LEARNING EXPERIENCE PLAN (LEP)

Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course. Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

Year 4

1 hour

Games. Lesson 1/10. W hat is a game? Lets investigate!

N/A

Technology

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)

Curriculum information: Technology Essential Learnings By end of Year 5 (Queensland Studies Authority (QSA), 2008). Knowledge and Understanding. Ways of Working. Technology as a human endeavour. The learner will know and understand that: The learner will be able to: Different ideas for designs and products are developed to meet needs and identify and analyse the purpose and context for design ideas wants of people, their communities and environments
Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Developing understanding of Technology Practice Cycle Able to generate 2D designs from simple ideas Able to select resources, simple techniques and tools to make products Generally follow guidelines to apply safe practices Regularly contribute to individual technology journals Have classroom chart which assists in determining needs/wants during design challenges

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class.) Knowledge & understanding: (declarative) Skills: (procedural/do) The learner will know and understand that: The learner will be able to:

D1 there are a wide variety of games which cater to diverse interests and meet different needs
Learning processes:

P1 share vocabulary relating to the topic of games P2 identify personal experiences with games

LMQ3 - How does the learner best learn?

Prefer relatable, authentic tasks - provide activities which relate to students lives and prior experiences Relatable content ensures engagement and motivation link content to students interests and prior knowledge Individualised assessment opportunities - pose questions which allow for individual responses from each student Attention span developing - ensure tasks and activities are not too long and offer variety Comprises a range of learning styles - provide tasks that cater to a range of learning styles (kinaesthetic, visual and auditory) Do not like to remain in one position for an extended period of time - provide activities that require movement and short breaks during long lessons Engage in lessons/activities that are exciting exhibit enthusiasm and embed ICT elements in lesson

Version 25 Nov 2011

ILO

Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus. including teaching strategies to be used

Resources LMQ4 - What resources do I have at my disposal?

Assessment & feedback LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.) LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.)

Phase 1 Intro/ Hook: Engage To provide a context for learning, pose focus question: What IS a game? Lets investigate! Show slideshow of games images to stimulate curiosity about topic Phase 2: Engage To establish an authentic context for learning and provide a purpose for the unit: Play video request from Prep teacher outlining a need that the class must attempt to meet by completing a design task Discuss teachers request. Is it a need or a want? Have students rate it on the need/want chart Display design brief on IWB To preview where unit is heading and connect to prior knowledge: As a class, identify main points of design brief: o Audience: Prep students, boys and girls o Purpose: To educate Prep students about school rules o Requirements: Rules must be easy to follow o Constraints: Must be adapted from a game they already know how to play Have learners resent this information in a KWL chart and encourage students to consider how they might find the information they need to complete the design challenge (interviews, research and explore different games, ask parents) 5 minute movement and drink break (to establish a sense of comfort and order)
P1

Use focus question to capture students interest and provide context for learning

Slideshow: games images

Authentic task embedded into unit of work to give learning a meaningful context

Video link of teacher request on Glogster resource Design brief link on Glogster resource Monitor student responses during discussion of design task to gauge understanding and engagement

D1

Provide context for learning

Provide opportunities for students to express ideas in a risk free environment

KWL maker on Glogster resource

D1&P2

D1

P2

To activate prior knowledge and begin the investigating phase: begin class word wall with games as focus (each student to write one word relating to games on sticky note and place it on word wall one at a time, ensuring each addition is unique). Discuss vocab on word wall, highlighting similarities, differences and links between words To link to students personal experience and interes ts: Have each learner create an online Wordle of games they have played (print and display around classroom) To encourage sharing of ideas and experiences related to the topic: In small groups, floor-storm images of games throughout history and have each group arrange them in on a timeline from oldest to newest. Compare and contrast results from each group to highlight alternate perceptions Phase 3 Conclusion: Each student to write an entry into their technology journals under the heading My favourite game as a way of reflecting on the lesson and linking to personal experiences related to the topic To motivate continued interest and provide research for design task, have students talk to an adult about their favourite game as a child for homework

Use a variety of ways to engage students in classroom tasks Sticky notes

Monitor students responses and provide positive feedback regarding contributions to class word wall (Teacher assessed diagnostic). (P1)

Small group work to encourage sharing of ideas and experiences and consider different viewpoints

Wordle link on Glogster resource Sets of images depicting games throughout history

Print completed Wordles to assess prior knowledge and experience of games (Teacher assessed - diagnostic). (P2) Informal observation of student responses in floor-storming activity(diagnostic) (D1)

Link content to students personal experiences Personal technology journal (formative self-assessment)(P2)

Version 25 Nov 2011

Reflection: LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)? (Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.)

Reflective questions: Were the procedural and declarative outcomes for this lesson met? Did this lesson offer enough opportunities for learners to demonstrate prior knowledge? Did this lesson cater to a range of learning styles? Did this lesson provide enough opportunities for all learners to engage with the content

Version 25 Nov 2011