Guest post: Liana’s making Wikis (with the help of Year 7)

You know that feeling when you think things aren’t happening, but then all of a sudden you realise that your efforts are starting to pay dividends? Well, that’s what’s happening at my school (Toorak College) now. I feel like we are making inroads. Kids are using Nings and Wikis and it’s becoming the norm. There isn’t the questioning that used to come with the introduction of new ideas. Teachers are starting to take on board what I’ve been rabbiting on about and they are seeing how effective the learning can be using collaborative tools.

Liana Gooch teaches at my school and was part of our PLP group. Here is her guest post. Take it away Liana!

Coming from a country in which bush fires do not feature as a significant hazard as they do in Australia, the events of February 7th 2009 have left an indelible mark on the memories of myself and my students.  It was extremely heart breaking to view the images of destruction and loss experienced by those people involved in the Victorian Bushfires. As well as the human cost, it is also essential to consider the havoc wrecked upon nature. A lot of creatures were helpless to escape the fury of the flames and many that did manage to survive have suffered immense injury. 

When it came to consider a unit of study related to endangered species with my year 7 Humanities class, I was determined to create a research unit that was not only compelling but also relevant. Students would usually choose to explore overseas endangered species but coverage of the Victorian Bushfires’ impact upon many already endangered species alerted me to taking a more local focus. In the back of my mind I also was concerned about the potential lack of knowledge regarding their own state’s endangered species. My suspicions were confirmed when I surveyed the class about identifying the state’s animal symbol, the highly endangered Leadbeater Possum – only one student was able to identify it. Thus, the inquiry ‘ How can we protect our backyard?’ emerged. 

Another focus of this inquiry project would be to expose students to a range of technological tools that would be easily transferrable across their range of subjects. Working with Jenny Luca and Megan Davies, we decided that a wikispace would be an ideal medium for students to post and convey their research to the rest of the world. While the students knew I would be assessing their page, they knew that this inquiry was going to have to be authentic due to the wikispace being open to the public. Students were taught how to manipulate many of the tools available on the wikispace and a lot was learnt through the process by trial and error. As students were working collaboratively it made sense to use Google Docs which allowed students to simultaneously work and edit a written piece together on different computers. It also eliminated the age old problem of when students are absent and have the written piece with them thus hindering a group’s progress. This tool proved invaluable and it has been exciting to observe students use this tool for other projects since this inquiry.  Jenny also taught the students about a range of websites where students would be able to use copyright free images for their pages. Another skill gained was the ability to write comments using the pins of Google Maps. One student produced her own clip of a journey through the affected Kingslake area and used voice thread to create her own commentary.  Students found the application of technology to be an effective tool which made the learning process a lot more interesting. ‘It is a lot of fun and instead of being boring the work was challenging and interesting so it made it a lot easier to work. It is a great way to become more familiar with internet tools and skills.’ (Hayley) 

 I wanted students to actively engage with concepts we had explored earlier in the unit related to sustainability. Students were initially exposed to Dr Seuss tale of The Lorax’ which made many of the complex components of sustainability easily attainable. A reflective component of their inquiry which would test their understanding of some of the big ideas would require them to reflect upon how the Lorax would perceive and comment upon the causes and effects of the Bushfires as well as  the ensuing actions to reduce their impact.  Following through the list of aspects to be explored students would be able to explore a range of both primary and secondary resources ranging from newspaper clips, you tube videos, podcasts from experts and contact with applicable organisations. Students constructed questions to inquire about the actions taken by their selected organisation’s actions to assist with affected animals. Many students were extremely excited about receiving information directly from organisations especially when a lot of the information could not be directly found in the range of resources available online or otherwise. 

The inquiry took about three weeks in total during which time students were completed engaged and engrossed in their research. There were several occasions when it was actually difficult to get the students to stop working! It took considerable time to do my initial research and creation of the inquiry assignment. I also had to learn some of the new technological tools before I could launch the project, however the benefits of undertaking a project with which many of the students were so connected were immense. Their understanding of endangered species in their own backyard and the critical role that humans play has been significant. ‘it shows that we have to be aware of sustainable development and reducing our resources for the future. The Victorian Bushfires has decreased the amount of trees, land, homes and animals, and that reduces many resources for the future.’ ‘This project has made me think about animals in a completely different way then I had before.’ Rather than just producing an assignment which would only be viewed by the teacher, themselves and family, Students were courageous as they gallantly rose to the challenge of creating commentary which was up to scrutiny by the public.  It was also extremely encouraging to hear students comment about taking social action as a result of this project. One student has become involved in adopting a koala and to date, our class are considering fund raising to either help adopt an endangered animal or contribute to a wildlife fund. Another student is starting to consider a career path related to the care of injured animals. To me, this is what learning that is inspiring should be all about – making authentic, meaningful and relevant links to the world around us.

Well done Liana and well done Year 7. You’ve created a rich resource for others to use and you’ve learnt some new skills in the process. Make sure you visit their wiki.

Collective action help from our network

Our bushfire appeal on Working together 2 make a difference  has received some help from unexpected quarters. Clarence Fisher and Jen Wagner, who coordinated an online effort in response to the Californian bushfires, have provided some sound advice about how to go about coordinating such an effort. Thanks go to Sheryl Nussbaum- Beach for directing them to me.

In fact,  Jen has gone one step further.  She  has helped me set up a paypal button on the Working together 2 make a difference site and has offered to tally donations and keep track of contributors. Such generosity of spirit overwhelms me. It’s yet another example of the sharing nature of this network that makes it so special.

If  you are so inclined, visit the site and make a donation through the paypal account set up by Jen. The money you donate will be redirected to the Red Cross appeal to aid those affected by this disaster. ALL the money will go there, be sure of that.  

 

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Firestorm hits Victoria

Bushfires rage out of control from the Bunyip State Park.

Bushfires rage out of control from the Bunyip State Park. (Photo: Jason South)

Unfortunately, my worst fears from my Friday post were realised yesterday when horrendous weather conditions led to firestorms throughout parts of Victoria. To date there have been 86 recorded deaths but it is expected that more loss of life will be uncovered as authorities gain access to hard to reach places. 

Yesterday was truly awful. Temperatures around 46 degrees celcius with a fierce North wind that blew in in the afternoon. According to news reports, the fire hit places like Kinglake so quickly that  people were unable to escape to safety. News tonight informed us that Brian Naylor, a former Melbourne newsreader who was the face of Channel 9, perished in the blaze along with his wife. This will bring this tragedy home to many; Brian Naylor was the comforting elder who was in your home, delivering the news every night at 6.00pm.

Our students tomorrow will need time to talk this weekend through. They will need to try and make some sense of a tragedy that no-one could control. I hope classroom teachers forget curriculum for awhile and allow their students to share and discuss. Sometimes that is just what is needed and now is one of those times.

School’s out Friday

Now this is funny. So I’m ordering you to watch it and brighten up your day by enjoying the pleasure of laughing out loud. I’ve watched it a couple of times now and even though I know what’s coming I still find those tears rolling down my cheeks.  Happy ones, not sad!

I hope we’ll all still be laughing tonight. Today represents the most extreme weather conditions we’ve seen all summer being faced in Victoria. Melbourne is predicted to reach a temperature of 44 degrees celcius.  We’ve been in the grip of a water crisis and our State is tinder dry. Bushfires are a constant summer threat with extremely dry undergrowth. We live with water restrictions and I am saddened by the sight of the glorious Liquid Amber in my frontyard struggling to exist. 

So, I hope tonight I’m sharing a glass of wine and good conversation with friends and  not glued to the TV (or internet) tracking the progress of bushfires.

Enjoy your weekend, Go on, watch lost luggage again. I promise you’ll laugh second time round too!