1.+Dimension+Term+3

= Dimension Term Three =


 * Title of Story: Think Act Share **


 * Diocese: Brisbane **

· Does the learning engage the students with the contemporary world? · Are contemporary tools used to enable the learning · Does the story have the potential to inspire action and engage teachers to explore further?
 * **Story of the Learning** || · Is the learning intention clear?

//NB: The central multimedia story of learning is to be no longer than 4½ minutes.// || Comments || We will go from an already overstretched planet of 5 billion people in 1990 and 6 billion today to about 8 billion by 2020-2025. resources and living space will be more stretched Are we really doing enough to tackle underlying problem? Frustration has been building around a growing list of global issues
 * tropical forests continue to recede at 1% a year, with more than 1/5 cleared since 1960
 * the current rate of biodiversity loss- one in 5 mammals, 1 in 8 bird species are threatened with extinction
 * fisheries are being depleted, with fishing capacity 100% above sustainable fishing
 * fresh water shortages of 15-20%
 * by 2020 the number of people living on less than $2 a day may rise over 3 billion

The world does not recognise that our climate, biodiversity, forest, fisheries, fresh water resources and oceans need to be managed from a communal, global standpoint. The world climate has never been so static.


 * In order for the MCL to be considered for inclusion in CNA Contemporary Resources, there needs to be evidence of //every// ** ** dimension **// . //


 * // For each dimension please consider: Is the evidence contemporary and exemplary? //**

Is there evidence of one or more of the elements? Children investigation into a political issue- Carbon Tax that is a current topic in society at the moment as the government is trying to introduce one through the parliament. with all the discussion the children really needed to understand the real issue- what is is, why it is being introduced, who does it affect, why are there so many different views, how can I make an informed decision. They look at news, social media, interviewed people on skype, email a miner.
 * Dimensions || Elements ||  || Comments ||
 * ** Engaging in the Contemporary World ** || //Engaging with diverse perspectives// || // Engaging with diverse perspectives //

// Accessing, interacting with and contributing to community // The students are trying to use social media and online tools to get a better understanding of people perspectives and views. They are trying to use the communication tools that are so prevalent in society as a means of operating.

Voicethread -to have a conversation around an issue

The focus of the inquiry was sustainability and it was important that they had opportunities to access and interact with people in the community to build their understandings. To immerse the children in the inquiry it relied on their ability to interpret what they observe and develop empathy, before developing ideas that meet the needs they observe. It required them to fully understanding the all the connections and perspectives. Data was gather under- Thoughts and Beliefs Actions and Behaviours, Feelings and Emotions, Quotes and Defining Words. This Observation and empathy allowed students to go deeper into the issue. The most important part is for students not to try to solve the problem, but merely delve into it, and understand it from as many perspectives as possible. It is also vital that the problem comes from the students, as much as possible.

There was flexibility to use a virtual learning environment anywhere and anytime. T ||  || Developed through: || // Reflecting and planning // || Is there evidence of students developing knowledge, skills and understandings through …?
 * ^  || // Understanding social, cultural, religious and political contexts // ||^   ||^   ||
 * ^  || // Building relationships // ||^   ||^   ||
 * ^  || //Accessing, interacting with and contributing to community// ||^   ||^   ||
 * ** Knowledge, Skills and Understanding **

// Communicating and collaborating // In the introductory stage the students were involved in group work where they investigated a class issue with specific roles for their group. The students used online collaborative tools - Writeboard and Google DOcs Communicated with outside audiences-

An important component throughout the learning process that many opportunities were provided for communication and collaboration. Many mediums for this were provided to cater for the different learning styles- oral, auditory, written..With a one to one laptop program it allowed many opportunities for the students to share and communicate their ideas and understandings. They used their blog, Skype, titter class account email and other Web 2.0 tools to communicate and collaborate with their parents and PLN to assist the student develop and share their understandings.

Backchannel were an effective medium. They were used for: // Thinking and working creatively //
 * Notetaking **: Students can take their notes during a class in the backchannel. This provides an electronic (and thus searchable) set of notes for the student
 * Commenting **: Students can also comment on the ideas being share or discussed in class.

// Exploring, experimenting and creating new knowledge // ||  ||
 * ^  || // Thinking and working creatively // ||^   ||^   ||
 * ^  || // Communicating and collaborating // ||^   ||^   ||
 * ^  || // Exploring, experimenting and creating new knowledge // ||^   ||^   ||
 * ** Learning Spaces ** || // Virtual learning environments // || Is there evidence that contemporary learning environments contributed to the learning?

// Supportive, inclusive and productive environments //

// Virtual learning environments // With St Joseph's being a one to one school the children readily had access to virtual learning environmnets. Digital literacy skills online were a critical component. ||  ||
 * ^  || // Community environments // ||^   ||^   ||
 * ^  || // Supportive, inclusive and productive environments // ||^   ||^   ||
 * ^  || // Flexible and innovative environments // ||^   ||^   ||
 * ** Student Learning ** || // Learning Process // || Is there evidence of **students** demonstrating and articulating their learning?

Pre engagement to link to a current affair news item that is a hot topic presently- CARBON TAX. Children's participation with sharing their understanding through online conversation in Voicethread, Important to know where the children are coming from and engaged in decisions about learning.

// eg: // // active participation in the learning // // negotiating the learning // // demonstrating choice in learning // // demonstrating understanding of the learning process //

The students were able to follow a passions and this created personalised learning opportunities.It prepared and challenges students to take responsibility for their own learning. || It prepares and challenges students to take responsibility for their own learning. || // eg // // criteria based assessment, self-assessment, peer assessment, feedback // // assessment for, of and as learning // ||  ||
 * ^  || // Learning Products // ||^   ||^   ||
 * ** Assessment ** || // Assessment strategies // || Is there evidence that assessment contributed to the learning process?
 * ** Learning Tools ** || // Research, thinking and analysis // || Is there evidence that the use of contemporary tools enabled the learning?

Research, thinking and anaylsis With the release of a 1-1 program some key elements of digital literacy were imperative to use. The students when accessing information - needed to use key skills to ensure they were searching smart, being a digital citizen and critically evaluating sites they were on. ||  ||
 * ^  || // Publishing // ||^   ||^   ||
 * ^  || // Communication and collaboration // ||^   ||^   ||
 * ^  || // Design // ||^   ||^   ||
 * ** Reflective Practice ** || // Needs of the students // || Is there evidence of **teachers** reflecting on their practice in terms of context and students?

Link Alan November and reflection on Grammar of the internet ||  ||
 * ^  || // Planning // ||^   ||^   ||
 * ^  || // Evaluation // ||^   ||^   ||
 * ^  || // Professional Learning // ||^   ||^   ||
 * ** Resources ** || // Curriculum Documents // || Is there evidence of the resources used to support the learning? ||  ||
 * ^  || // Web Resources // ||^   ||^   ||
 * ^  || // Community Resources // ||^   ||^   ||
 * ^  || // Print Resources // ||^   ||^   ||
 * ^  || // Equipment // ||^   ||^   ||