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Annotated learning-sequence

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Annotated Learning Task Sequence

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Annotated learning-sequence

  1. 1. Creating a Learning Sequence
  2. 2. Learning SequencesA Learning Sequence is a series of Learning Items which complement eachother. A Learning Sequence might include items which represent a learningtopic from different perspectives, or might encompass a number of linkedactivities. A teacher can provide opportunities for students to complete a varietyof types of activities by creating different Learning Items within a single LearningSequence.
  3. 3. The following is an example of a Learning Sequence titled “In the News”, anEnglish unit looking at local issues in the media. 1 Create a folder for the Learning Sequence This folder can include a Teacher Overview and / or a Student Overview. This overview can describe the purpose of the learning sequence, what is to be achieved and establish learning goals It can also include any curriculum standards or assessment information the teacher wants the students to be aware of at the beginning of the sequence.
  4. 4. 2 Discussion Learning Item: Local News Discussion This example “In the News” begins with a discussion to prompt inquiry and to establish common understandings. The teacher provides local newspapers and links to media websites that contain local issues. The teacher poses questions for the students to discuss before and during the learning sequence.
  5. 5. 3 Task Learning Item: Considering Key Issues This offline task gives instructions for students to work in groups using the Six Thinking Hats and consider one issue identified through the discussion. Students are asked to explore an issue by using the 6 Thinking Hats to brainstorm solutions for the issue. The teacher makes Observations on students working in teams.
  6. 6. 4 Journal Learning Item: Research Journal Once each student has decided on a local issue, the Journal is used to compile research and further resources about the issue. Students can develop their own questions for investigation, research relevant information from a range of sources and make judgements about its worth. Teachers can participate in the journal through providing specific feedback to students on their learning to cultivate higher order thinking, monitor progress and ensure a progression of learning.
  7. 7. 5 Submission Learning Item: Local Issue Article In this Submission, students are asked to use all the information collected from their research journal to write a newspaper article on their local issue. The genre of newspaper writing would have been taught, modelled and exemplars provided to the students. Students submit their article by writing directly into the Rich Text Editor or writing it elsewhere and attaching it as a file.
  8. 8. Task Learning Item: Local Issue Presentation6 The offline presentation of the local issue is being assessed against VELS for speaking and listening. Students are required to present an oral presentation based on 5 slides and answer any questions from the class Students are asked to self-assess their performance against a rubric supplied at the beginning of the task.
  9. 9. Summary of Learning Sequence A Discussion is used to engage students and identify common understandings and starting point for learning A Task is used to provide students with a offline group activity to further explore an issue A Journal is used for students to compile research and elaborate on information over time A Submission is used for students to submit a piece of work culminating from work completed in previous learning items A Task is used for an oral presentation of learning at the end of the sequence
  10. 10. ULTRANET © 2010Department of Educationand Early Childhood DevelopmentGPO Box 4367 Melbourne, Victoria 3001

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