Week 3: Analyse and assess one aspect of programming by UBD

Module Focus: 9.2 Maintaining a Balance

Programming by UBD (undersanding by design) is a very novel approach to designing programms for teachers to work within. It was been described as backwards design, but it is simply another perspective of what is the best way to design structures and programmes for teachers to work with.

I particularly like the element of using major goals as a emphasis for teachers to follow (this is not used in the current predominant programming technique). I have observed during practicums that teachers often do not show the connections between the ideas and concepts that are covered in each lesson. I found during my last prac experience that I treated each class as being in its own little 'bubble' and not part of a bigger picture. As 'scientists' we know that the material we cover is all related and that these relationships are clear and obvious, but sometimes (as I did on prac) we forget that students arent aware of these relationships and it is part of our job to show/ demonstrate/ explain/ highlight the interconnectedness of all the ideas that are being tossed around. The use of major goals (and essential questions) gives teachers a way to consolidate all the ideas back to one point that  shows their relationships.
 
As an example, in module 9.2 I would base the class time around asking the following questions and looking into their answers;

• How to the elements of an environment shape the life that calls it 'home'?

• How do plants and animals transport the gasses they need to survive around internally?

• Plants and animals need to keep everything (water, gasses, waste, nutrients, etc) in a delicate equilibrium to function properly. How do they achieve such a feat?

There's heaps on the web to explore more about UBD. It sounds dodge but wikipedia is a decent place for the basics, and then there's a fair bit out there by Grant Wiggins and even lectures on UBD from youtube.

Week 2: Describe an opportunity to develop students' values of responsibility and integrity in 1 stage 6 module

Module Focus: 8.5 Evolution of Australian Biota

Module 8.5 has a number of opportunities to develop student values, especially within the numerous discussion and practical components. It is important for teachers to remember this (and as a graduating teaching so into the classroom with this mindset) when they are teaching because values are often overlooked because they are not explicit content, but rather more part of the "hidden curriculum". I think a lot of the values seen in students are the the reflection of the teachers values, because these are the values that the students see in their 'role model'. This is not always a positive thing and demonstrates the power teachers have in influencing their students, and the responsibility associated with it.

Below are just a few examples of how teachers can create opportunities to show students positive values within module 8.5;

• 8.5.1.3.2 - By giving students the task of discussing the current research around evolutionary relationships and the changing ideas and methods scientists, students can develop values about biology, others, and learning as a life long process. They also need to take responsibility for their own work, views, and contributions to the discussion.
• 8.5.2.3.4 - This is another example of how a class discussions can be used to develop the values of students. By engaging with materials and taking a side on the Huxley-Wilberforce debate on Darwin's theory of evolution students will develop their values of biology, leaning as a life long process, and how to construct arguments (and act) with integrity and purpose. 
• 8.5.2.3.1,2,3,& 5 - These are a series of first and second hand investigations. Participating in investigations as part of a team in an outdoor environment develops students values of themselves, others, and the environment, as well as responsibility for their work and contributions to the group. (This can also include 8.5.3.3.1,& 3 and 8.5.4.3.1)

For extra thought - values and science is now becoming a bit of chicken and egg thinking. Do our values shape how we do scientific work, or does our scientific thinking shape our values (as atheists try to propose). There is lots of stuff on youtube about this, depending on your point of view.

Week 1 Blog: Contrast the rationale, aims and objectives in the Biology Stage 6 syllabus to the current Stage 4/5 syllabus

Module Focus: 8.4 Life on Earth

Module 8.4 of the stage 6 syllabus highlights how the progression of ideas and content are not always a straightforward linear progression through secondary schooling. The prerequisite knowledge required to understand Module 8.4 comes from 2 modules of the stage 4/5 syllabus.

This is due to the interconnectedness between scientific ideas and how they can come together in a variety of ways. This has a few implications for students. Some may have difficulties with this because there is no ‘cookie-cutter’ linear model for them to follow (but the interconnectedness makes it impossible) so some highly scaffolded activities that recall previously learnt concepts may be needed. On a positive note however, it is a great opportunity to highlight to students this interrelatedness (or ‘web’) of ideas and how they all come together.

Board of Studies (2003). Science years 7-10 Syllabus. NSW: Board of Studies.

Board of Studies (2002). Biology Stage 6 Syllabus. NSW: Board of Studies.

** EDIT** Just worked out I didn't really answer the question (and forgot to put it on LEO), so here's another crack at it;

The rationales of the two syllabi are fundamentally different, but complimentary. St 4/5 is all about exposing students to this conglomerate of ideas, theories, principles, etc that we call science. Students are to learn about a whole range of areas and how they are present in their immediate and indirect lives, by "the study of science". Students also learn the skills necessary engage with science (critical thinking etc.) to understand it properly, with a focus on having a range of experiences. St 6 is very different because it now focuses on only the concepts of science concerning living things (the breadth of scope has been significantly reduced). However they are complementary in the way the approach and promote interaction with scientific ideas, and this continuity is very important (in my opinion)

The aims of the two syllabi are mostly similar. They both want students to gain a (different level of understanding (not just knowledge) of scientific concepts that are framed within positive values and attitudes. St 4/5also seeks to empart to students an "appreciation" for science and how it shapes their world and thinking. I think this part is realy important and shouldn't be limited to just st 4/5.

The objectives of st 4/5 and st 6 both follow the same mould - students develop their knowledge and skills that are needed to understand the content. The syllabi differ in the level of knowledge required to know and this in turn requires higher order/level skills to work with/ comprehend it. The idea of developing values also appears here, which is a positive note to promote continued development and consideration. This shows the BOS 'practices what they preach' when talking about learning as lifelong process.