Year 11 Modern History

Implementation timeline

Term 1 2009 - Planning including participant selection and Awareness Raising Workshop
Term 2 2009 - week 1- 28th April introduction- week 2- excursion - week 3- 11th May begin project

Class timetable- (the fortnight begins on the second week)

Week 2- Monday (27th) 10:15- 11 am (staff day)

-Tuesday (28th) 10:15- 11 am

- Wed- 29th - 9:30- 11 am (double)

- Friday 1st May - 2- 2:45 pm (often used to watch material)

Week 1- Mon- 11:32- 12:20 pm

- Wed- 11:35- 1:05 pm

- Fri- 9:30 - 11am

Term 3 2009 - Host Expo and prepare journal paper, vodcasts and online reports, paper submission to ACEC 2010 and ICTLT 2009
Term 4 2009 - Attend ICTLT International Conference, Singapore
Term 2 2010 - Attend ACEC2010 National Conference in Melbourne

Outcomes:
P1.1 describe the role of key individuals, groups and events of the study
P1.2 investigate and explain the key features and issues of the study
P3.1 ask relevant historical questions
P3.2 locate, select and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and synthesising information
from different types of sources
P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate
and well-structured oral and written forms

Key Competencies: The key competencies of collecting, analysing and organising information and communicating ideas and information reflect core processes of historical inquiry and are explicit in the objectives and outcomes of the syllabus.

The other key competencies are developed through the methodologies of the syllabus and through classroom pedagogy in the following ways:
• students work as individuals and as members of groups to conduct historical investigations, and through this, the key competencies planning and organising activities and working with others and in teams are developed
• when students construct timelines or analyse statistical evidence, they are developing the key competency using mathematical ideas and techniques
• during investigations, students will need to use appropriate information technologies and so develop the key competency using technology

Research Project:

Causes of Terrorism in the 20th century

Students completed their research on this project by mid-June. This timeframe was useful in that it enabled pre-service teachers and teachers to discuss the efficacy of the project and to discuss the levels of engagement at the June 12 workshop at UNE. Student learning was observed during the four week project and students themselves evaluated their own learning at the completion of the project. The modes of assessment were varied and included a multimedia research project, with a written, film making and oral component. The product of student learning has been published online at: http://terrorism09.edublogs.org/

Research

Multimedia research task: Students design inquiry questions as a frame for their own researchers. The aim of this project is to enable student to become the designers of their research with teachers acting as a guide in the learning process. The element of choice helps to engage students as does presenting their research in a mode in which they are most comfortable with.

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Paired research - oral presentation
Video to present learning using a primary-source based narrative

Final Observations

Engagement Project overview:

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ICT application(s) to be used

• Improved research skills through the processes of learning
• metacognition- the sharing of ideas, learning from others, contribution to information 24/7 (wiki, blogs)
• the sharing of information encourages students to debate various perspectives and to justify their own ideas
• web based resource- access to thousands of resources through databases
• multimodal communication/ literacy- (wiki, blogs, podcasts etc)
• problem solving skills- learning to work with other people through a controlled environment (wiki, blogs etc.)
• a large focus on digital citizens- the ethical use of ICT
• the emphasis is on ICT as a learning tool
• aline our motivation with our project objectives
• Student centered focus (students interests, ideas and input being valued) -emotional, motivation and cognitive, active participants in their own learning
• encouraging independence - self directed learning
• complexity- a variety of resources, media, methods and tasks
• open-ended- multiple possible answers
• reflection on the learning processes- wiki,blogs, the documentation of knowledge acquirement- research skills- explicit teaching of qualitative evaluation