Upon first being appointed as a tutor in Society and Environment I had some expectation that a key aspect of the subject would be PCK (pedagogical content knowledge). On reading the unit material, listening to the first lectures and glancing over the texts, I can see it is more process based. It seems to be more about building an enquiry approach - owrking out what questions to ask, and then working out ways to seek out "answers" (though it may not be answers that we see, but rather "information" which we add to our internal databank).
'History' and 'Georgraphy' are starting to appear as concepts I hold in my brain which I need to deconstruct in learning and deciphering what the new approach is.
I know it is no longer rote learning of facts, maps, timelines, places, battles, exploration routes, dates of treaties, expansion of empires etc. So if that's what Society and Environment is NOT, then what IS it?
Early reading of the Gilbert text suggests S and E is:
understanding and analysing
participation in the decision making process
problem solving
With key values that are continually referred to:
democracy
social justice
sustainability (not just environmental - think about the four pillars.... biophysical; economic; social; political)
Four goals of learning for sustainability (Environment Australia 1999)
1. Awareness raising (does it matter to me?)
2. Value shaping (should I do something about it?)
3. Developing knowledge and skills (how can I do something about it?)
4. Action (what will I do?)
I wonder who determined that democracy, justice and sustainability are the key values? Why are these the three values the authors keep referring back to?
The most important professional ability of the Society and Environment teacher is being able to plan and implement units and learning experiences which achieve personal and social development and engage the student as a participant in society. [This is a big shift for me to grasp].
Framing Key Questions: the use of key questions in inquiry units provides focus and direction to student investigations. A good key question will:
Outcome based education OBE - ask what is it that an active and informed citizen would do.
Gilbert, R. (2004). Studying society and environment: A guide for teachers. Southbank, Vic: Thomson Learning.
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'History' and 'Georgraphy' are starting to appear as concepts I hold in my brain which I need to deconstruct in learning and deciphering what the new approach is.
I know it is no longer rote learning of facts, maps, timelines, places, battles, exploration routes, dates of treaties, expansion of empires etc. So if that's what Society and Environment is NOT, then what IS it?
Early reading of the Gilbert text suggests S and E is:
understanding and analysing
participation in the decision making process
problem solving
With key values that are continually referred to:
democracy
social justice
sustainability (not just environmental - think about the four pillars.... biophysical; economic; social; political)
Four goals of learning for sustainability (Environment Australia 1999)
1. Awareness raising (does it matter to me?)
2. Value shaping (should I do something about it?)
3. Developing knowledge and skills (how can I do something about it?)
4. Action (what will I do?)
I wonder who determined that democracy, justice and sustainability are the key values? Why are these the three values the authors keep referring back to?
The most important professional ability of the Society and Environment teacher is being able to plan and implement units and learning experiences which achieve personal and social development and engage the student as a participant in society. [This is a big shift for me to grasp].
Framing Key Questions: the use of key questions in inquiry units provides focus and direction to student investigations. A good key question will:
- reflect current concerns of students and link to wider societal issus.
- illustrate a range of views rather than lead to a yes/no answer (including indigenous/marginalised groups)
- have potential for community-school reciprocity
- be 'researchable' by students
- provide appropriate depth and challenge
- lead to socially critical understandings of the world (vis a vis justice, democracy, sustainability)
- present the possibility of further action by the student (participation!).
Outcome based education OBE - ask what is it that an active and informed citizen would do.
(Ch 3). The emphasis needs to be on the development of understanding of concepts through inquiry learning.
Students should be made aware of outcomes being assessed, where there will be opportunities for them to demonstrate they've met outcomes, and the standards they need to meet to demonstrate they've met the outcomes.
What makes a learning activity worthwhile?
- one that reveals 'new' understandings
- one that is appropriate to student's background
- one that is consistent with subject outcomes
- one that encourages students to source accurate, current info.
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