centuries they evolved to contain some of the rarest plant and animal species on earth, most of which are endemic to the south west. This high level of biodiversity has contributed to these forests being included in the Southwest Australian Ecoregion.

[Insert following as a quote More than 4000 species of native plants and 100 native mammals, birds, frogs and reptiles have been recorded in the region, with other plant species believed to be yet discovered. Many of these natives are rare and endangered, giving the Southwest Australia Ecoregion the highest concentration of rare and endangered species on the Australian continent.] Southwest Australia Ecoregion [Check CR for acknowledgement wording]

Before reading on, visit the video centre to view the plants and animals found in the south west of Western Australia. Video Centre [Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] This video has kindly been provided by the Greenbushes Eco Cultural Discovery Centre Incorporated 2007. They form part of an interactive forest display at the Greenbushes Discovery Centre, located at 38 Blackwood Road, Greenbushes, Western Australia. Visit this centre for the full interactive experience. [Insert icon: S&E751_IDEA4_watch] Forest views D:\Greenbushes Forrest Module\Periscopes Periscope.mpg

[H2] Ecosystem interactions All living and non-living elements found within a forest interact and play a part in maintaining ecosystem balance. These interactions can be localised such as the interrelationships between the plants, animals, soils, topography and climate within the area. [Insert S&E751_IDEA4_pic1: Diagram showing living and non-living components of an ecosystem. TG Grieve DSC_0440 with labels and arrows as shown below.] [Photograph reproduced with the permission of TG Grieve] [Alt tag: This diagram represents the interrelationships that exist in a forest ecosystem. Each arrow shows the direction of influence.] Explanation of diagram [Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] Climate (rainfall and temperature) can influence all other components within the ecosystem. Its influence on animals and soils is one way and therefore shown as a one-directional arrow. Topography and plants also influence climate. This has been shown using a two-directional arrow. Animals and plants influence each other, as do animals and soils, plants and soils, plants and topography and soils and topography. These have two-directional arrows connecting each. Topography can also influence animals. This has been shown using a one-directional arrow.

[H1] Apply [H2] Project Trees-n-Us WA You are an analyst hired by Trees-n-Us WA to evaluate the impacts of forestry activities on the natural environment. You are required to present your findings in a one hour meeting to the managers of the company at their head office conference room. Expanded explanation of impacts [Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] Forestry activities undoubtedly have impacted on the associated natural environments, however, the extent of these impacts has changed over time. With increased understanding of the natural processes and the interrelationships that exist within ecosystems, improved management and practices can be implemented by all forestry sectors. Some impacts are able to be reduced significantly or are temporary, only existing when logging takes place, such as soil erosion, soil compaction and increased water siltation. Low-impact logging practices such as road and river vegetation reserves can be implemented to reduce erosion and damage to waterways. Technological advancements in logging such as using skyline logging equipment reduce soil disturbance, especially on steep slopes. Other impacts are unable to be reversed such as restoring a forest ecosystem complete with the structure and interrelationships once found in an old growth system especially when replanting is reflective of a plantation. The Western Australian government has implemented positive strategies to protect areas of ecological significance, such as old growth forests, from logging and forestry management and practices support the preservation of biodiversity through the identification and protection of ecologically sensitive areas within logging areas. Stages in geographical inquiry

Planning [Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] The first stage of an investigation is planning. Spend some time planning ways to gather and organise your information. To do this:

analyse the topic and identify the types of questions, observations, data and sources appropriate to the topic

devise general and specific hypotheses to guide your investigation. Some focus questions to get you started

[Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] Which impact:

is most significant needing to be addressed is not reversible therefore should be avoided at all cost has widest consequences and which is only localised is temporary and which is long term

Conducting

[Insert icon: S&E751_IDEA4_information: to open ‘click-reveal’ with the following information] The second stage of an investigation is conducting. This stage involves the gathering of information. To do this:

gather information from a variety of appropriate sources and from a variety of perspectives to ensure you conduct a balanced investigation

keeping an accurate record of sources and reference information appropriately

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