Posts Tagged CLP409
This semester I modified my unit planning assessment for CLP409 (Secondary English Curriculum Studies 2) based on the outline developed by Bianca Hewes. You can see the 40 fantastic project outlines by her fabulous #EDMT5500 students on her blog.
Bianca developed her ‘Inquire, Create, Share’ model for project-based learning (PBL) units after finding that planning PBL units needed to involve more visible teaching and explicit structure to ensure students learned required knowledge and collaboration skills.
As I see it, this approach is a variation of existing models that suggest units of work be designed around phases of ‘Orientate, Enhance, Synthesise’. These particular verbs are popular in Queensland Schools, and can be found as one of two recommended unit planning frameworks on the QSA website.
The two things that I love about the unit framework that Bianca has developed are:
- It provides a structure for PBL units that takes on the narrative flow I find so natural in teaching – there is a clear beginning, middle and end in these units.
- The shift in verbs used to drive learning activity is important; activities to ‘Orientate, Enhance and Synthesise’ could still be very teacher-centered but ‘Inquire, Create, Share’ and similar verbs deliver an imperative to engage student-centered learning and project sharing.
Following Bianca’s lead I am posting my Assignment Task Sheet here for all to see, and below you will find some of my students’ finished products, reproduced with their permission.
Please notice that I used the same Driving Question as Bianca, ‘How can I create a project for English that will help my students own their learning?’, and that I retained some of the structure of her original project as well. Some things I did a bit differently were: adding an essay writing component where students justified their choices using scholarly and professional literature; requiring students to refer to Australian Curriculum elements rather than ISTE NETS and professional standards; providing models of other assignments.
Of course, I could only provide my class with models of assignments because Bianca’s students had been willing to publicly share their work in the first place. So a big THANK YOU to those fabulous (and generous) #EDMT5500 students, and to the University of Sydney, for making their work available to the world 🙂
In most English Curriculum units I run an activity where students work in groups to design their ultimate English classroom.
Here are some of the elements that come up in many of the designs:
- Really big bookshelf
- Reading area/chill out zone with bean bags
- Lots of windows
- Blackout curtains around the room for cinema viewing & drama background
- ‘Drama blocks’ that can be used as seating or a stage (or a dedicated stage area)
- An indoor plant
- Projector and screen
- Moveable tables (though note often teacher-centric as default)
Some groups, but not too many, also include:
- Interactive whiteboard/s
- Posters on the wall
- iPad/laptop chargers
- Student work display board
- Different ‘zones’ in one big room
- Coffee/tea making area
- An outdoor area e.g. verandah
The inclusion of a coffee/tea area is slightly worrying, given the adolescent age range of the students in mind!
Other than that though, I can see very good reasons for most of these design elements.
The only problems is…I know that these aspiring teachers have buckleys of fitting all this in to a traditional school classroom space. Until we knock down the walls and invest in new, flexible, comfortable furnishings, these dream rooms will stay just that. A dream.
What do you do to make your classroom more like your ‘ultimate room’? What else would you include in your ultimate classroom design?