0.7+AIM+Program+Model+Selection

//Wiki Space is under construction. Not all pages are complete at this stage.// **Program Model Selection/ Learning Activities**

Once the enduring understanding, essential questions and important knowledge are identified, the learning tasks and assessments are then designed using models based on sound pedagogy. The teacher designs compulsory tasks for the students to complete before they are given opportunities to design their own learning tasks.

Three examples of compulsory tasks are outlined in the table below. The product options listed demonstrates how students are given the opportunity to engage in an area of strength or interest.

Examples of Program Model Selection
 * **KLA** || **Model** || **Learning task** || **Product options**  ||
 * HSIE

-- HSIE

-- HSIE || Williams: Skills of search

-- Williams: Analogy

-- Bloom’s Taxonomy: Analysis || Study the contribution of one significant Indigenous Australian to Australian society. - How has he/she contributed to Australian Society? - What challenges did they face? - How has he/she been an inspiration to others?

-- How is the desert like Antarctica?

-- Compare and contrast the beliefs of the Aboriginal people and those of the Melawatis, the Indigenous people of Indonesia. Analyse how these two Indigenous groups influence their native countries. (Yr3) || Students may present their research in any format in negotiation with their teacher

For example: Poetry: Rap / rhyme Drawing PowerPoint Artwork Literary description / factual or historical recount Dance, song, music Pod cast Design and make Posters Interviews Other options ||

Other models may include: - DeBono's Thinking Hats - Habits of Mind by Art Costa - Gardner's Multiple Intelligences

(The learning tasks for underachieving students need to be based on the students current level of performance, with the level of difficulty gradually increased to evaluation and synthesis, as the students achieve success and their self-efficacy is raised.)