Assignment 2 done – Yahoooooo.

So, there it is.  I think I’ve completed this second assignment.  I’ve sent if off to The Learning Centre for them to give it the once over so I suppose we’ll see how it goes these there.

Reflections on this assignment:

  • It took me about 30 odd hours to complete.
  • I actually feel I learnt a lot from it.
  • Unit plans are fiddly things.
  • I could have worked harder on the reflection.

Anyway, I hope those that are out there still working on it get it done a little quicker than I did.  Best luck everyone.


Prac – get ready coz here I come…

So, now that assignment 2 is done and almost dusted, it’s time to start thinking about prac.  So I did a bit of a google search to see what I could find.

Student Teaching Tips gives 5 keys to success as a student teacher, and, there’s also some worksheets there.

This site promises to give Prac Teaching Survival Tips.

This site gives Top 10 Tips for Student Teachers give advice for students teachers as well as surviving the first year

I was reading through the studydesk – a very time consuming activity – and I found the amount of teaching expected for EDC3100 over your 3 weeks is:

Week 1 – teaching for one-third of each day.
Week 2 – teaching for one-half of each day.
Week 3 – teaching for two-thirds of each day with one full day.

I get the feeling it’s going to be a full on 3 weeks.

Technology – is it helpful or a hindrance?

This morning I was flicking through my emails and came across a few blogs that caught my eye.

Stephanie blogged about One School and how she has been able to access this program to report incidences, however, her access is on a very limited basis.   She goes on to ask whether, as university students, we should be exposed to this system on a broader level.  I think this is a very relevant point as I too work as a teacher aide and have to ask permission from teachers to access this system which is rather annoying.  This could lead me to ask the question ‘If we are going to rely heavily on this system in the future, why do we not have access?

Jenny also blogged about One School and our total reliance on technology and what’s Plan B if for some reason we can’t access a computer.

This then led me to do a bit of research.  I soon came across this site Computing Education Blog which looks at one particular district called Hoboken and how they think that giving laptops to students is a terrible idea.  This site goes on to list some of the problems, screens cracked, batteries died, keys popped off, and the list goes on.  So, should we be embracing laptops in school or saying no?

And then I looked at my personal experience working in a high school as a teacher aide.  Regularly I’ll sit at the back of the class and from this viewpoint I can see what the teachers can’t – kids not engaging in any form of meaningful work.  Instead, students are watching you tube clips, playing games, watching movies and the list goes on and on.

This then led me to ask the next question – do we need to monitor what students are doing in the classroom?  Lan School is a monitoring system that allows teachers, and/or the ICT Head of Department from the comfort of her office, to monitor exactly what students are doing on their laptops while they are in the classroom. But is this an invasion of privacy?

We have all of this technology around us – but is it helpful or a hindrance?

Some great links I’ve discovered…

This link is my personal fave at the moment.  It’s from the College of William and Mary School of Education.  I was really struggling to grasp how I was ever going to incorporate ICT into this unit plan, but this link gives ideas, tips and breaks it all down subject by subject.  I love it.

Although I used this for assignment 1, I think it’s an awesome site.  It’s ClassDojo. This program allows teachers to communicate with parents and students in a safe environment about grades, behaviours, homework, upcoming events and the list goes on.  Love it.

And maybe this site is well known by many, but it wasn’t by me until today.  This site, Australian Curriculum Lessons, gives you lesson plans for many, many subjects but goes further to simplify and explain how to implement these topics into the classroom.  Another one I simply love…

Anyway, I’m sure there’ll be loads more but these three have really taken my fancy.

So, what will I be doing for Assignment 2?

I have been tossing up what the heck I’ll be doing for assignment 2.  I’ve thought about Maths and fractions, thought about Geography and the lay of the land and I’ve even thought about History and how I could incorporate some form of Indigenous perspective.

However, I keep coming back to Science Year 4 and ‘Living things have life cycles’ (ACSSU072).  Why, because I just like it…

I was reading through some other blogs and was buoyed to see that Amanda Conway has chosen the same topic; hopefully this is a good thing.  It will certainly be interesting to see the differences in our assignment as it would be very fascinating to see her take on this topic.

I was also reading through Raquel’s ICT learning journal and came across her post Identifying Learning Objectives for A2 and was pleased to see that she’s also looking at Science, however, this time for Year 1.

I was also reminded when Lucas Naughton wrote on his blog site to not forget about the three learning experience and the order in which they should be constructed.  Thanks Lucas.

I am certainly enjoying reading through these blog posts and am feeling reassured to see that Science is definitely something that people are considering.

What’s in a question???

I was reading through the course content this morning – specifically Learning Experiences 4.3 -I came across this link What makes a question essential?

Whilst my mind is working overtime to pinpoint exactly what it is that I will use for my unit plan, this link proved very helpful as it directed me to ask myself – what’s in a question?

I am planning to use science and really trying to think of how I can incorporate ICT to effectively engage students in scientific inquiry, so the book Essential Questions by Jay McTighe and Grant Wiggins suggest I ask questions like:

  • What makes objects move the way they do?
  • How are structure and function related in living things?
  • Is aging a disease?
  • Why and how do scientific theories change?
  • How can we best measure what we cannot directly see?
  • How do we decide what to believe about a scientific claim?

So, now that I have these questions, I now need to try to find ICT that will fit the bill.  Wish me luck.

Science and the 5E’s framework.

I was reading through my emails this morning when I happened up Mrs Hill’s Adventures with ICT blog post The 5E’s Teaching and Learning Model.

I couldn’t believe it as this is exactly what I am considering using for assignment 2 as well.  I also love the 5E’s and I used this model previously in my Science subject EDX2260 Teaching Science for Understanding.  In this assignment I summarised the 5E’s like this:


  • Connections between past and present learning.
  • Students become committed to the project.


  • Observe the environment.
  • Touch, feel and look at materials.


  • Students can verbalise their understanding.
  • Opportunity to introduce formal terms.


  • Opportunity to investigate further.
  • Students develop deeper understandings.


  • Students can assess what they have learnt.
  • Allows educators to check student understanding.

I regularly use this framework for lesson plans and find it to also be very successful in the classroom.