Can We Dig It?
Rationale
This unit represents a constructivist approach to inquiry based learning where student’s prior knowledge is determined by engaging them in the topic. Prior knowledge and student interests and questions will then be used to guide further exploration of the subject through self-directed project based learning activities. Knowledge is created upon existing knowledge and interests of the child, guided by an adult. Following an exploration of the subject, children have the opportunity to explain what they have learned in their own words. They will then be encouraged to elaborate further on questions that come up from their explanations. Evaluations will be conducted throughout the unit by the learning facilitator and the children themselves.
This is an integrated Unit Plan that will run over a 10-week term. It addresses several of the Early Learning Areas identified in the Early Learning Curriculum documents. The primary areas of engagement are Active Learning Processes and Social and Personal Learning. Students will learn to think, investigate and imagine the natural world using a range of strategies. They will conduct their learning in a safe and social environment by sustaining relationships, understanding diversity and reflecting on personal learning. The unit will also cover phase descriptors from Health and Physical Learning, Language learning and Communication and Early Mathematical understanding. Learning outcomes will be achieved at the foundational level for Mathematical understanding in number, money, objects and collections. These learning outcomes link into the primary curriculum Key Learning Area’s.
This child-centered approach views the child as capable of constructing their own meaning through project based tasks and the teacher as the facilitator, guiding and scaffolding learning in a safe and engaging environment. Knowledge is seen as historically, socially and culturally created therefore strong identities are also evolving during this process of constructing meaning. This meaning is created through the unit via questions that the students ask which will ultimately propel the unit in various directions depending on the interests of the class. A child–centered approach is one where diversity is celebrated, creating an environment where learning is equitable and accessible to all.
Diversity in the classroom will be addressed in the learning contexts inside and outside of the classroom and in the facilitators planning for different learning styles, levels and domains. Diversity is a valued part of the classroom and every contribution will be celebrated in the safety of the learning environment that has been established. A variety of learning contexts will be available to children every day in the classroom setting. Learning centers designed around Gardeners eight intelligences will engage all students in the subject matter through their desired mode of learning. Activities will be provided for exploration and will cater to the 5 learning domains, knowledge, skill, understanding, attitudinal, and affective. Children will have the opportunity to work through different domains in a variety of learning contexts they will pose for themselves. In this way they will be working at their own pace through the levels of learning, knowledge, understanding, application, analysis, synthesis and evaluation.
Assessment artifacts will be negotiated items of student work, judged by themselves as good examples of what they can do. Observations, photographic evidence, conversations, rating scales and rubrics will also form a digital representation of the students’ capabilities that can be displayed to caregivers and moderated across other children, classes and districts. Cutting edge electronic folios will be introduced this year. Visual reconstructions of learning will be on display for caregivers to enjoy at the end of each day.
The knowledge gained during this integrated unit will help the child see the world from an authentic view, valuing people as:
- Complex thinkers
- Lifelong learners
- Responsive creators
- Active investigators
- Effective communicators
- Collaborative participants
- Self-directed independent learners
Children will take on these roles as they move through the semester whilst developing a forward-looking perspective. A futures perspective allows the child to envision roles of individuals and groups enacting a preferred future. They are children who take responsibility for their actions and decisions. They are empowered to participate and contribute positively to the innovative and creative processes of the group. They are are leaders of tomorrow.
