Rationale for Unit of Work

The unit of work Geraldton Beach Erosion has been created with the consideration of problem based
learning models, authentic learning topics, cognitive constructivism teaching approach, collaborative
learning tasks and the integration of a variety of ICT's. The unit is intended to be presented in a year 4
class in a Geraldton primary school. It has a science learning area focus but incorporates learning tasks
that have a number of cross-curriculum opportunities. The unit of work is intended to be taught over 5
sessions but can involve more sessions if required for further research time.
The unit of work Geraldton Beach Erosion has been created using a cognitive constructivism approach.
The learning tasks require students to learn by researching and exploring of their chosen solution to the
teacher posed problem. This learning approach works on the premise that students have existing
cognitive structures and as Fasso states, new information is added to students knowledge through the
processes of assimilation and accommodation as the structures accommodate new knowledge (2014).
The students first identify their current knowledge on the topic then generate and assimilate new
knowledge to be integrated. The students are also intrinsically motivated as they have created their own
learning goals and deadlines during step 5 & 6 of the Problem Based Learning model (n.d.) which is also
a characteristic of cognitive constructivist teaching.
The teaching methods used within the unit gradually release the responsibility of learning from the
teacher to the students. During the initial stages of the unit the teacher directs students through the
learning via direct instruction and guided teaching. However, during the later stages of the unit, the
students take responsibility for their work and research independently to achieve to requirements of the
project. This approach has been used to ensure that students are capable of achieving success with their
projects as they are aware of the requirements needed to achieve the outcomes (Brady & Kennedy,
2012).
The whole unit of Geraldton Beach Erosion has been planned using a problem based learning model. The
model consists of eight sequenced steps to be undertaken independently by students to guide the
creation and presentation of a solution to a problem. It is a useful teaching strategy to incorporate into
the classroom because it enhances student learning and offers opportunities to develop higher order
thinking skills. Kiley, Mullins, Peterson, & Rogers also describe other benefits of problem based learning,
being "students learn to be self-directed, independent and interdependent learners motivated to solve a
problem" (2000). Problem based learning reflects the changing nature of education, as knowledge is
rapidly growing due to the expansion of technologies, students cannot be expected to learn everything.
However, through problem based learning, we can provide opportunities for students to be able to
develop skills in being able to find and learn necessary information (Kiley, Mullins, Peterson, & Rogers,
2000).
The concept that drives the unit Geraldton Beach Erosion is giving an opportunity for the students
participating to create an understanding of why the beaches that surround their city and school are
slowly disappearing (eroding) and what can be done in the future to minimise the changes occurring.
This concept supports the Authentic Learning model which as Jan Herrington describes, requires
learning to "provide authentic contexts that reflect the way the knowledge will be used in real life"
among eight other elements of Authentic Learning (n.d.). The tasks provided also require students to
take on multiple roles and perspectives, promotes reflection, supports collaborative construction of
knowledge and is scaffolded and coached by the teacher (Herrington, n.d.). The elements of these skills
undertaken by students are prevalent in the unit of work through collaborative working and group roles,
relevant learning tasks and opportunities to conduct learning independently with teacher support.
Technology is also a prevalent part of the unit Geraldton Beach Erosion with it being used not only in
tasks throughout the unit but to also conduct research for the summative assessment task and to
present research conclusions and solutions. The integration of the technology can be categorised into
the SAMR model which rates the level of the technology integration into categories of Substitution,
Augmentation, Modification and Re-invention. The levels to which integration of technology has been
used within the unit of work and learning tasks can be seen on the provided unit outline.
The need to incorporate digital technologies and develop students' ICT capabilities stems from the point
made earlier; the nature of education is changing. Kiley, Mullins, Peterson, & Rogers identify that this
change can be attributed to the fact that "the amount of knowledge (in every field) is increasing and the
rate at which it is increasing is accelerating. Students cannot learn all the material, but they can learn
how to learn the material" (2000). This statement is also reflected in the Australian Curriculum which
has made ICT skills an essential capability focus for the F-10 Curriculum. "They (ICT's) transform the ways
that students think and learn and give them greater control over how, where and when they learn"
(ACARA, 2014). By incorporating a variety of digital technologies into the unit tasks for Geraldton Beach
Erosion Students are able to demonstrate and develop the ICT capabilities which will promote their skills
within the wider community now and into the future.
References
Australian Curriculum and Reporting Authority (ACARA). (2014). F-10 Curriculum- General Capabilities.
Retrieved 16 September 2014 from http://www.acara.edu.au/curriculum.html
Brady, L., & Kennedy, K. (2012). Assessment and Reporting: Celebrating Student Achievement. Frenchs
Forest, NSW: Pearson Australia
Fasso, W. (2014, June 4). A review of basic learning theory. Retrieved from CQUniversity e-courses, FAHE
1101 Managing E-Learning, http://moodle.cqu.edu.au
Herrington, J., (n.d.) Authentic Learning. Retrieved 16 September 2014, from
http://authenticlearning.info/AuthenticLearning/Home.html
Kiley, M., Mullins, G., Peterson, R., & Rogers, T., (2000). Leap into... Problem Based Learning. Retrieved
from CQUniversity e-courses, FAHE 1101 Managing E-Learning, http://moodle.cqu.edu.au
Problem-Based Learning. (n.d.) Retrieved from CQUniversity e-courses, FAHE 1101 Managing E-Learning,
http://moodle.cqu.edu.au