Glogster Poster Example

This is a Glogster poster I created...I LOVE this site!!!

Unofficial Transcript

E-Portfolio

My Professional E-Portfolio can accessed at http://myportfolio.maharasites.com/user/view.php?id=490

Professional Experience Statements

Bullying Unit

Assessment & Package

Introduction  

The Australian School Communities website ‘Bullying. No Way!’ states that “Australian school communities [are] working together to build safe, supportive, respectful and inclusive environments for every member of the school community - empowering students to be active in the pursuit of justice.” (Bullying. No Way, 2011).

Bargara State Primary Schools’ mission of providing a positive and supportive environment for students ties in with this theme.  Bullying has become more prevalent in recent times with the advent of social networking sites that have given rise to ‘cyber-bullying’.  Students have been asked by the school principle to prepare an informational report on one form of bullying that can be used to develop a whole-school approach to bullying.  This unit will endeavour to give students strategies and information to promote a socially inclusive environment where students feel valued and respected.  They will recognise the different forms of bullying in today’s society, how it effects personal development, health and ways to deal with bullying when it arises.

Using the Essential Learnings, students will be assessed across the four Key Learning Areas:  English, Technology, Health and Physical Education and The Arts. 

The characteristics of good assessment in the learning design process should contain a blend of both formative and summative tasks.  A key component of assessment in this unit is formative assessment which will be used to assess the individual student along with peer assessment and self reflection.  ‘The Theory and Practice of Learning Management’ (2010) suggests that “both students and teachers should play active roles in the enactment of formative assessment including teacher-directed feedback as well as self and peer assessment.” 

To enhance the relevance of new learning students need to understand the ‘what’, ‘why’ and ‘how’ of the content.  ‘Dimensions of Learning’ (1997) suggests that students need to apply learnt information and skills into ‘real-life’ contexts for deep understanding to occur.  “ By asking students to use knowledge in authentic contexts or in intriguing situations, for example, or by allowing students to be involved in the construction of tasks, meaningfulness and relevance – and, therefore, students’ level of engagement – can increase” (Dimensions of Learning, 1997, p190).  Good pedagogy facilitates shared learning and utilises prior knowledge creating a ‘community of learners’ (Ministry of Learning, NZ, 2010).  Structuring student learning through different experiences over time, further solidifies the content.

During this unit, students will be assessed using a combination of formative assessment with an individual summative task.  The formative assessment will take place in the class and be gauged by students knowledge, understanding and application of the content to a ‘real-life’ context  i.e. demonstration of their acquired knowledge through role-playing a scenario, designing a poster and slogan to be displayed around the school.  These activities will be assessed by the teacher through observations, and written work via students Reflective Journals and other tasks.

The summative task will also have an authentic purpose whereby students are asked by the school to prepare a report on one form of bullying, strategies to cope with the bullying, contact people for help.  This will be part of a whole-school plan that the school is preparing.  Students will also be asked to create and design a brochure on bullying to be given out to fellow students.