The history unit delivered to the year 3 class was sourced from Education Queensland’s C2C. One of the initial lessons of unit 2 required students to create a time line. In the previous unit I noted that some students had difficulty creating a personal timeline. They were able to identify significant events in their life, but some students had difficulty representing these events chronologically on the prepared timeline that was to be pasted into their books. Research indicates that there are a range of factors that can initiate situational interest resulting in greater engagement and learning (Duchesne, McMaugh, Bochner & Krause, 2013). Based on this, I adapted the lesson in unit 2 to provide students the opportunity to create a visual display, providing them with some choice as to the presentation of the timeline but with the requirement of the photographs needed to be in chronological order. Taking away the element of writing and thinking of their own events, students were provided with pre-labeled photographs. In this task, all students created a visually pleasing timeline that was chronologically correct.
During the task, it was slightly differentiated. Whilst the majority of students worked independently, I worked with a small group of students to provide assistance to read the labels. With this assistance they were able to identify the date and determine the order that the photographs needed to be placed.
This provides evidence towards focus area 1.2, focus area 1.5, focus area 2.1, and focus area 3.2.
References
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013) Educational Philosophy For Learning and Teaching, 4thedn, South Melbourne, Cengage Learning Australia
