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BEST Cluster Project: Principles of Learning and Teaching in Action. http://www.bestcluster.openlab.net.au. 1. What was the teaching and learning challenge to which you responded? Which PoLT did you address?.
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BEST Cluster Project: Principles of Learning and Teaching in Action http://www.bestcluster.openlab.net.au
1. What was the teaching and learning challenge to which you responded? Which PoLT did you address? When students completed a library survey, it become apparent that they had very few skills in compiling an accurate bibliography. It was therefore determined to introduce the electronic ‘Citation’ software program to develop these skills. 3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program. 3.4 Capitalizes on students’ experience of a technology rich world.
2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions? Key Question: Will the Citation program assist students’ ability to compile a bibliography? Focus: Using the ‘Citation’ computer program to accurately construct bibliographies to accompany assignments, projects etc. Understanding: Students to become familiar with citations for a variety of media e.g. books, magazines, magazine articles, web sites, movies, DVDs etc. Understanding the need for accurate citation skills in all domains.
3. What could the students already do alone? What did the students already know? • Some students were able to gather information from the title page. • A number of students were able to explain the necessity for a bibliography. • A few students were able to construct a very simple bibliography. • Many did not understand the concept of plagiarism, they thought the cutting and pasting of information was acceptable. • None knew that there were a variety of formats required for different types of media. • No student was able to use title page etc information to create bibliographic/citation lists at secondary/tertiary level.
4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. • Class booked into computer lab so that each student has access to a computer with “Citation ‘ software loaded. • Class set of practice bibliographic examples photocopied and colour coded • Interactive whiteboard to be used with bibliographic examples. • Students need print credits. • Lesson 1 :- • Discuss why it is important to submit references with research work undertaken. • Remember the research process is about recording the information you have gathered and acknowledging other people’s work and thoughts. • Demonstrate that you have used a variety of sources and can put the information in your own words. • Discuss what plagiarism means –’cut and paste’ is in effect stealing. • Discuss the strict format of a bibliography – from ‘Citation’ students & teacher read the ‘General Guidelines’ • Show a simple title page and reverse on interactive whiteboard and have students identify main publishing details. • Show location of ‘Citation’ on network, student can have a browse.
4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. Lesson 2 :- Re-locate ‘Citation’ on Novell screen open Select Harvard Style. This has been agreed on for most College classes. Authors and editors – surname first or sometimes title or article – find on our title page/reverse, enter information on your screen. Show how to give credit to illustrator. Date of publication Articles Titles Give students colour coded activity sheets so that they can create a bibliography – enter onto list, give list a heading, edit an entry, make a list, view examples, look at options available on tool bar.
5. Review. How successful was the learning sequence? What will the students do next? Most students were able to use this program to create accurate and detailed bibliographies citing a variety of resources. Most found the program easy to use and were happy with the results. Many found that they needed to pay closer attention to spelling and grammar to create accurate records. All students became aware of the need for proof reading material before printing. The next step in assessing the success of this learning sequence will be evaluating each student’s use of ‘Citation’ as a component of their ‘Futures’ assignment.
6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work. Report Rubric for Library/ICT Year 7
