tag:blogger.com,1999:blog-4153185901559687740.post6570127160950535264..comments2024-03-12T20:40:34.495+13:00Comments on Principal Possum: What Could Schools Do To Promote Personalisation and AuthenticityUnknownnoreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4153185901559687740.post-59232715097220371782017-06-25T20:10:24.963+12:002017-06-25T20:10:24.963+12:00Thanks, Cindy. Great example of thepower of simply...Thanks, Cindy. Great example of thepower of simply opening up the opportunity for choice.Maurie Abrahamhttps://www.blogger.com/profile/15302692447857936299noreply@blogger.comtag:blogger.com,1999:blog-4153185901559687740.post-74256032903566642202017-06-19T17:46:41.427+12:002017-06-19T17:46:41.427+12:00This "They could then invite students to sugg...This "They could then invite students to suggest which example of migration from across history, or in the present, they (individuals, small groups) would like to explore to increase their understanding of this concept." is very motivating for students I believe. This term we have had students carry out the generic research process into a biological issue. This started broadly with students collectively exploring what makes something an issue in general, with examples and some debate, ultimately ending in a challenge of could there actually ever be anything that wasn't an issue or potentially an issue!! Students were then given a very large list of biological concepts and ideas and were able to pick one of these or some other of their own design, in which they were intensely interested, to research. This is a Q1 course with students being assessed on their biological understanding of the issue (for bio) and also their research capabilities (for eng and bio). The teaching and learning and assessment of these ideas have been carried out over a period of 6-7 weeks, with multiple checkpoints along the way. We insisted that the students chose something they were intensely interested in, so they felt motivated to manage their time effectively throughout this extended time and work purposefully throughout. Anecdotal student voice around this suggests that students have enjoyed having choice in what they are researching and have been motivated to continue through the process. Currently students are seeking feedback on their work...I am pushing them to add more depth and to refine for deeper understanding. Students think this is to ensure they meet the standard at Level 1. Ha...some of the work is what I would have seen from L3 students in the past.... So choice, I believe is intensely motivating, as is investigating into something that an individual is intensely interested in. Previously in another school the bio is taught and assessed in one context only eg should NZ use 1080? Fine if this floats your boat but not fine if you are not interested in this particularly. Students in this class have chosen topics such as "Should we be concerned about the bees?", "Should abortion be funded by the state?", "Should smoking be banned?" "Should society allow designer babies?", "Why is ocean acidification a problem?", "What is the impact of endangered animal trafficking?, "What is the impact of habitat destruction?", "What is bioaccumulation?", "Is Donald right about global warming? and so on....I am really looking forward to finding out what the students have found out!! theteacherlabhttps://www.blogger.com/profile/08606748255503717730noreply@blogger.com