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This case study and unit assessment is designed to utilise and build upon
students learning and skills previously developed in the preliminary and
beginning HSC course. Account has also being taken of the needs of diverse
learners through offering flexibility in choice of content, a variety of
assessment tasks and the explicit instruction of expectations, outcomes and
modes of delivery with online and print based options. The focus is on
fostering students to develop a deep knowledge, maintain high expectations
and seek knowledge integration of their learning.
The teaching and learning strategy for this assessment and case study is to
give students an authentic taste of independent inquiry and research. A
learning scaffold has been engaged in by students through the teacher
modeling the type of research, documentation and enquiry expected in a
prior case study. Now class time will be used to reinforce expectations,
model task outcomes by revisiting past examples and providing one on one
instruction and assistance.
Instruction can then be tailored to suit the diverse learning needs of
individual students.
In order for students to properly complete this case study assessment task
they will require access to research resources and materials. Hypothetically
for this assessment it has been contrived in light of the reference
expectations that students will have access to online academic databases
similar to universities. It is also taken for granted that students have some
basic form of internet and computer access to utilise those resources along
with the prior knowledge on how to use them. Optimally a classroom
equipped with computer, projection and internet service along with printing
would provide an environment for intended support for this task. The
facilities available to students to construct/ design their visual resource
would also have to be considered as a factor in deciding the types of choices
that students make to represent their case study.
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