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EDF4512 Gifted Education Assessment Two: A Differentiated Unit of Work Courtney Garth 22540873

CONTENTS
Rationale..3 Learning Outcomes 4 AUSVELS 5 Kaplans Model6 Assessment7 Appendix One.. Appendix Two.. Pre- Unit Core & Differentiated Activities.

Rationale: This unit of work is related to Weather and will be investigated and explored for approximately four weeks. It is important that the children have an input into this unit of work and their own learning, therefore it may take less or more time depending how deep the students take it. This differentiated unit of work is aimed at a Grade 3/4 level. Applying a differentiated style it facilitates effective engagement of the students in the curriculum being presented. The unit also has many links to AUSVELS (refer to Table 1) A differentiated curriculum is learning experiences built around the needs, abilities and interests of gifted students (Davis & Rimm, 2004). By developing a unit of work around the needs, interests and abilities of the students is essential as we are providing children with the opportunity to achieve greatness within what they like. By making learning fun and enjoyable it allows teachers and students to take in the content. Robinson (0000) states that a differentiated curriculum for gifted learners should be an integral part of the school curriculum and the school day, not a add on (p1.) I have adopted to use the Kaplans model of differentiated curriculum for planning this unit and it reflects the model throughout this piece of paper. Watters (2004) explains that a differentiated curriculum can provide the basis for discovering, serving and nurturing academic giftedness (p.43) This is where Kaplan explains that a central them should be selected as the focus for a unit of teaching, and that this theme should relate to one or more curriculum disciplines, it should be salient in the students lives, it should not be time or age dependent, and it should enable the incorporation of various teacher-guided and student- selective activities to undertake (hsbsdbe). Kaplans model allows the unit to be examined in the following areas; content, process, product and the learning environment.

Learning Outcomes: Content: - Students will be able to identify the types of clouds that cause rain, hail or shine - Students will be able to discuss all aspects of the weather. They should be able to provide examples when doing this - Students will be able to identify how being prepared for when the change of weather occurs. - Engage students in content-relevant forms of higher level and abstract thinking (Robinson, 2002) Process - Students will work in small groups and gather information - Students will gain an understanding of the different clouds and how to interpret them in future - Students will develop an array of information and develop a weather report. - Students will develop research skills (journal entries, note taking, internet etc.) that will allow them to find information to construct their presentation. Product - Students will choose their own style of presentation - Students will prepare an effective and organized presentation - Students will demonstrate knowledge about the weather and how it can affect peoples moods and activities. - Students will have used a number of resources to construct their presentation Learning Environment - Students will develop a rich learning environment and work within small groups within this unit of work. Within the small groups each member will contribute equally and is provided with an opportunity to express ones opinions. This is an important aspect to make sure is happening throughout the unit, otherwise students will fall behind and not contribute their thoughts. - This unit allows the students to become critical learners and develop appropriate feedback to give their peers

Kaplans Model Chart (Table 2)

Theme

Basic Skill
*Observing

Research Skill
*Taking notes *Reporting research *Using journals, magazines, newspapers *Substantiating with evidence

Productive Skill

Product
*Map

Weather

*Describing *Analysing *Predicting *Recording

Critical Thinking Skills: Logic Adequacy Conclusion

*Journal *Poem *Research Report *Set of Photographs *Chart *Play *Scrapbook *News Article

*Recognizing Relationships *Analysing and interpreting data *Organizing graphs and charts *Survey *Hypothesizing

Articulating Activities: Kaplan Model Planning Grid- Weather: Example Assessmen Theme Weather: Clouds Outside in the schoolyard Basic Skill - Listening - Observing Research Skill - Interviewing - Note Taking - Summarising Productive Product Skill - Social Core: Participation Summary Writing

ARTICULATING ACTIVITY This represents the logical steps in which this learning experience will take place, including core and differentiated activities, incorporating all skills and the final expectations of all students.

What is weather? What kinds of weather are there? Do clouds have an effect on the weather? Students will go outside into the schoolyard and investigate the clouds in the sky. They will draw conclusions on what clouds are present and what type of clouds they are (Stratus, Altostratus, Cirrus and Cumulus). The students will develop their note taking of what they are observing. They will begin to develop an understanding of the different types of clouds associated with the different weather patterns. Core Activities: Students will listen to a local weather reporter that deals with observing the weather on a daily basis. Students will be required to draw each type of cloud and write a sentence about the characteristics of them. They will also record what types of clouds were in the sky today and what the temperature and outside scenery was like on this day to get a greater picture of it. Activities for those identifies gifted: Students will have time in a small group to ask the weather reporter some information on how they deliver a weather report and ask for some help on what to write about the weather on this day Core Activities: Have the students within this group to write up a screenplay on delivering a weather report. The students will summaries the weather for the day and undertake a weather report in front of the class. This will see the students writing in a different style compared to the normal essay-writing genre.

Assessment can take many forms throughout the classroom and should be used to raise students self esteem and improvement of work (Marsh, 2008). I aim to use several methods of assessment throughout the unit, as it will help students develop a variety of methods and therefore the teacher can have a clear understanding of the students outcomes that they have achieved over the whole unit.

AUSVELS Strand Physical, Personal & Social learning

Domain/s Interpersonal Learning

Dimension/s Building social relationships Working in groups The Individual Learner Managing Personal Learning Writing Reading Speaking & listening

Personal Learning

Discipline-based learning

English

Math

Units of measurement Data representation and interpretation Creating & making

Arts

Science

Planning & conducting

Processing & Analysing data information Nature & development of science Interdisciplinary Learning Communication Listening, viewing, and responding Presenting

Assessment: Self and Peer Evaluation The main aims of self and peer assessment are to: - Increase student responsibility and autonomy - Strive for a more advanced and deeper understanding of the subject matter, skills and processes - Lift the told and status of the student from passive learner to active learner and assessor - Involve the students in critical reflection - Develop in students a better understanding of their own subjectivity and judgment - Develops reflection of their role and contribution to their own work. All of these dot points will be engaging students within their assessment of the unit. At the end of this unit students will fill out a self-assessment survey to see what they have learnt and what they may need to focus more on next time. Peer feedback is an imperative aspect to undertake in any classroom. Peer assessment aligns with the notion that an important part of the learning process is gradually understanding and articulating the values and standards of a community of practice(Wegner, 1999, cited in Boud & Falchikov, 2007, p. 129) Drawing on Wengers ideas, Falchikov suggests that learning involves active participation in a community of practice in which members of the community determine and structure their own practices, and construct identities in relation to these communities (2007, p.129). Informal Observation Informal observations will be used within this unit of work as a means to observe the actions and behaviors of each student. General notes will be taken and anecdotal notes will be taken for each child, so that the teacher can look back on and see how each child did in certain areas of the unit. One on One conferencing will be effective in letting the children verbalize how they are going and what they may be having difficulty with. Pre-assessment is important to establish prior knowledge and informed planning (Robinson, 2002). Gifted students may be at

one or two levels higher then most students in their year. The teacher may need pre-assessment for concept and content knowledge.

Reference: Boud, D. & Falchikov, N. (2007). Rethinking assessment in higher education. London: Kogan Page. Davis, G. & Rimm, S. (2004). Education of the Gifted and Talented (5th). Boston: Allyn & Bacon. Gross, M.U.M, Slear, B. & Pretcrius, M. (1999). Gifted students in secondary schools and differentiating the curriculum. NSW: GRRRIC Robinson, L. (2002). Tips on Planning For Gifted Students. Vision: The newsletter of the Victorian Association for Gifted and Talented Children. 12 (3). 12-16 Watters, J. (2004). In Pursuit of Excellence in Science. Australian Journal of Gifted Education. 13 (2). 41-53

Appendix One: Student Evaluation Student Evaluation NAME: ____________________________ YEAR LEVEL: ____________________ What did I learn about the Weather? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Has my understanding about the Weather and all its forms progressed? Why? Why not? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ What was your favourite part of this unit about the Weather? Why?

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Student Signature_____________________________________ Date: _____________________ Teacher Signature_____________________________________ Date: ______________________

Pre-Unit Prior to the commencement of the unit get the students to brainstorm as a class to see what they know about the weather? What is weather? Does the weather affect us? What types of weather are there? This will allow the teachers to identify what students know and how much knowledge they have in this area. This will be a great indication as to what students need to be working on extension activities. Core Activity What is weather? KWL chart of what I know about weather. - Watch a documentary on weather The whole class continues to brainstorm and see what they can now add to the KWL chart. Students will then create posters, fact sheets etc. to put together the new knowledge they now know about; what weather is? Lesson: Weather Conditions Duration: 2 lessons (Prepare Differentiated Activity The identified gifted children will complete a KWL chart and brainstorm with the whole class. Will watch the documentary but will identify the specific features of the weather. Will write how do these weather effect our life?

The students will investigate the different aspects of weather (rain, hail, heat waves,

information and then practice to present to the class) Students are split up into small groups to investigate different aspects of weather. Such as; rain, hail, heat waves, thunder, lightening, wind, hurricanes etc. Students will be provided with laptops, internet access and weather books/magazines. Students must create a brief three slide PowerPoint. Each slide addresses a set question. These include: 1. What is it? 2. How does it occur? 3. Where and when does it generally occur? Lesson: How Hot is Our School? Duration: 60 minutes Teacher guided discussion on the ways in which various elements of the weather can be measured e.g. rain gauge, barometer, thermometer, weather vein, hygrometer etc. Students can observe and touch these devices. Measuring Temperatures: Students divided back into their groups to measure the temperature of various locations around the school. Groups to record data in their weather journals. Reflection: As a class fill in their data into a table on the interactive whiteboard. Students then transfer this into their journals.

thunder, lightening, wind, hurricanes etc.) Then, You work for a local newspaper. A tornado has just hit a nearby town. Write a newspaper report outlining: 1. What happened 2. Where it happened 3. How it has affected the town 4. What the town is doing in response to the tornado Then will present this to the class when the other students present their work.

Measuring Temperatures: Students to make a rain gage out of materials provided. Firstly have to plan your design and the materials needed and then proceed to make the rain gage. Reflection: Record the whole class data of what the other students collected. Then present their rain gage to the whole class. This presentation needs to be articulated well showing the work that was put into making it. Can then go outside as a class and put it somewhere where they believe the rain falls the most.