Powerpoint+Presentation

Slide 1 By; Heather Boundey, Emma Coombs, Lindy Whittinton, Josie Elston and Ingrid Heather. slide 2

Host Content Area: Society and History Investigate sustainable development to identify the effect on people and the environment. slide 3

Overview Learning Sequence The learning sequence will endeavour to incorporate aspects os sustainability within the home and school environments. slide 4 Educators will assist students in developing skills and knowledge to make lifestyle choices and decisions for a sustainable future. Students will examine components of sustainable development that effects people and the environment. slide 5 The learning focus for this unit of work will be economic and environmental elements of sustainability. slide 6 These concepts include sustainable use of resources such as water conservation, recycling, sustainable energy and air pollution. slide 7 Students will work individually and collaboratively together to participate and develop ideas wihin the classroom enviroment to achieve the learning outcomes. slide 8 Educators will provide opportunities for students to draw on prior understandings, acquire new skills and knowledge and evaluate past and current practices in accordance with sustainability. slide 9 Students will participate in experiential learning, contributing to 'hands-on' experiences whereby problem solding and implementation of edeas occurs. slide 10 Students will become proficient in reflective practice, evaluating experiences undertaken and their initiative. As students develop their understanding about economic and environmental sustainability, they will put into practice their ideas within the home and school environments. slide As students develop their understanding about economic and encironmental sustainability, they will put into practice their ideas within the home and school environments.

Why is Sustainable Futures Important? Education for sustainability is essential for children in modern society to prepare them for their future responsibility as global citizens. In Australia, the lifestyle and livelihood of all people depends on the healthy state of the envoronment. The current consumption of resources in Australia is unsustainable: education for sustainble futures provides children with the knowledge and skills they need to adopt the shared role of environmental caretakers for their country and their planet (Educating for a Sustainable future, 2005). Sustainable living encompasses an individual's contribution to sustainble practices as part of a global initiative. Children who possess the skills and knowldge to contribute to sustainable practices in their home and classroom can use this as a basis for understanding the more complex issues involved with sustainable futures. Learning about sustainability in the home and classroom context allows students to experience the impact of their contribution, rather than focusing on issues that have little relevance to their lives (Fountain, 1995).

Sample Learning Opportunities. Students will design and conduct inquiries including transforming information, problem solving, decision making reaching conclusions about issues and reflecting on outcomes. Opportunities for fieldwork, data collection and analysis. The learning emphasis provides vast opportunities across an integrated curriculum, focusing on the Tasmanian Curriculum. Environmental sustainabilit is easily linked to sate curriculum documents. The host curriculum area is Society and History, while the chosen learning emphasis envoronmental and economical sustainability within the home and school environment, falls predominantly within strands 3. Interactions with the environment and 5. Responsible citizenship. However, the broad range of learning opportunities that stem from the learning emphasis allows for a unit that is flexible to meet the key learning areas that the class is required to focus on at any given time. The planned unit is devised for students in grades 3-4 learning at standards 2-3 and being assessed between stages 4-8. Students will develop and understand the relationship between people and the envoronment. Students will explore the limitations with natural resources. Students will develop a sense of responsibility for the environment and their consumption of natural resources. Here is my conclusion to our last assignment: Due to the global challenge that lies ahead for the next generation or even the current one, curriculums will nee to continue to change 'to connect the whole world by ties of culture, economics and politics, enhanced communications and travel a shared environment' (Oxfam G.B., 2006, p. 2). Educators can encourage students to identify barriers to find ways to overcome them always reflecting and evaluating progress to show that they are making a significant difference to their community. There are such diverse educational needs today that entail practical strategies to make the whole classroom inclusive. Collaboratively working with colleagues and community members will enhance not only they educators' drive to become a self-driven global citizen but students will learn from what they have perceived. A majority of the world is interconnected enough to change unjust structures and immoral attitudes through education. If skills and attitudes of global education are reinforced with the use of suitable frameworkds recognized by the state curriculum then pedagogy practices can take the global citizen to the next level. Even though some countries may not be as connected as Australian students due to circumstances created by usually non-global political bodies, the newly generated global citizen can lead the way.
 * Key Learning Outcomes**

Oxfam G.B. (2006//). Education for global Citizenship: A Guide for Schools.// Oxford, UK: Oxfam, GB.

cheers Ingrid.

Hi guys, Just wondering if we decided what to put for culminating preformance as I only remember discussing it briefly. Been keeping an eye on mylo for evidence we are on the right track and this is what Sue had to say about culminating performance: 'The culminating performance is the major assessment task the students are working towards in the unit. It does not have to be the only assessment task but it is the one you would use to assess summatively - this means at the end of the teaching and against the learning outcomes, it should do both.

You are developing an integrated unit so it is appropriate to write briefly about the emphasis generally as I want to see that you understand the general thrust of it and then focus it down to the aspect your unit will be about.

I will be talking in detail at the web conference next Tuesday. Regards Sue'

Anyone have ideas about this point? Heather As it can be seen it is imperative that a global education framework is a necessary tool in educating students to not only be but also actively practice and participate in global citizenship. In a fast changing world where we are in danger of information overload a focused ideal conceptual curriculum that fosters global concepts whilst including state and government benchmarks in learning would be an ideal curriculum. My conclusion from the essay. Lindy

So do we need to decide on some way of assessing children's understanding of sustainable living and sustainable practices? Will have to give that one some thought. My conclusion with global ed. swapped for sustainable futures/practices. Education for Sustainable Futures assists in the development of skills, values and attitudes necessary for global citizenship, these understandings have benefits that reach far beyond academic success. Students who feel connected to their learning experiences and are allowed the freedom to initiate aspects of their classroom content, will ultimately develop a sense of agency and engagement in their education (Smith, 2001). The confidence gained from participation in important causes, and the skills of self-assessment that occur as a result of this participation, all contribute to greater feelings of self worth. Participation in these causes, if properly facilitated by the teacher can also help to develop skills in critical thinking and reflection (Fountain, 1995), essential for students’ future. Thus, the skills learnt and the values and beliefs formed through engagement in sustainable practices will translate beyond the classroom, the school and the local community, enabling “…pupils to develop the knowledge, skills and values needed for securing a just and sustainable world in which all may fulfil their potential” (Oxfam GB, 2006, p. 1). J

Ingrid and I were wondering if we could have everyone's email addresses and phone numbers. Ingrid tried to email Emma with the powerpoint and found that the utas webmail didn't accept. Lindy 8.9.2010

What do you think of this for the culminating issue: The unit will enable students with a range of opportunities to provide evidence through assessment purposes. We have referred to Effective assessment emphasises p. 15 on the sose curriculum, assessment for learning, assessment as learning and assessment of learning. A range of formative and summative assessment methods will be use. Example: Graphic organisers will be used to help students organise their thoughts and ideas as well as making it clear to them what they want to learn. Anecdotal notes written by the teacher will remind them of the students participation and contributions. A skills checklist will also be completed to assess what the students have learned. Self and peer assessment rubrics have been created through strong links to Global Perspective framework. Self assessment will enpower students to monitor their own learning, while peer assessment encourages learners to make valued judgements on the performance of their peers. Reflective journals will be kept by all students as a record of their own literacy, as well as edivdence of their own reflection of the unit. Let us know what you think we are open to suggestions and any other input. Ingrid and Lindy 2.03pm 8.9.2010 It sounds good to me. Thanks for coming up with it Ingrid and Lindy. The only part that sounds odd to me is 'a record of their own literacy' is this right? I can't necessarily think of a better way of saying it but it sounds a bit strange. Other than that it's great though! My # is 0430111584 and my email address is josie_elston@hotmail.co.uk  Thanks for your email and # just thought we may need to get together maybe one more time and it seems easier to call or email direct. 'Keep a record of their own literacy' probably does not really fit after thinking about it, maybe just keep a jouranl as a reflection of the unit. Lindy 9.9.2010

Sorry not been very active. Very sick and in bed by 8 each night :( Off to Melbourne tomorrow and terrified what cabin pressure will do to my aching sinuses. Anyway, number is 0407 543 638 and email hboundey@live.com.au or hboundey@utas.edu.au Hopefully will be well when return next week and will get stuck in to assignment. Sounding good.

Perhaps we could attach a peer assessment/rubric or something as an appendix to show the specific goals relating to global ed outcomes as part of assessment

or perhaps to add to what you've got we could add a statement such as: student work, self and peer assessment records, photographic evidence of learning activities and field work, reflective journal enteries etc will be compiled by students in a scrap-book/display folder. This will allow students to have a lasting record of their learning experience and provide the teacher with evidence of culminating performance for summative assessment.

Okay, wish me luck on the plane, be in touch soon, happy to meet up again if neccessary Heather

p.s. Has everyone seen Sue's message?:

"The task description states 1000 words and this seems like a lot of words for a powerpoint - or it should do. I do not expect all of the 1000 words to appear on the powerpoint slides. Consider how power points are used and respond to this. A powerpoint is used to support a presentation. If you were a face to face group I would expect you to present your overview in a lecture. Your powerpoint would have slides that presented the key points and information but you would talk to the slides and fill in the detail this way. So create your slides, approx. 10 would be a good number to aim for and then add the notes under the slide that would fill in the detail. In an assignment like this the 1000 words is a guide, academic writing is not required but one slide identifying references is."

Anyone have a microphone thingy or know how to record voice on PowerPoint? Oh dear, I've got so much to learn..

I like the idea of notes and attachments more actually, I think it will make the task a bit more manageable and make a bit more sense! I don't think we need to record ourselves though do we? Just use notes to expand on the points we make in the slides. Could we attach Heather's idea of a rubric to the powerpoint? Also I'm happy to have a go at creating the rubric using the pints everyone has contributed above. Maybe just a few of us could get together Saturday 18th to put this all together and polish it up so Ingrid doesn't have to do it all? Maybe Ingrid, Lindy and I as we all live close? Josie Hi Josie, the 18th sounds ok by me. You are most welcome to meet at my place, but you may be more comfortable at your place with April. Just thinking what would be best for you and April. Cheers Lindy

I have to work on the 18th till 4pm???? Ingrid. Going to try and do what hubby suggested (and Sue) in regards to presenters notes beforehand.

Hi Everyone, sorry I haven't been in contact, I posted a comment that I have been snowed under at work and wouldn't get her until Fri, but it didnt seem to have posted. I liked the adding in of formative and summative assessment, I think this gives the learning sequence more depth. Below is my conclusion to asg 1, I have changed bits and pieces to make it relevant to this task.

In conclusion, Global education, with a focus on sustainability, is imperative in understanding Global Issues and implementation within the school curriculum. Educators instill in their students the knowledge, skills and understanding to become Global Citizens in the 21st Century, as Oxfam (2006) summaries: “Education for Global Citizenship enables pupils to develop the knowledge, skills and values needed for securing a just sustainable world in which all may fulfill their potential” (p.1). Sustainable futures within the context of Global education will keep evolving, however, remains at the forefront of an ever-changing curriculum both nationally within Australian schools as well as Globally.

I kept the conclusion brief, however linked it to the key area of Global Education. I think if we keep our powerpoint slides brief and add the content in the notes it would work better, we may get some tips in the web conference on tuesday.

I am happy for you all to come to my house and complete the assignment, bring it all together, I live in North Hobart, near the shops. My number is 0438 437566 and I can do Saturday the 18th if everyone wants? May be easier for you Jos, with April too.

Il attend the web conference tuesday and we can go from there, Hope you are all enjoying your holidays. Em :)

When would work best for you Ingrid? I can do either day that weekend but I know Sundays aren't good for most people. Or we could do it after you finish work, but that would be a long day... If we are going to meet I would LOVE it to be at my place cause then I have no time limit with April, I can just put her to bed. But I know I'm a bit out of the way in Snug, so I can go anywhere.

Can we assign jobs so Ingrid doesn't have to do all the notes? I can do the culminating performance because I've started the rubric, which could be attached to that slide. Maybe someone could do learning outcomes/curriculum links, because we'll need to expand on that a bit too, so just a few bullet points for the powerpoint, then go in depth with notes. J

Ok I'm done will send off the new power point presentation YAH looks good so we just need to put the finishing touches in. Now as for Sat yes I do finish at 4 but am quite happy to still meet after, and Josies sounds good with April at foot, but it is a Saturday night if anyone else has plans. I am free Wed, Thurs and Sun any night inbetween so let me know. Ingrid. By the way 732 words.

I can't do Thursday, but can do Wednesday or Sunday too, and this would be better for me than Saturday early evening but anything works really, does this work for others?

I am happy to meet at anytime and any place, sounds Wednesday might be good. Both Ingrid and I have an essay due on Monday, I know I would like to keep Sunday free. Lindy

Are we going to make it Wednesday then? Ingrid.

I unfortunatly do not get school holidays off, so I cannot do any days except friday. I can do weeknights, I could do wed night at about 6? We could get some takeout, up the road if you come to mine. Im sorry my availability is minimal, I have a 50th sat night so cant do that either. Otherwise I could try and do it online and work withh you here. Friday I am free all day Em

Sorry Em, but evenings are terrible for me cause I have to be home by 6pm latest for April's bedtime. Wednesday would be best I think. Want to do 10am again, Lindy, Ingrid? I wouldn't worry that you can't make it Em, we'll only be polishing it up I think. We can keep you updated online. Yes, Wednesday is still fine with me. Josie 10 am meet would be good, at your house or mine? I think the same as Josie that it will only be polishing it up Em. If we need some more input we will let you know. Cheers Lindy

Tomorrow is fine with me, where? Em and Heather don't worry too much we are fiddling will send you a copy. Ingrid.

Ok, so tomorrow at my place. It's 15, Cutana Pde, Snug. If you're coming from Kingston direction, take your second right after coming into Snug on Beach Rd (by the shop). First right onto Torpy ave, follow to the end, then turn left onto Cutana Pde, we're last house on right corner, grey brick, chooks in yard etc. Can we make it 11am though, I have to go to town in the morning?? Josie

Thanks J ﻿ osie will see you then. Ingrid.

Hi Em and Heather. We've just done the final touch ups and the presentation is looking good. We're pretty much ready to submit, I've got it here on my computer and will go ahead if ﻿ it is okay with you two. Ingrid or Lindy will try and send you the updated powerpoint later today. Josie. Hi guys. Just got back from Melbourne. Tried to check in while on holiday but my host's computer was all in German! Tricky! So let me know if there is anything I can do to help Heather

**Hi all, all done and dusted (good feeling) Good to work with a group with competence more than anything. Josie my cousin and his girlfriend sort of met your Erik yesterday at the cafe he was trying to flog pies at half price????? My mum said he looked young but we won't tell him that. Well best be off to tackle another assignment. Ingrid. ** Hi Em and Heather. I have had trouble trying to send the powerpoint to you both, keeps bounching back. I have just resent it to you Heather, keeping fingers crossed that you will get it this time. Em you may have to send me your uni email address as em_coombs@hotmail.com.au doesn't seem to be working!!! Lindy, you may have to convert to a zip file some emails are touchy. How do you do that? Lindy Just letting you know I've successfully received the PP. What was the word count in the end? Do you require me to do some editing or if everyone is happy with this are we ready to submit?

Heather Heather the word count was around 1200 words including the reference list. You are most welcome to make changes, I don't think Josie will send it off until everyone is happy with it, even though we were keen to send it off yesterday!! Just let us know on wiki if you would like to add or change anything. Lindy

Can you let me know Em if you have recieved the email with the correct PP, I sent it to both the email addressess you gave me, thanks Lindy Hi guys, Okay, I've spent the evening analysing the powerpoint and trying to come up with ways to improve it. I don't know if my suggestions are feasible or allow for word count as you guys who put it together understand the logistics better than I do. It's going to look like I want heaps and heaps of changes meaning heaps of work for you but that's not the case. I think it's looking great but I really want to feel like I'm contributing so I've edited as if it was my own assignment and made as many suggestions as I could think of. If you don't agree with me feel free to keep as is. Anyway, edited on a word document which I will try copy/paste here. Wrote out all the slide notes to allow for editing and put my changes in bold so you could see so appologise for the long re-reading this may cause. Oh, and some of the notes read as dot points and I wan't sure if this was your intention so I've reworded a bit with full sentence structure here and there. Hope this helps Heather :)

Slide 2 **(title of slide does not seem to match the notes. Perhaps slides 2 and 3 could be combined under the heading - Overview)** Students will investigate sustainable development to identify the effect on people and the environment.

Slide 3 The learning sequence will endeavour to incorporate aspects of sustainability within the home and school environments. Educators will assist students in developing **the** skills and knowledge to make lifestyle choices and decisions for a sustainable future. __Students will examine components of sustainable development that effects people and the environment. **(confusing sentence)**__

My suggestions

Combine slides 2 and 3

Heading – Overview  Incorporate aspects of sustainability across the curriculum  Developing skills and knowledge  Examine effects of sustainability Notes could read:

Throughout this unit students will investigate environmental and economic aspects of sustainable development focusing on the interdependence of people and the environment. The learning sequence will endeavour to incorporate aspects of sustainability within the home and school environments. **Students will examine the effects that humans have on the environment and develop the skills and knowledge to make lifestyle choices for a sustainable future.**

Slide 4 The learning focus for this unit of work will be economic and environmental elements of sustainability. (unnecessary repetition) These concepts include sustainable use of resources such as water conservation, recycling, sustainable energy and air pollution.

Slide 5 Educators will provide opportunities for students to draw on prior understandings, acquire new skills and knowledge and evaluate past and current practices in accordance with sustainability. Students will work individually and collaboratively together to participate and develop ideas within the classroom environment to achieve the learning outcomes. Students will participate in experiential learning, contributing to ‘hands-on’ experiences whereby problem solving and implementation of ideas occurs. Students will become proficient in reflective practice, evaluating experiences undertaken __and their initiative__ (**unsure about this wording**). As students develop their understanding about economic and environmental sustainability, they will put into practice their ideas within the home and school environments.

** My suggestions **

Combine slides 4 and 5 by adding to slide 5 visual – putting heading Sustainable resources at top followed by bullet points – water conservation, recycling, sustainable energy, air pollution

Followed by the ‘developing skills’ points (if this will all fit with smaller font on one slide)

Notes could read: **The sustainable use of resources such as water conservation, recycling, sustainable energy and air pollution, provide educators with a range of engaging topics on which to base this unit of global education. When organising learning experiences around one of these guiding topics educators can**… (rest of slide 5 notes info)

Slide 6 As students develop their understanding about economic and environmental sustainability, they will put into practice their ideas within the home and school environments.

** This slide seems to be repeating info from the previous slide. I would probably ditch the slide all together and use the quote to back up idea somewhere else such as in the initial overview slide. **  Slide 7 Education for sustainability is essential for children in modern society to prepare them for their future responsibility as global citizens. In Australia, the lifestyle and livelihood of all people depends on the healthy state of the environment. The current consumption of resources in Australia is unsustainable**.** **E**ducation for sustainable futures provides children with the knowledge and skills they need to adopt the shared role of environmental caretakers for their country and their planet (Educating for a Sustainable future, 2005).

(Love it)

Slide 8 Sustainable living encompasses an individual’s contribution to sustainable practices as part of a global initiative. Children who posses the skills and knowledge to contribute to sustainable practices in their home and classroom can use this as a basis for understanding the more complex issues involved with sustainable futures. Learning about sustainability in the home and classroom context allows students to experience the impact of their contribution, rather than focusing on issues that have little relevance to their lives (Fountain, 1995). ** (Love it) ** Slide 9 Students will design and conduct inquiries including transforming information, problem solving, decision making reaching conclusions about issues and reflecting on outcomes. Opportunities for fieldwork, data collection and analysis. The learning emphasis provides vast opportunities for learning across an integrated curriculum, with a focus on the Tasmanian curriculum. Slide 10  Environmental sustainability is easily linked to state curriculum documents. The host curriculum area is Society and History, while the chosen learning emphasis, //Environmental and Economical Sustainability within the Home and School Environment//, falls predominantly within strands 3-5, dealing with interactions with the environment and responsible citizenship. However, the broad range of learning opportunities that stem from the learning emphasis allows for a unit that is flexible to meet the key learning areas that the class is required to focus on at any given time.

My suggestions **Slides 9 and 10 are closely linked and I would either combine the two or reword slightly so they flow more directly from one to the other. Actually, just putting slide 10 before slide 9 I think would work better. Here I would use the visual from the original slide 2 – Host content area, Society and history, and the other info from slide 10 -** **Students in grades 3-4, working at standard 2-3, being assessed at stages 4-8.** ** The notes would read as they do for slide ten. But the strands from the curriculum are 3. Interactions with the environment AND ** ** 5. Responsible citizenship. Not 3 to 5. ** ** This could then be followed by slide 9 – examples of learning opportunities/experiences. ** ** Notes could read: **  **Within the host curriculum area Society and History,** **vast opportunities for fieldwork, data collection and analysis present themselves, providing opportunities to develop understanding on different levels utilising the different learning preferences of the students. Throughout this unit** **students will design and conduct inquiries creating learning experiences including transforming information, problem solving, decision making, reaching conclusions about issues and reflecting on outcomes that will assist with the development of understanding across the Tasmanian curriculum.** (or something like that) ** Slide 11 **

Unit outcome/understandings // What action can I take, either as an individual or as part of a group, towards ensuring sustainable practices? // 2. Students will understand how the decisions they make individually or as a member of their community will have an impact on their local environment.
 * 1) Students will understand how they can take both individual and collective responsibility and action towards having sustainable practices.

In what ways can the decisions you make as an individual and as a community member impact on your local environment?

3. Students will understand how humans, living things and the natural environment are interconnected.

In what ways can we develop optimism about the future?

(great)

Slide 12 Self and peer assessment will empower students to monitor their own learning and encourage learners to make valued judgements of the performance of their peers. Students who feel connected to their learning experiences and are allowed the freedom to initiate aspects of their classroom content, will ultimately develop a sense of agency and engagement in their education (Smith, 2001).

(Love the slide. Bit concerned that the notes only relate to self and peer assessment rather than actual evidence of student understanding but not sure what to put here)

Lindy. I successfully received the powerpoint, however could not see the notes section. . is this normal? The presentation of it is fantastic and I think we have addressed the assessment criteria. Em :)
 * Thankyou so much everyone! I**t has been great to have a group that is willing to help each other and get the assignment finished. All we have to do is the self assessment bit which I gather will pop up soon in the MYLO drop box.

Hi everyone, any chance I could get a copy of the editted notes? I received the powerpoint, however I was not able to access the notes. I would like to look at them to start planning assessment 3. Thanks EM

=** Emma, You may have to go into VIEW on the top of the power point page and change the way you read the page Let me know if that does not work and I will organise a USB, or disc to send out. Ingrid. **=

Hi Guys,

Sorry I haven't been in touch for a while. I'm having trouble submitting the assignment, I've tried 3 times now and it keeps telling me there is a 'broken pipe' (???) I have no idea what this means, maybe the file is too big, has anyone experienced this before? Anyway, I've emailed the tech guys, but in the mean time maybe someone else who has the final copy (Ingrid or Lindy) could have a try.

Cheers,

Josie.

Hi I will give it a try Josie. Lindy 21.9.2010

Well I submitted the PowerPoint at about 6.30pm ...YEAH! I also sent the peer and self assessment with the coverpage and then attached the PowerPoint. I hope we get a good mark! Anyway...Thanks for being a great group of girls (including April) to work with. Maybe will work together another time. Thanks again Lindy

Awesome. Thanks so much everyone for all your hard work. Heather


 * Hi guys, **
 * I just emailed Sue in regards to our power point presentation, by reading her feedback notes, I'm not sure whether she got the notes underneath. Will let you know what eventuates. **
 * Ingrid. **
 * No she got them all. Will just have to make up for it in our last assignment. **