The history of Bondi Beach
|Scooped by Elizabeth Duffy|
This website is to be used as a guide for the teacher in assisting children with the assessment task as mentioned in the Bondi Rescue video description. Once children have viewed the clip they will be put into groups of three or four, these groups will have to take on the roles of reporters and lifeguards. The reporters will be investigating why Bondi Beach is an important feature of Australia, the students playing life guards will have to present a life guard’s perspective on why Bondi Beach is significant as well as describing why they are associated with the beach. This website can be a starting point for students research, they should be given class time to read through the relevant information and with the teacher’s assistance find other sources of appropriate information. The students should them compile their research and come up with some reporter questions and life guard responses to present to the class. This assessment is in adherence with the first principle of the Universal Design for Learning because it allows students to access information through a variety of different modalities such as visual learning through videos and written text, this means that the information that must be understood in order to complete the assessment task is able to be perceived by all students (Rose & Gravel, 2014, para. 2). This task also allows students to gain deep understanding of the topic as they practice “information processing skills” such as integrating new information with prior knowledge (Rose & Gravel, 2013, para. 4). Students are able to work collaboratively and are provided with multiple means of expression when it comes to their understanding, they are able to write down scripts, act out information, create power points and anything they think will assist with their learning. This is also in accordance with the Universal Design for Learning’s second principle which explains that learners “navigate a learning environment and express what they know” differently and individually, so by allowing students to present their understanding in so many different ways each students needs should be met (Rose & Gravel, 2013, para. 1).
Rose, D. H., & Gravel, J. (2014). UDL guidelines 2.0. Retrieved April 11, 2014 from http://www.udlcenter.org/aboutudl/udlguidelines/principle1