The Use of Concept Mapping in Education - Speech or Presentation Example

EDUC267 AT4 Design of an Assessment Program Family name First name Student ID Tutor Turnitin No. Due date Extension granted till Please attach extension approval as next page Student Declaration (please complete bottom section) I certify that: The assignment is my own work, based on my personal study and/or research I have acknowledged all material and sources used in the preparation of this assignment, including any material generated in the course of my employment If this assignment was based on collaborative preparatory work, as approved by the teachers of the unit, I have not submitted substantially the same final version of any material as another student Neither the assignment, nor substantial parts of it, have been previously submitted for assessment in this or any other institution I have not copied in part, or in whole, or otherwise plagiarised the work of other students I have read and I understand the criteria used for this assessment The assignment is within the word and page limit specified in the unit outline The use of any material in this assignment does not infringe intellectual property/copyright of a third party I understand that this assignment may undergo electronic detection for plagiarism, and a copy of the assignment may be retained on the database and used to make comparisons with any other assignments in future. The use of any material in this assignment does not infringe intellectual property/copyright of a third party I have read and understood the information on plagiarism provided by the University. Note: Assignments will not be accepted for marking unless the certification is signed and dated. If you do not understand the implications of the certification, or the criteria used for the assessment, ask the Unit Convenor before starting the assignment. Student name or signature / date: 1. CONCEPT MAP The use of concept mapping is essential in enabling one to illustrate the relationship between concept and ideas visually. The concept map enables students to organise and structure students thought to enhance understanding and discover new relationships. It allows the teacher to transition from one stage to another i.e. introducing concept from simple concept to a complex concept without affecting learners understanding and real life application of the theory (Ministry of Education, 2010). The concept map below shows a five stage teaching program for Australia history. 2. ASSESSMENT PROGRAM Timing Outcomes + Content/Skills/Processes Task Description Justification Week 1 3 hrs per lesson - 3 days Total: 9hrs The stage one content includes; The personal and family history The past of the present history i.e. historical places, sites and people The outcomes of the above content ensure that the students are; -Able to narrate their family history. -Able to provide understanding of change and continuity in family line and use historical terms appropriately -Able to identify and describe historical events, people and sites. -Able to demonstrate the understanding of effects of technology on people’s lives i.e. new ways of communication and storing of information. The class will start by elaborating some of the key terms used and giving an example of a historical story either based on personal, family or any historical story based on people, places or sites. The students are then required to participate by; First, each student is required to narrate personal or family history in front of his/her colleagues to improve student ability to communicate boldly and develop public speaking skills. Secondly, the students are required to use historical terms to improve their capacity to narrate past events precisely. Thirdly, the students are required to elaborate key learning outcomes of the previous lessons by asking questions. Lastly, students are going to take home question to research on based on the topic covered in the next class. The provision of an example helps learners understand and apply the key concept in formulating their stories. Revisiting previous lesson outcome and giving the student a question to work out at home ensures that they remember, evaluate and create content. Thus, taking care of lower and higher order thinking level (BOSTES, 2011). Week 4&5 -2hrs per lesson -6days Total:16hrs The stage two content is the Australian history whose sub-content includes; Community Remembrance First contact Assessment of student understanding (group and individual report) The outcomes of the above content ensure that the students are; -Able to identify celebration and commemorations of significant events and people in Australia -Able to describe and explain how great people and events have contributed to change in society -Able to describe individuals and events to exploration and its effects on the world. -Able to describe and explain the effects of British colonialism to Australia. The lesson will be delivered in three sections that are teaching, group work and individual work. The teaching entails the introduction of Australian history and first contact by British colonialism. The students in groups will research on various events and people on how they influenced the change of society over time. Also, they are required to compile a description of individuals and events that contributed to world exploration. The groups are required to present their finding to colleagues and are graded out of 10 of the total marks. The individual are required to compile a report on their topic of choice on a historical event, exploration or people. It will be graded out of 10 of the total marks. The teaching enables students to understand and apply the key concepts of the topic. On the other hand, group work enables slow learners and quick learners to interact and exchange ideas (BOSTES, 2011). The individual report measures the understanding of the student through analysis, evaluation and creation of content. Also, acts as a measure of individual student understanding of the topic. Week 6&7 -2hours per lesson -6days -Total hours:16 The stage three content includes; The colonies of Australia Australia as a nation The outcomes of the above content ensure that the students are; -Able to describe and explain the importance of groups, places, groups and events that have led to the development of Australia. -Able to describe and explain individuals experience of living in Australia over time -Able to recognize change and continuity and elaborate causes and effects of transformation to Australian society. -Able to elaborate struggle for rights and freedom by Australian society i.e. the people of Aboriginal and Torres Strait Islander The ¾ of the learning time entails teaching and remaining ¼ of the time will provide for the students to present take away research but it will not be graded. Also, the time will be provided for teacher-student interaction to help in ironing out any issue arising. The students are required to respond to a question from the previous lesson. The content of this topic requires the teacher to take students step by step in explaining the concept. Therefore, teaching time is more than students’ participation. The student's participation will enable students to demonstrate their understanding through application, analysis, evaluation and creation of a good historical literature. Week 8&9 -2 hours per lesson -8days -Total hours:16 The stage four content includes; Theories of movement of people out of Africa at around 60,000years ago. Ancient evidence of societies. Explanation of geographical setting and natural factors that influence development. Visit to one of the archaeological site and museum. The outcomes of the above content ensure that the students are; -Able to describe the importance of archaeological sites and museum in the preservation of history. -Able to elaborate major historical time and origin of Australian societies -Able to describe the development of societies in the past from stone age, industrial and now information age. - Able to identify meaning, context and purpose of historical sources. -Able to gather information from various sources such as artefacts, written, oral and digital form. The class teaching will take 6hours of the total 16hours. The session will only cover introduction and explanation of the topics that will be covered during out of class session that will take the remaining 10hours. The student will actively participate in studying artefacts of historical information. Also, they are required to link what they have learned in class and the historical evidence in museums and archaeological sites. The students are required to have continuous assessment test that tries to check on learners understanding on topics covered. The assessment contributes 10% of the total marks. The visit to the museum and archaeological site improves students’ perception. It makes learning more interesting and they access to the real evidence of what they study in the classroom. Also, it promotes learner understanding of the key concept (Bourke, Allen, Parker, & Gabrovec, 2001). Week 10 -3 hours per lesson -3days -Total hours:9 The stage five content includes; The methods and process of collecting and recording historical information. Contribution of technology to history studies The importance of preservation of history Assessment of learners The outcomes of the above content ensure that the students are; -Able to clarify and assess forces and factors that shaped Australia and modern world -Able to link people, events and places to develop a good historical literature. - Able to clearly show the evolution of social, economic and political fabric of Australian society. The lesson will be more interactive and mostly out of classroom session. The learners will be introduced to various methods and process of collecting, recording and storing information. The students are taught how to document their lives, family, event or people through use technology i.e. digital cameras and use of cyberspace to disseminate historical information. The final assessment which weighs 70% of the total marks. The learners can gain from the lesson through the application of what they have learned by creating historical information to be used in future, create historical literature and share a new knowledge obtained with the world through the use of the internet. The final assessment measures the effectiveness of teacher program in ensuring that students understand and able to apply knowledge imparted to them (Bourke, Allen, Parker, & Gabrovec, 2001). 3. RATIONALE FOR THE PROGRAM The history subject is a discipline that inquires about the past and helps to explain various events, actions, people and forces that might have shaped the world to what it is at the moment. The understanding of the current situation requires linkage from the past, for example, Charles Darwin theory tries to explain the origin of human being and links to other theories of how human intelligence developed from a primitive human. These theories include human development which started from Stone Age to Industrial and now information age. Therefore, history is aN interesting topic that preserves information from the past that helps us understand current happening. The study of history provides learners an opportunity to discover human actions and accomplishment from a range of historical evidence (Griffin, 2002). The study of history fosters student ability to extract, analyse and create a new historical literature that is essential in shaping the discipline in the current world. The sources of information include written, oral, artifacts and visual sources. The failure to train historical scholars might impact the quality of historical content in future thus impacting negatively to the pride of the future generation will have on their heritage. The following overview elaborates importance of teaching students about history and precisely the history of Australian society; The study of history imparts the learners’ curiosity and imagination by inviting them to ask and help in answering questions through engagement with past and imagining and speculating about the future. The discipline subjects the students’ choices, dilemmas and belief of people in the past in which they connect students the wider perspective as they develop their individual identities and sense of place. According to the assessment program, it is evident that the study started from a simple example of historical information at a personal and family level. It then advanced to more complex historical information that includes the origin of Australian society which traces back to 60,000 years ago (Griffin, 2002). Therefore, students can engage history from a personal level to local and international levels. As mentioned earlier, history moulds future scholars who will pass on the historical information to the future generation. The discipline has a clear mandate of developing research abilities of students. The study of the origin of our diversity in Australian society acts a stimulating factor that makes students dig in for more information to give them an informed understanding about its origin. A good example is understating of Treaty of Waitangi and Treaty’s principles, ongoing relevance and values. Therefore, the research-based approach to the disciplines encourages a number of students to take the scholarly path. Consequently, the history discipline prepares students on various ways to approach life in future. According to week 10 lessons, we note that the lesson plan emphasised on teaching students to apply some of the lessons learned in real life such as documenting life happenings about their personal, family, events or places (Griffin, 2002). In doing so, the learners can demonstrate their understanding of techniques and skills required in processing and synthesising various complex materials to develop a precise and efficient oral, visual and written literature. The publication of simple and more explicit publication of historical research basing on past information might earn students a living and at the same time ease understanding of readers of historical publication (Stearns, 1998). The dynamism and excitement created by history improve students understanding of learners through the creation of historical inquiry and use of ever changing methodology. The ability to substantiate past information in their arguments and judgment is an important element that is required of a student at the end of the syllabus. The students can ask relevant questions, gather evidence, identify and analyse past information (Philips, 2008). The students can get moral contemplation terrain through the study of individuals and situations in the past thus allowing to test their moral sense to use in approaching complex situations in their day to day life. The history provides inspirational stories of individuals who have come from a very simple background and make it to the pinnacle of society in leadership. The moral lesson in their history imparts a lot to the learners in approaching difficult situation facing them (Philips, 2008). The history discipline acts as a foundation for raising a responsible citizen since students can study the past. The history offers data on the emergence of national institutions, values and problems that are significant in addressing the current issues. The students can appreciate our Australia has interacted with other communities by providing an international comparative perspective that is essential in raising a responsible citizen. Also, history helps the student understand how recent, current and future trends affect the lives of individuals. The history is essential in creating habits that enhance good public behaviour as a citizen, leader, informed voter, observer or petitioner (Reynolds, 1990). In conclusion, we note that after the course students can obtain various essential skills which include; The ability to assess evidence-The exposure of students in assessing different kinds of evidence during the study enables the learners to collect, sort and record historical information. Also, develop new literature that is relevant in addressing current issues. The ability to assess conflicting interpretation-The skill enable learners to reconstruct historical that are conflicting and create a new historical literature that gives a clear point of view. The student can argue and make a sober judgment in supporting his/her perspective. The experience in examining past examples of change- The change is one of the essential elements of the society though many people resist it. Therefore, history helps to track past examples of change that have shaped society today. The models help in ensuring that learners can impact change in the society for the common good of the citizens both in individual and leadership position (Tucker & Stronge, 2005). References BOSTES,. (2011). History K–10. Syllabus.bostes.nsw.edu.au. Retrieved 28 October 2016, from https://syllabus.bostes.nsw.edu.au/hsie/history-k10/ Bourke, J., Allen, T., Parker, M., & Gabrovec, J. (2001). Australian history. Greenwood, W.A.: Ready-Ed Publications. Griffin, G. (2002). Rethinking standards through teacher preparation partnerships. Albany, NY: State University of New York Press. Ministry of Education,. (2010). History / Social sciences / Home - Senior Secondary. Seniorsecondary.tki.org.nz. Retrieved 28 October 2016, from http://seniorsecondary.tki.org.nz/Social-sciences/History Phillips, I. (2008). Teaching history. London: Sage. Reynolds, A. (1990). Developing a comprehensive teacher assessment program. Princeton, N.J.: Educational Testing Service. Stearns, P. (1998). Why Study History? (1998). Historians.org. Retrieved 28 October 2016, from https://www.historians.org/about-aha-and-membership/aha-history-and-archives/archives/why-study-history-(1998) Tucker, P. & Stronge, J. (2005). Linking teacher evaluation and student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Read More