Principles of Learning BEST Cluster Project: Principles of Learning and Teaching in Action http://www.bestcluster.openlab.net.au Name POLT School Email address Neil Kirkham 3.1 Endeavour Hills Campus kirkham.neil.r@edumail.vic.gov.au Add details as requested above.

1. What was the teaching and learning challenge to which you responded 1. What was the teaching and learning challenge to which you responded? Which PoLT did you address? POLT 3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program. Teacher Action 3.2 Uses a range of strategies that support the different ways of thinking and learning. Write out the POLT being addressed in full. Add any additional information about why you have chosen this particular POLT and this particular unit of work.

2. What was the focus of the unit of work. i. e 2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions? In Year 9 Materials Technology, students are required to conduct an investigation into materials and processes. This unit of work is designed to reiterate the importance of safety in the workshop and was also designed to consolidate the students’ understanding of the processes involved in the production of manufactured materials and the appropriate tools for working with these materials. Through the use of multimedia, students are supported in their understanding in ways that meet their interests and their ways of thinking and learning. Include a list of key concepts, understandings and essential questions related to the unit of work, the VELS level and/or the POLT.

3. What could the students already do alone 3. What could the students already do alone? What did the students already know? Some students were competent in identifying the different tools used when working with different materials whilst others needed support in their learning. Similarly, some students had absorbed the information learned during their investigation of the various materials, whilst others again needed support in identifying the differences between non-manufactured and manufactured materials and the processes involved in the manufacture of the latter. Provide details regarding skills, competencies and previous knowledge as requested above.

4. How were the students assisted. eg 4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. The following activities are designed to help reinforce the information involved in the unit of work through multimedia and interactive games. * Students play an interactive multimedia game I developed called ‘Half a Min’. It is a series of anagrams, with clues, that relate to the unit eg., names of tools, safety procedures etc. Students have 30 seconds to correctly identify each word and spell it correctly on the computer. * Another game requires students to work in two teams to retrieve words, which have been laminated and fixed with magnets to the whiteboard, in response to questions I ask the class. Teams nominate a ‘runner’ from each team. Once the question has been asked, the two ‘runners’ go to the board to retrieve the label. Other team members may call out directions to help the ‘runner’ locate the correct label. The team to be the first to retrieve the label wins the point. Play continues until all words have been correctly identified and retrieved and then teams calculate their points tally. * I also use these labels to play ‘Catch Phrase’ where students are required to give only verbal clues to their team mates, in order for them to identify the mystery word. All words relate to the unit of work. The class is divided into two teams for this game. Player number 1 from Team A comes to the front of the class to see the ‘mystery’ word and then works against the clock to describe the word to their team members. Once the word has been correctly identified, player number 2 comes forward to see their ‘mystery’ word. Play continues for three minutes, after which time it is Team Bs turn to try and identify more words than Team A could within the three minutes * The final interactive multimedia game I use throughout this unit of work is called ‘Fling the Teacher’. Students are required to work together as a class to select the correct answer to a series of multiple choice questions. In order to ‘fling’ me, all questions need to be answered correctly. The link to create games suitable for your own domain areas is www.contentgenerator.net/ Detail assistance provided, resources used and details about the timeline used for the unit of work. Add any changes you would suggest teachers make to improve the delivery of the unit following on from your experience.

5. Review. How successful was the learning sequence 5. Review. How successful was the learning sequence? What will the students do next? The games provided the students with opportunities to learn from one another, thus scaffolding and supporting their learning. Additionally, these games provide the kinaesthetic element that students enjoy about Materials Technology, even in the theory component of the unit. It has been my experience that students really look forward to, and enjoy, the hands-on aspect of this subject, but many of them struggle with the theory component. Incorporating POLT Principle 3, whereby students’ needs, backgrounds, perspectives and interests are reflected in the learning program through the use of a range of strategies that support the different ways of thinking and learning has enabled me to successfully motivate the students to learn the theory aspect of this subject as well as the practical component. Students move on to the practical component of Materials Technology after their Safety and Investigation has been completed. I also intend to use some of these games as a revision tool prior to the exam. Provide details about any feedback the students gave you about the unit of work, any survey results you feel are relevant, and how you plan to move forward with either the unit, the POLT or the VELS involved.

6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work. Students were surveyed and they reported that the games were a great way to revise. The games provided a different way of learning and were fun. “We enjoyed the games and they helped us learn” “Made learning fun” “I would like more of these game on other topics” “A fun way to revise” Attach appropriate materials as requested above.