This mini unit intends to develop the student’s awareness of Bullying and risky behaviours such as sex, drugs and alcohol and the negative consequences that may occur with each. Throughout the 4 weeks, students will gain a broad understanding of bullying and several risky behaviours, and select one to expand on for their assessment. The assessment will be a Glogster aimed at increasing awareness of a type of bullying or their selected risky behaviour for young people. Throughout the mini-unit students will develop their digital literacy skills through the use of ICT’s such as Glogster, interactive white boards, online research and bubbl.us online brainstorming, underpinned by the theoretical concepts of the engagement and constructivism learning theories.
Class Profile
A KWL (Know, What, Learn) activity was performed with the grade 9H HPE class along with discussions with my mentor teacher to help determine the answers to the three learning management questions. The students were told what their assessment task is which gave them a base of knowledge to communicate effectively in the activity.
LMQ1: What do my learners already know?
In the first two weeks of the term, Grade 9H were broadly exposed to the different types of bullying, how they operate and how it affects the victims self esteem. They also began brainstorming risky behaviour and know what their assessment task will be.
LMQ 2: Where does my learner need/want to be?
The students need to have a good awareness of the different types of risky behaviors, consequences and the decision-making processes associated with risky behaviours. Also the role of the bully, the victim and the bystander and the best ways to prevent bullying situations they come across. The students also need to achieve various elements from the year 9 HPE ways of working and knowledge and understanding.
Ways of working students need to achieve
• The students need to reflect on health inequities, and identify the impact of diverse influences on health and well-being, movement capacities and personal development, and the best use of positive influences.
• Select and apply positive, respectful and inclusive personal development skills and strategies.
• Research, analyse and evaluate data, information and evidence
Knowledge and understanding students need to achieve
Health
• Individual, group and community action, that enables people to adopt health promotion strategies, can address inequities and promote healthy and wellbeing, including safety.
Personal development
• Effective communication skills, including reflective listening, considering alternative views, respecting cultural protocols and expressing ideas in a way that is sensitive to others, help people establish and maintain relationships
• Conflict resolution strategies, including negotiation, are used to manage intrapersonal and interpersonal situations
Throughout the mini-unit various effective habits of mind (DoL 5) will also be embedded
• Maintain an open mind
• Be Clear and seek clarity
• Respond appropriately to others feelings and level of knowledge
• Persevere
• Generate new ways of viewing a situation that are outside the boundaries of standard conventions
• Plan appropriately
• Evaluate the effectiveness of your actions
III. LMQ3: How does my learner best learn?
Grade 9H have been observed to learn best when using ICT’s. Through the learning style questionnaire we know that the majority of the students are tactile/kinesthetic and visual learners. Based on these observations, engaging activities have been created.
Design rationale
As mentioned the engagement and constructivism learning theories underpin this mini-unit. Kearsley & Shneiderman (1999) present the Engagement theory as a model for learning in technology-based environments that synthesise many elements from past theories of learning. The engagement theory is particularly important to this unit, as the major premise is that students must be engaged in their course work in order for effective learning to occur through three primary means;
1. An emphasis on collaborative efforts
2. Project-based assignments
3. Non-academic focus.
It is suggested that following these three methods will result in learning that is creative, meaningful, and authentic (Kearsley & Shneiderman. 1999). In relation to this mini-unit students will work collaboratively to generate ideas and complete various activities. The assignment is an ICT’s project and it has a non-academic focus. That is, it focuses on bullying and risky behaviours. Constructivism is embedded, as the students will be constructing new knowledge each week from their previous knowledge. Each week, the activities students undertake give them an opportunity to elaborate and transform their previous knowledge.
The learning experiences outlined below performed during this mini-unit help the students to transform their acquired knowledge by extending and refining it through various activities (bullying timeline, reflective journal etc). The students are then scaffolded in their thinking to present, create and demonstrate their new knowledge in the form of an interactive Glog. Throughout the mini-unit, the students participate in group work as well as use various online tools (government websites and games etc) to connect to experts to transform learning.
Sequence of learning experiences
Lesson 1
Declarative knowledge
• Recognise various types of bullies e.g Cyber bully (social media), Physical Bully (provokes fights), Gang Bully’s (bully in numbers), Silent Bully (Bully behind peoples back, starting rumors etc)
• Reflect on bullying experiences in their own life and relate their experience to those in the ‘Walk in my shoes DVD’
Procedural knowledge
• Work as a group to construct a “Y-chart” of various bully types.
• Write a reflective journal entry on a bullying experience in their own life
Students will watch a DVD about bullying entitled “walk in my shoes”. The DVD shows bullying from various perspectives. This will give the students the knowledge needed to complete the next phase of the activity. After watching the DVD, split students into small groups of 3-4. Each group will then create a “Y-chart” looks, feels and sounds like, for each type of bully in the video.
1. Cyber bully (social media)
2. Physical Bully (provokes fights)
3. Gang Bully’s (bully in numbers)
4. Silent Bully (Bully behind peoples back, starting rumors etc)
After each group has completed their Y chart for each bully type, have students sit back in their individual seats. Each student must now write a reflective journal entry entitled “What type of bullying have I witnessed, either with myself as the victim, or someone I know.”
Lesson 2
Declarative knowledge
• Identify risky behaviours, namely drugs, drinking, sex and extreme sports and elaborate on possible negative consequences of each
• Understand the dangers involved and possible consequences in various risky behaviours
Procedural knowledge
• Make the right decisions to avoid dangers in the online Don't turn a night out into a nightmare game
Turn the interactive whiteboard on and open the previously created Glogster page found here;
Engage students by presenting this quick video on extreme sports and activities found on the Glog
After watching the video, explain that today’s lesson will be on Risky Behaviours (in particular drinking) Start up a bubbl.us brainstorming document and begin brainstorming Risky behaviour with the students
• Ensure that Drinking, Drugs, Sex, Extreme sports are all on the bubbl.us
• Elaborate on each of the ideas further with the students
• After the bubbl.us has been created, explain that students can access it from the schools computers and use it for their glogster assessment.
Begin the next phase of the class (underage drinking and the consequences) with this video showing the possible consequences of underage drinking.
Explain what happens and pause during the video to read the facts displayed, if needed.
Explain that students will now play a game created by the government to increase awareness of the affects of alcohol.
Don't turn a night out into a nightmare game
Give a demonstration of how to play the game and demonstrate that the decisions you make when drinking have direct consequences with how your night will turn out. Have students then play the game themselves making the decisions that they would make if they were to go out. Then, ask students to play the game making all the safe decisions followed by all the wrong decisions and see how each time plays out.
The point you want to get across to the students is that you can have a good night out without drinking, and if you do drink to excess your night can turn into a nightmare
At the end of the game, a link to a website is displayed
Drinking Guidelines for under 18's
Instruct students to access the site and explain that the information on the page would be very useful for their assessment.
With five minutes to go in the lesson have students log off their computers and face the board at the front. Display the brainstorming bubbl.us that the previous class performed and have the class compare the similarities and differences between their ideas on the bubbl.us and the previous classes thoughts.
Lesson 3
Declarative knowledge
• Identify and recall at least 5 forms of bullying
• Recall the physical and mental habits of various bully’s
Procedural knowledge
• Arrange bully’s in the right order on a timeline of when they will be most likely encountered during a lifetime
• Match recounts of experiences from victims to the type of bully involved
The class will begin with a class brainstorm to find as many types of bullying as possible. For example;
1. Physical Bullying
2. Verbal bullying
3. Indirect bullying
4. Social alienation
5. Intimidation
6. Cyber bullying
7. Organisational Bullying
8. Corporate bullying
9. Client bullying
Students will be split into groups of four.
The aim of this activity is to have students devise a Dipity online timeline from the day they were born to when they retire. The students will have to devise their own timeline of when they believe different types of bullying occurred or will occur in their lifetime. Allow students to find more types of bullying if they wish. (Dipity is an online timeline that allows you to link video, audio, images and text.)
Each student will now be given a worksheet with two columns, the first lists the types of bullying the class previously brainstormed (Physical Bullying, Verbal bullying, Indirect bullying, Social alienation, Intimidation, Cyber bullying, Organisational Bullying, Corporate bullying, Client bullying) and the second column contains recounts of victims who have been bullied in the various ways.
The task is for the students to match the type of bullying to the experience of the victim.
Lesson 4
Declarative knowledge
• How to create and access their own Glogster account
• The basic editing tools available
• Recognise the reasoning for using Glogster as a means of presenting their thoughts and research on risky behaviours for assessment 1
Procedural knowledge
• Create and access their own Glogster account
• Be able to add text, images and animations to their Glog
• Demonstrate basic editing skills when using Glogster
Engage in conversation with students about maintaining an open mind in regards to using new software they may not have encountered before.
Present this video to the students to engage them and give them an idea on what Glogster is:
Explain further what a Glogster is:
• Glogster is a social network that allows users to create free interactive posters, or glogs. The glog, short for graphical blog, is an interactive multimedia image. It looks like a poster, but readers can interact with the content. (Wikipedia, 2011)
Create a PMI analysis with students on using a Glogster as a presentation tool. Type up Plus, Minus and Interesting in a table on a word document at the front on the interactive white board.
Demonstrate how to create a Glogster account, while students follow along. Go through the log in process. Once logged in, demonstrate to the students how to add images, text and animations.
Now its time for students to have their own time to play around with their Glog.
With five minutes to go, ask students for their thoughts on using Glogster, what they found easy/hard and interesting. Finish with a final review of what the Glogster will be used for and how their assessment can be carried out using it.
Lesson 5
Declarative knowledge
• Identify key words needed for effective online research
• Recall information about their research topic to teacher when prompted
Procedural knowledge
• Use effective search terms when researching for Glog page
• Demonstrate effective use of the presentation tools available on Glogster
This lesson, students will continue working on their assessment. The lesson will be held in the library where students have access to computers and books for research. Begin the lesson by asking students how they feel about using Glogster and answer any questions they have after playing around with their own glog, e.g how to add images, videos, etc. Explain that this lesson will be used to research and work on their Glog. However, before allowing students to go off and research on their own it’s important that they know how to research effectively. Have a group discussion about what search terms the students should use when researching online. The point you want to make here is that the students get their information from a reliable sources, such as government websites.
Lessons 6,7 and 8
Declarative knowledge
• Recognise the importance of referencing for their assignment
• Identify what plagiarism is and how to avoid it
Procedural knowledge
• Use effective search terms when researching for Glog page
• Create a PMI analysis for a completed glog
• Demonstrate effective use of the presentation tools available on Glogster
For these last few lessons leading up to the due date for their glog, allow students time to research and work on the presentation of their glog. For each lesson though have an introductory activity that will either engage them for the lesson or help them with their assignment. For lesson 6, explain the importance of referencing and ensure students understand what plagiarism is and how to avoid it. For lesson 7, have a completed glog made and available for the students to preview if they are having trouble. Perform a PMI analysis on this glog at the beginning of the class. Lesson 8 is the last lesson the students have with you before submitting their assessment. Allow them to use this time to ask you any questions they have and make sure to get around to every student to ensure they will have it completed.
Methods of assessing students learning
• Informal discussion
• Walk around room to observe students are on task
• Informal Q&A session
• Student participation in activities
• Learner demonstrating skill/procedure back to Learning Manager
• Observe engagement and participation in class discussion
References:
Kearsley, G., & Shneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20-23.
http://en.wikipedia.org/wiki/Glogster - cite_note-1
Atherton, S. (2011) Learning and Teaching; Constructivism in learning. Retrieved March 18, 2011, from http://www.learningandteaching.info/learning/constructivism.htm
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