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Rescooped by Joanna O'Sullivan from iPads, MakerEd and More in Education
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Use Your iPad for Virtual Field Trips

Use Your iPad for Virtual Field Trips | Education | Scoop.it
Sphere (formerly known as TourWrist) is a free app designed to help you explore the world through your iPad. With Sphere installed on your iPad, you can experience immersive 360 degree panoramic im...

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1000-year-old coins found in Northern Territory may rewrite Australian history

1000-year-old coins found in Northern Territory may rewrite Australian history | Education | Scoop.it
REMEMBER when you were taught that Australia was discovered by James Cook in 1770 who promptly declared it "terra nullius" and claimed it for the British throne?

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Sydney Living Museum Stage1-3.pdf

This website includes a learning resource for Stages 1-3 in HSIE. It provides programs in significant places such as the Elizabeth Farm where students explore the consequences of Terra Nullius. The program “Whose Place” at the Museum of Sydney enables students to investigate and discover the impact of British colonisation on Aboriginal people as well as the environment.

Teaching idea:

Before going on an excursion to Elizabeth Farm and the Museum of Sydney, have students investigate the Elizabeth Farm and pose inquiry questions related to who, what, when, how and why with the topic: Significant place. As Education Development Centre Inc (2012) explains, through inquiry learning, students are able to take “the lead in their own learning”. Students can then search for relevant primary and secondary resources to answer their questions. Teachers can model how they use Information Process of defining, locating, selecting, organising, presenting and assessing, which can “deliberately employ in their own learning... promoting student independence... supports students to become discerning users of information, in all its formats and sources” (NSW Department of Education and Training, 2007, p.9). After the excursion, students can add what they have learnt to their notes about Elizabeth Farm.

Assessment:

In groups, students will use a wide range of sources to research a significant place each. “Research studies in education demonstrate that the use of technology... improve students’ inventive thinking (e.g., problem solving)... and improve students’ self-conept and motivation” (Hew and Brush, 2007, p.224). They will create a board game which includes these places. They will pose questions for the game. They will need to develop correct answers to their questions. Students will use a range of historical terms and include significant people and events they have learnt.

As a literacy strategy, after the board game is complete, students will write a journal reflection on how they think they worked as a group and as an individual in this task. As Southwell (2007, p.2) states, “Assessment is about providing opportunities for students to demonstrate what they know, understand and can do in relation to the syllabus outcomes in the context of the syllabus subject matter.” This board game enables students to collaborate with one another about the topics they have been learning about. And also gives a chance for students to exhibit their knowledge and skill.  

 Reference

Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. New York: Springer.

NSW Department of Education and Training. (2007). Curriculum Support. Information skills in the school: engaging learners in constructing knowledge. Retrieved on 22nd April 2013 from NSW Department of Education and Training: http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/docs/infoskills.pdf

Southwell, A. (2007). HSIE Curriculum Support. Planned Assessment in HSIE. New South Wales, Australia.


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ABC Online Indigenous - Interactive Map

ABC Online Indigenous - Interactive Map | Education | Scoop.it

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David Cox's curator insight, April 18, 2013 12:05 AM

This site contains an interactive Indigenous language map of Australia. It allows you to hover over the map with your cursor and it will zoom in on highlighted areas.

Using this resource in the classroom students could compare the language map with a current map of Australia.  After making observations, the students could then evaluate the effect that state and city borders had on language clans around Australia.

Another activity that could arise from analysis of the resource involves students identifying which language group their local area falls into. The interactive nature of the resource means the teacher or students may more thoroughly explore specific areas. For example, students could zoom in on their local language area. If students in the class have moved from other areas in Australia they might like to find their original local language group.

Students could then discuss the expansion of English, a language introduced by British settlers, and the effect this had on the traditional Aboriginal languages. Questions such as, “How many Indigenous languages survive today?” could be researched as a class or individually.

As well as addressing outcome CCS2.2, this resource can be used to explore outcomes in ENS2.5 related to using geographical terminology and locating students’ local areas on a map.

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Aboriginal educational contexts :: Invasion and Resistance Kit - Timeline

Aboriginal educational contexts :: Invasion and Resistance Kit - Timeline | Education | Scoop.it

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Amy Bull's comment, April 17, 2013 9:23 PM
Eight timeline posters were published by the Aboriginal Curriculum Unit of the Board of Studies as part of the education kit ‘Invasion and Resistance: Untold stories – Aboriginal voice in Australian history’. The posters were developed to provide a visual representation of the Aboriginal experience with those of the Europeans, from their arrival in 1770 to the present.
The posters effectively support the teaching of Australian history through the demonstration of both the richness and the ongoing impact of Aboriginal people on the social, political and economic development on the emerging nation of Australia. As clearly evidenced throughout the posters, the lives of Aboriginal and Torres Strait Islander peoples were profoundly changed by the arrival of British colonists in 1788. Lives were lost and land taken as the colonisers attempted to impose new social, economic and religious orders, despite the Aboriginal people’s ongoing resistance. These posters depict some of the ways that the Aboriginal people responded; while some fought back with weapons, others developed different strategies to survive this new and hostile presence. Significant people and events are explicitly recorded.
Ultimately, these timeline posters serve as an effective visual reference for students. They capture different dates and events and how they occurred in relation to one other, and in essence provide a great means to incorporate different learning modalities.

A lesson idea: Divide class into pairs, and allocate each pair with a significant person or event as recorded on the timeline. Instruct students to engage in the process of historical inquiry by conducting further research upon their given person/event, and to create a summary on A4 paper using both written text and pictures. For example, a pair might research the small pox epidemic that occurred in the late 1700’s/early 1800’s. They would outline what small pox is, how the disease spread and killed so many Aboriginal people, the impact of the epidemic (the effects of the Aboriginal population becoming so severely reduced) and the Aboriginal response to the disease. When students have completed task, pin up the page summaries around the timeline posters, connecting the two with string in the form of a surrounding web chart.
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Schools TV - Our History

Schools TV - Our History | Education | Scoop.it

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Amy Bull's comment, April 17, 2013 9:08 PM
Australia’s national broadcaster (ABC) has produced the educational series Our History (2010), which explores a range of topics, issues and attitudes in Australia’s history. In particular, its seventh episode (The colonists: Resistance) investigates the tensions between the Aboriginal people and the First Settlers. In this episode, Governor Phillip captures some Aboriginal men to convince them that his way of life is better. Before long, the British settlement expands, and the Aboriginal people begin to lose their possession over their land. In response to this growing destruction, an Aboriginal man named Pemulwuy organises resistance against the settlers. In the episodes’ climax, Pemulwuy is captured, with his head cut off and sent to England, yet the story continues with his son Timbery taking over as leader to continue the battle for their land. The program uses documentary and archival footage, incorporated through animated interpretations of the events and extracts from primary sources.

Engaging in historical inquiry, in order to develop an understanding of the broad picture of the past, is a cyclical process that begins with the asking of guiding historical questions. This is a useful thought for teachers to keep in mind when planning and teaching lessons of historical significance to students.
A lesson Idea: Explain to students, that as Australia was progressively settled, Aboriginal people were loosing their possession over the land, and in extreme cases, loosing their loved ones. Their land was quickly being invaded and destroyed. Ask students how they would feel in this situation. Introduce the idea to students that in many places around Australia, these invasions were resisted, often with force. View the episode from the ABC schools programs “Our History: The colonists: Resistance” to provide background information for students.
Activity: Instruct students to research the lifestyle of Aboriginal people in Australia in the time before the British officially established the first colony. The gathered historical evidence can be used to construct credible claims/narratives about the past (i.e. historical interpretations) that seek to provide answers to the guiding historical questions that were introduced at the beginning of the lesson.
Assessment task: Ask students to imagine that they are a local Aboriginal person in 1809. Instruct them to create a response (written format of song, story, diary entry, etc) describing their life story and how their life has changed with the coming of the Europeans. (Describe what you think about this situation. How would you feel about this and the changes to your life?) Presenting thoughts and findings in written form links directly to the WS2.9 outcome of the English syllabus (NSW Board of Studies, 2007, p. 39).
Teaching students to engage in the doing of history, Levstik (1996) suggests, involves students to “…pose questions, collect and analyze sources, struggle with issues of significance, and ultimately build their own historical interpretations" (p. 394). The lesson idea incorporating the viewing of the ABC program, in conjunction with the class activity and assessment task, strives to achieve this outcome in the students.

References:

NSW Board of Studies. (2007). English K-6 Syllabus. Sydney: BOS.

Levstik, L. (1996). Negotiating the history landscape. Theory and Research in Social Education, 24, 394.
Catherine Smyth's comment, May 6, 2013 2:17 AM
I like how you draw on Levstik's research on teaching history.
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Early Vocabularies | State Library of New South Wales

Early Vocabularies | State Library of New South Wales | Education | Scoop.it
Indigenous Australians indigenous languages and english translations

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David Cox's curator insight, April 18, 2013 12:08 AM

This resource links directly with the interactive map that is also scooped on this site. It provides examples of recordings made by early settlers of the native language, including the language of the Eora. Students can explore digital copies of original records of native language in and around the Sydney area.

After exploration of the examples, teachers could provide students with an image, the English word for the image and the word in the native language for the image, with words from the online examples. Teachers could then have students match all three elements on a worksheet. This could also be done with A4 sheets of paper, approached as a whole class activity and the results could be displayed on a wall in the classroom.

 Another way to engage with the local language group would be to have an Indigenous community leader from the area visit the class. The community leader could possibly teach the class a traditional song, sung in their native language. After learning the traditional song, students could then perform the song at a school assembly or for another class. This activity would address outcomes in the creative arts syllabus under MUS2.1. Students could then hold an interview with the community leader, asking questions they have about Indigenous culture. This activity would address outcomes under TS2.1 in the English syllabus for stage 2.

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From the Turnstiles: Theatre: The Secret River

From the Turnstiles: Theatre: The Secret River | Education | Scoop.it
The Secret River, with its description of early colonial society and the fatal clash of people and cultures in our far-from-terra nullius has deeply affected those who have read it. The tears I saw last night in the audience were, I'm ...

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Lisa Mason's curator insight, March 7, 2013 10:45 PM

The Secret River is now a stage play and is touring Australia - read this advertisement and review.

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Family - Australian Museum

Family - Australian Museum | Education | Scoop.it
Aboriginal and Torres Strait Islander people have a complex system of family relations, where each person knows their kin and their land.

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David Cox's curator insight, April 18, 2013 12:17 AM

This resource allows student to begin to explore the family structure of Aboriginal and Torres Strait Islander peoples. There is an outline of the various roles played by each member of the community. The site also gives an overview of how children in the community were educated through observation and storytelling.

This resource could be used to start a class discussion on family structures and how they have changed over time, addressing CCS2.2 of the HSIE syllabus. The teacher can make reference here to British settlers and the family structures that they brought with them.

A class activity could start with a catalogue of the different family structures in the class; this activity relates to stage 2 outcomes in the Mathematics syllabus DS2.1. After analysis of the class family structures, students can discuss the differences with the family structure represented in the resource and their own family structure. Students could formulate opinions of the advantages and disadvantages of different family structures and discuss these with the class. This also addresses outcomes in the stage 2 English syllabus TS2.1.

A proposed assessment is to set students the task of interviewing an older relative, whether it be a grandparent, uncle, aunt, or parent, etc. The students would ask questions about the relative’s experiences as a child and compare them to their own experiences. Questions may be formulated by the class, first in small groups, and then as an entire class. Opportunity should also be given for students to ask ‘own choice’ questions that are independently devised. Students would then be required to report their findings to the class. Teachers can give students options as to how they would present their findings to the class. As part of this assessment, teachers should be aware of any potential sensitive family situations in the class and assess whether it is appropriate to use the activity if there is such a situation. The student centred approach in this assessment is designed to give students a sense of ownership over their assessment. Stefanou, Perencevich, DiCintio, and Turner (2004) described three supporting factors to student autonomy that when combined, enhance student engagement in classroom activities and assessment. These include: a) organisational autonomy support, b) procedural autonomy support and c) cognitive autonomy support. Addressing these supporting factors enhances students’ ownership over the structure of the interview and presentation of findings. Further, the research indicates that encouraging ‘own choice’ questions provides a more engaging experience for students.

Reference
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership, Educational Psychologist, 39(2), 97-110. Retrieved from http://www.tandfonline.com/loi/hedp20

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Inspiration Maps for iPad

Inspiration Maps for iPad | Education | Scoop.it

Inspiration Maps is an iPad app that allows you to visually organize information. Inspiration Maps makes it easy to create clear mind maps that can help organize information for an essay or walk a student through a multi-step science experiment. The app comes with number of great looking templates for all different subject areas. If none of the templates meet your needs you can create your own.


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Ann's curator insight, August 25, 2013 11:07 AM

La app Inspiration Maps es gratis y es una herramienta para la enseñanza de conceptos en la educación @morreducation

Linda Mordan's curator insight, August 28, 2013 6:35 PM

I'll have to check this out!...

 

Jim Lerman's curator insight, September 12, 2013 1:44 AM

Many may recall Inspiratiion as one of the first great mind-mapping tools, available for a long time only as software. Here is an online iPad app version.

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Picture books

Picture books | Education | Scoop.it

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Amy Bull's comment, April 17, 2013 8:37 PM
John Marsden’s sophisticated and compelling picture book, The Rabbits**, is an allegorical tale of colonialism, illustrated through the viewpoint of the colonised. The Rabbits as a textual history of Australia generates discussion of our nations’ past from both an Indigenous and non-Indigenous (global) perspective, where the different actions, motives, values and attitudes of people from the past can be interpreted, questioned, debated, and interrogated. This process of historical inquiry brings about a deeper understanding of the students’ place in the Australian historical narrative, important for the maturing minds of young Australians.

As Bain (2000) acknowledges, it is the teacher who, after reading the literature, is the one left to “design activities that engage student in using such thinking in the classroom” (p. 334). Using this picture book as the focus resource for a lesson that teaches Aboriginal perspectives to British colonisation, teachers have the opportunity to be able to creatively engage students to effectively grasp hold the process of historical inquiry.
A lesson idea: Introduce lesson by establishing what an allegory is. After initial reading of the book, ask students to jot down some words to indicate what they felt (What words come to mind?). Follow on with a discussion about the plot/themes/messages of the book (This book is clearly not about rabbits. What do you think it is about? How does this story represent the British colonisation of Australia?). Discuss how the author represents a particular point of view, and ask students what their particular point of view is on British colonisation. (Why is it important for us to learn about the past?).
Activity: Ask students to construct an abstract work of art using shapes that depicts their understanding of the Aboriginal people’s response to the arrival and establishment of a British Colony. This assists with space and geometry outcomes (SGS2.2a) for Stage 2 Mathematics (NSW Board of Studies, 2002, p.23), as well as outcomes for creating and representing perspectives through artwork (VAS2.1) of Stage 2 Creative Arts (NSW Board of Studies, 2006, p.24).

**A short description of the Marsden’s The Rabbits:
Napoleonic white rabbits invade a population of native brown marsupials, who were living humbly in an arid region. The marsupials describe how the Rabbits, who carry black muskets and calibrated measuring devices, arrive by sea in a foreign looking, metallic golden ship. Although the wisdom of the elders suggests a distinct wariness of these new and ‘different’ people, the original inhabitants initially tolerate this. As the unclothed, brown animals look on impotently, the red-eyed Rabbits ferociously alter the landscape. Strange new animals, like sheep, graze on artificially green paddocks, and beautiful hills are transformed to accommodate highways. The desolation, the destruction, and the despair are depicted. By the time the marsupials decide to defend themselves and rebel, “there were too many rabbits. We lost the fights”. In the bleak conclusion, the speakers lament what has been lost and they wonder: “Who will save us from the rabbits?”.

References:

Bain, R. (2000). Into the breach: Using research and theory to shape history instruction. In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (p. 334). New York: New York University Press.

NSW Board of Studies. (2002). Mathematics K-6 Syllabus. Sydney: BOS.

NSW Board of Studies. (2006). Creative Arts K-6 Syllabus. Sydney: BOS.