Task
You are required to research a range of appropriate Web 2.0 Tools to use as a focus for teaching and learning experiences, preparing a portfolio that includes the following:
Section 1: Rationale
Write a rationale for teaching sensitive issues in the K-6 context (500-750 words) – refer to the syllabus introduction, rationale, aim, objectives, stage statements, and consider the implications for teaching and learning in PDHPE, as well as pages 42-44 of the K-6 PDHPE Modules;
Compile a comprehensive list of sensitive issues evident in the K-6 PDHPE syllabus – include syllabus codes, outcomes and content;
Justify the inclusion of the sensitive issue(s) you have specifically chosen as your portfolio focus (see Section 2) from the K-6 PDHPE syllabus (250-300 words).
Section 2: Teaching and Learning Resource
Select a sensitive issue discussed in K-6 PDHPE (examples will be discussed further in online modules, but they may include the following: puberty; grief/loss; body image; discrimination and harassment);
Design a teaching resource (a resource used by the teacher) using a Web 2.0 Tool (e.g. blog, prezi, wiki, website) that is centred on your chosen sensitive issue. This teacher resource is the hub of the three ensuing learning experiences and should be related back to throughout the teaching and learning processes. The teacher resource models for the students how technology will be used across the three lessons and effectively introduces, teaches and supports the learning of the selected sensitive issue. It should therefore be seen as the hub of the three learning experiences;
Design three learning experiences (lesson plans) for one chosen Stage (ES, S1, S2 or S3) that build on and draw from the previous teacher resource. Each lesson plan needs to have a minimum of ONE Web 2.0 Tool being used by learners within it (e.g. tagxedo, blabberize, bubbl.us, bitstrips). You need to play with the selected Web 2.0 Tools as if you were the learner to create imaginary student models. Each learning experience needs to be creative, learner-centred, significant and encourage higher order thinking (a template will be provided on CSU Interact). Learning experiences must also require students to work both independently and in cooperative learning groups;
Clearly and fully outline the KLA outcomes (both knowledge and skills) and content for each learning experience that you design;
Integrate at least THREE KLAs throughout, and include PDHPE (PDH outcomes);
Cater for the needs of two types of learners (e.g. visual, auditory, kinaesthetic, disabled, boy-girl);
Thoroughly detail the learning experiences, including organisation (e.g. Where will the students be for each learning experience? What technology will be required? How will each activity be organised? How long will the students have for each learning experience? What space and resources will be needed in the learning environment?); and,
Demonstrate how literacy and technology can be effectively used to enhance learner understanding.
NOTE*: In building your capacity to teach PDHPE in a variety of K-6 contexts, your teaching and learning resource will be added to a DIGITAL LIBRARY to which each student will be provided access after the marking period has passed. It is envisaged that the portfolio of work will provide you with a repertoire of resources to assist you in your teaching practice as a primary PDHPE teacher.
Rationale
This task provides students to demonstrate their standard of achievement in the following subject outcomes:
be able to justify the inclusion of PDHPE as a valuable educational experience in the broader school curriculum;
be able to affirm, celebrate and accommodate the cultural and social difference of their learners;
be able to differentiate the curriculum to include the interests, motivations, abilities and socio-cultural backgrounds of their learners;
be able to accurately engage with the literacies applicable to the KLA;
have investigated the aims, objectives, outcomes, content, course requirements, and key terms in the PDHPE K-6 syllabus;
be able to critique, select and apply a variety of pedagogical models to design stage appropriate, creative, challenging and inclusive learning experiences which cater for the varying learning styles and needs of their learners;
be able to select an array of children’s literature and other visual stimulus to address sensitive and social issues in the K-6 syllabus.CLICK HERE FOR MORE ON THIS TOPIC
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