Reflection Narrative
Slowmation Reflection Narrative
The activity the group was asked to perform was to create a Slowmation relating to the Year 9 History QSA curriculum. The purpose of this was to facilitate learning and develop Deep Understanding (Killen, 2009, pp. 20-21) of the curriculum through the use of Higher Order Thinking Skills (HOTS) (Killen, pp.22-23). This narrative outlines the processes taken and critically evaluates (through Bloom’s Taxonomy (Killen, p. 23)) the activity as a form of pedagogy that promotes Deep Understanding and HOTS.
Lower Order Thinking Skills (LOTS) (Killen,2009, pp.22-23).
Remembering
After forming a group of four, the group looked at the QSA curriculum for history and chose to represent the cause and effects of the French Revolution for the Slowmation. The group tried to remember what they already knew about the French Revolution and its causes.
Understanding
Because one person knew nothing about the French Revolution it was up to the other members to explain the ideas and concepts. This was particularly useful for the group as it consolidated general knowledge and defined the areas where further research was necessary.
Applying
After research, the group discussed how to construct the story board and how the project would progress. This showed the “…capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.” (Queensland Studies Authority, 2013).
Higher Order Thinking Skills (HOTS)
Analysing
Analysing came next with the breakdown of information for the storyboard. This is an important part of the exercise as it is a transitional stage from LOTS to HOTS (Killen, 2009, pp.22-23). Through deconstruction, the group were able to organise information to show the cause and effects of the French Revolution. This also showed an “…understanding and use of historical concepts” which enabled them to construct the Slowmation (Queensland Studies Authority, 2013).
The activity the group was asked to perform was to create a Slowmation relating to the Year 9 History QSA curriculum. The purpose of this was to facilitate learning and develop Deep Understanding (Killen, 2009, pp. 20-21) of the curriculum through the use of Higher Order Thinking Skills (HOTS) (Killen, pp.22-23). This narrative outlines the processes taken and critically evaluates (through Bloom’s Taxonomy (Killen, p. 23)) the activity as a form of pedagogy that promotes Deep Understanding and HOTS.
Lower Order Thinking Skills (LOTS) (Killen,2009, pp.22-23).
Remembering
After forming a group of four, the group looked at the QSA curriculum for history and chose to represent the cause and effects of the French Revolution for the Slowmation. The group tried to remember what they already knew about the French Revolution and its causes.
Understanding
Because one person knew nothing about the French Revolution it was up to the other members to explain the ideas and concepts. This was particularly useful for the group as it consolidated general knowledge and defined the areas where further research was necessary.
Applying
After research, the group discussed how to construct the story board and how the project would progress. This showed the “…capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.” (Queensland Studies Authority, 2013).
Higher Order Thinking Skills (HOTS)
Analysing
Analysing came next with the breakdown of information for the storyboard. This is an important part of the exercise as it is a transitional stage from LOTS to HOTS (Killen, 2009, pp.22-23). Through deconstruction, the group were able to organise information to show the cause and effects of the French Revolution. This also showed an “…understanding and use of historical concepts” which enabled them to construct the Slowmation (Queensland Studies Authority, 2013).
References: Books Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences, (10th anniversary ed.). New York, NY: BasicBooks. Killen, R. (2009). Effective teaching strategies: Lessons from research and practice, (5th ed.). South Melbourne, Vic: Cengage Learning Australia. Periodicals Hoban, G. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7(2), 75-91. Retrieved March 15, 2013 from http://www.citejournal.org/vol7/iss2/general/article2.cfm Hoban, G. & Nielsen, W. (2010). The 5 Rs: A new teaching approach to encourage slowmations (studentgenerated animations) of science concepts. Teaching Science, 56 (3), 33-38. Retrieved March 15, 2013 from http://search.proquest.com.ezproxy.usc.edu.au:2048/docview/756752265?accountid=28745 Web Pages Australian Curriculum in Queensland by Learning Area. (2013). Year 9 History. Retrieved from Queensland Study Authority website: http://www.qsa.qld.edu.au/yr9-history-overview.html