What can we learn in 3 minutes? Dr Natalie Brown University of Tasmania
An assessment task <ul><li>In groups of 3-5 you are to plan and produce a three minute video exploring an issue in Science...
A sample assignment …
Assessment criteria <ul><li>Appropriateness (and accuracy) of content for target audience - junior secondary science stude...
Reflective Essays <ul><li>What do the students say they learnt from the experience and how might this influence their futu...
Frequency of responses
Curriculum <ul><li>“ successful communication of a scientific concept through video production necessitates a high level o...
Reflection <ul><li>“ The outcome of this experience is largely a personalised journey; one in which Year 7 taught me more ...
Application <ul><li>“ As a teacher I must monitor the quiet less dominant personalities in the group and encourage them to...
Methodology <ul><li>Wisdom of Practice Scholarship (Weimer) </li></ul><ul><li>Action Research principles </li></ul><ul><li...
 
Promise of IT  vs  practicalities Engaging Higher order thinking Motivating Team work Cross-curricular Teacher beliefs Tea...
<ul><li>“ I was initially sceptical about the project, particularly its relevance to us as secondary/science maths teacher...
Thank you to:  Gerard Van de Geer & B.Tch   students
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Natalie Brown 2008

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Natalie Brown 2008

  1. 1. What can we learn in 3 minutes? Dr Natalie Brown University of Tasmania
  2. 2. An assessment task <ul><li>In groups of 3-5 you are to plan and produce a three minute video exploring an issue in Science. This will be a hands-on experience encompassing story boarding, filming, editing and presentation. You will be supported in this task through workshops providing you with knowledge and skills to use video making and viewing as one of your teaching strategies - in Science or in an integrated curriculum context. </li></ul>
  3. 3. A sample assignment …
  4. 4. Assessment criteria <ul><li>Appropriateness (and accuracy) of content for target audience - junior secondary science students </li></ul><ul><ul><ul><li>develop pedagogical content knowledge particular to the domain of Science </li></ul></ul></ul><ul><li>Effectiveness of narrative structure </li></ul><ul><li>Quality of filming and editing </li></ul><ul><ul><ul><li>gain confidence and experience in pedagogies [applied technology] appropriate to the Science domain) </li></ul></ul></ul><ul><ul><ul><li>to collaboratively design authentic learning experiences in the Science learning domain </li></ul></ul></ul><ul><ul><ul><li>develop skills and understanding for working in collaborative teams </li></ul></ul></ul>R E F L E C T I O N V I D E O
  5. 5. Reflective Essays <ul><li>What do the students say they learnt from the experience and how might this influence their future practice? </li></ul>
  6. 6. Frequency of responses
  7. 7. Curriculum <ul><li>“ successful communication of a scientific concept through video production necessitates a high level of conceptual understanding” </li></ul>
  8. 8. Reflection <ul><li>“ The outcome of this experience is largely a personalised journey; one in which Year 7 taught me more than I taught them. Fortunately, before it was too late, I also realised that it was not about making a good or perfect video, … it was about the students constructing their own learning and presenting their product in a way that meant something to them.” </li></ul>
  9. 9. Application <ul><li>“ As a teacher I must monitor the quiet less dominant personalities in the group and encourage them to contribute without negative interference from others. Effective group-work strategies could be raised in class prior to commencement of the activity and a video production checklist (attached) should be made available to each student as a valuable group tool.” </li></ul>
  10. 10. Methodology <ul><li>Wisdom of Practice Scholarship (Weimer) </li></ul><ul><li>Action Research principles </li></ul><ul><li>Data: </li></ul><ul><li>Reflections and SETLs as data </li></ul><ul><li>Framework for analysis: </li></ul><ul><li>Boud’s ten characteristics of a great assessment design </li></ul>
  11. 12. Promise of IT vs practicalities Engaging Higher order thinking Motivating Team work Cross-curricular Teacher beliefs Teacher confidence Availability Curriculum pressures
  12. 13. <ul><li>“ I was initially sceptical about the project, particularly its relevance to us as secondary/science maths teachers. Looking back I think some of this scepticism was founded on a lack of understanding and confidence using the technology in questions. </li></ul><ul><li>After having completed this project my views have completely reversed. I now recognize the value in such a project for both myself and for use in the classroom. I am looking forward to the opportunity to develop such a project for use in my own teaching .” </li></ul>
  13. 14. Thank you to: Gerard Van de Geer & B.Tch students
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