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Hey Y'all,

This is our joint workspace where we can add all of our ideas and concepts about Assignment 3. We can all edit and organise info on this page as much as you like in order to build this assignment. As a quick intro here are some of the things that Shannon and I have loosely discussed so far:


 * Chosen Event:** Instead of choosing a specific event from one of us we can make the moment where each of us felt like 'Wow, I get this teaching' as our event.


 * Medium:** Installation Piece


 * Physical Structure:**
 * A box/structure that has two main components 1) an inside that represents our inner thoughts, theories, philosophies etc. about education drawing from the Dip Ed units, and 2) An outside which represents the practical application of the inside content teaching.
 * The box somehow spins so that the person exits a different direction from where they enter
 * Perhaps it has an Alice in wonderland feel to it where someone like Shann has to crouch down into it so that it is restricting
 * Does it have to be an individual experience or can more than one person enter at a time?


 * Conceptual Parameters:**
 * Has a multi-disciplinary feel to cover our STS subjects - drama, sociology, english, science.


 * Provocations:**
 * What kind of a teacher do I want to be?
 * What will students want and need from me? for the sole reason that I want to build the audio of //You can't always get what you want// by the Rolling stones into an assignment.

= =
 * Audio Visual:** a Tool song I can't remember the name of (Shannon?)
 * Concept 2:** This just came ot me during a bike ride so forgive me if it is a little crazy. I get creative when the blood is flowing through my veins.

This is just a bit of a twist on the box idea above. Basically I thought rather than just talking about how theory links with practice why don't we prove it by demonstrating our teaching strategies to the Strike Team.

Imagine walking into a room with a hugs box in it and a bow on the top of it. When you untie the bow the box opens up to be flat on the ground and it is a puzzle or a board game that has to be solved or figured out. The strike team would then have to collaborate with their specialty knowledge to finish the game or solve the puzzle. There can be theoretical questions about each of the units, we can handicap some of the strike team to simulate special learning needs (blindfolds, ear muffs etc.). It could also include actual practical exercises from each of our specialty subject areas. For example I could include a scientific experiment that can only be completed if they develop a deep understanding of the scientific principles, without my instruction. We can build literacy into it etc. We can use ICT as a teaching and recording tool for the project. The possibilities are virtually endless.

The main idea is to actually demonstrate teaching practice rather than just talk about it. It also creates an experience for each of them and makes learning fun. I reckon it would be a killer if it worked. And no I'm not smoking drugs at the moment.


 * General ideas for incorporation**
 * each of us can be one of the three pedegogy, content and technology knowledge from the TPAK model
 * performing a song
 * a food cloche for concealing challenges or exercises
 * Ed found puppets
 * Theatrical element - characters. Steve is sooo Gandalf
 * Celebrity heads


 * Three main components**
 * 1) Board game and cards
 * 2) Game rules and strategies
 * 3) Our facilitation


 * Potential board games/ and or gameshows**
 * trivial pursuit
 * cleudo
 * mastermind
 * Spics and specs
 * the game of life

__**Combined concepts:**__
 * The Instilation:﻿**

Walk into room with medium sized cube box (white perhaps) with question marks (?) all over it. There is a brightly coloured bow wrapped around it. To the side is a larger instilation piece. Maybe three door shaped panels the middle sits evenly the side two angle out. There is a rod from one end to the other with a large draped black curtain, once pulled back instialation is reveled. First thing to see is a mirror a representation of reflective practice, and knowing thyself! Thre rest of the panels are filled with colourful fun images and words popping out! Large quotes perhaps and some smaller paragraphs of information. Sound could definitely still be included.

The panels could show some sort of colour coding to coincide with the board game. And the instialltion could be holding the pieces pf pie the lecturers need to get for their game circle.


 * The Board Game:**

The lectureres pull on the ribbon to unveil the board game. There is one large circle piece inside layed out ready to begin. the circle has sections for eight pieces of pie, representing one of the eight classes done through this Dip Ed (The recent four classes should be the main focus however). Each Lecturer will have to goes at rolling the die and will therefore have to answer two questions. After group collaboration and discussion they will then go to the instiallation piece to find their answer grab the piece of pie and put it in the circle and so forth.

The end point should in no way resemble an end point but rather emphasise the idea that education is ongoing and never a finished process. So maybe once they have answered each question and gotten the relevent pie pieces they then have to conduct an activity (perhaps Steves science experiemnt from prac???) Then somesort of concluding but open ended finisher...

(image ideas soon to come)

EVENT:

Two class teaching episode.

The Year 7 SOSE class were studying Ancient Civilisations. As part of the National Curriculum I was teaching them about Ancient China. Two weeks into the unit I set a 'discoveries' lesson focusing on some of the major inventions and technological breakthroughs that changed the world. We focused on the invention of paper and its influence (The idea of books, printing and record keeping). We looked at how the people of ancient China made paper and compared it to the way paper is made in todays society. The class were sitting in table groups and for the creative task we attempted to make paper. i gave each group a container (all same measurements) of soft dirt, leaves, sticks, a pile of newspaper and water. I had decided recycling paper would be an easy alteration to help the students have a successful product at the end. This also made the process quicker which helped time constraints.

Each group then decided how much of the 'ingredients' they should mix in their bucket ie. How much dirt to water ratio?? or should we use all the leaves or only some? If we use leaves should we scrunch them up? What parts of paper should we use and how small do we tear or cut the pieces. Once the group had made their mixture, after looking at other groups mixtures and comparing the difference discussing whether they thought this would work or not, the took their mix to a bucket where they had a wooden frame with mesh tightly nailed to its border. The students then poured the mixture into the mesh strainer over the bucket and then using other pieces of wood, flattened and pushed the mixture into a flat tightly packed shape (size depended on how much mixture was made to acoomodate the A4 shaped frame). Then all racks were placed and left to dry while other work was completed.

The mixtures looked entirely different. Some had a blue/grey tinge pthers were a dark muddy brown all depending on how they made their mixture. After doing this many students were sceptical about how it would dry or turn out.

Next lesson once the mixtures had dried we looked at the six groups and how their paper turned out. Many were not strong enough and flaked and crumbled while others worked really well and resembled a thick piece of cardboard in slightly different colours. The students were shocked by how groups mixtures had worked and bonded together while the rest had been not as successful. As a class we discussed why some worked better than others and talked through the different process groups used. One student raised the whole point... "We used real paper to make recycled paper and barely succeeded, the fact that people in Ancient China could make lots of paper to make books and so that you could actually write on it and it was flat and neat with ONLY natural materials is amazing" The class then erupted with excitment! Yes how did they do it?? It would have taken a long time to figure out the pefect mixture! How did they think of this process? and how did they do it on such a large scale? why did they think of it but other civilisations didn't?? The questions and excitment buzz continued and then after adequate class discussion we did the three minuite writing exercise which asked them to write about what they had leanrt or a thought about the Ancient Chinese and their paper making discovery.

Then came the after thoughts, 'but now we are trying to use less paper' and reduce the amount of paper we use... we are trying harder to recycle paper (one piece of paper can be recycled up to 7 times!) And they were then able to compare and contrast todays society and the use of paper from the ancient chinese civilisation. One conclusion drawn was...

We are now moving toward a paperless society but in order to get there we first had to invent paper to write down ideas to invent technologies to replace it!

Thorough content sparked from the national curriculum, integrated with reading instructions writing ideas and thoughts and a creative task using hands, measuring and recording quantaties of ingredients, seeing successful and unsuccessful results, the ablity to work independantly and as part of a group, questioning and reasoning and drawing conclusions to the real world, their world relevent to them right now.

This used the multiple intelligences a range of disciplinary literacy and was above all FUN!!! A real event where I thought to myself WOW, I get this whole teaching thing!!!


 * Exegesis** (from the [|Greek] ἐξήγησις from ἐξηγεῖσθαι 'to lead out') is a critical explanation or [|interpretation] of a text, especially a [|religious text] . Traditionally the term was used primarily for exegesis of the [|Bible] ; however, in contemporary usage it has broadened to mean a critical explanation of any text, and the term "Biblical exegesis" is used for greater specificity.