1. BEST Cluster Project: Principles of Learning and Teaching in Action http://www.bestcluster.openlab.net.au NamePOLTSchoolEmail address Sylvia Kosztyi4.3Eum. College

2. 1. What was the teaching and learning challenge to which you responded? Which PoLT did you address? Reading and Viewing: To develop students ’ questioning and reflection skills in terms of film analysis PoLT: Challenge and support students to develop a deep level of thinking and application. 4.3 uses strategies that challenge and support students to question and reflect

3. 2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions? Theme: Holocaust *** The unit of work presented here is a small part of a larger unit of work Film: Schindler ’ s List (compulsory) Students ’ chosen film: The Pianist, Fateless or Beautiful Life Objectives: To be able to respond to comprehension and inferential questions To be able to discuss and analyse film in relation to chosen topic To be able question and engage in critical thinking To be able to reflect upon events/characters/dialogue … To be able to clearly express opinion/view Essential Questions: What happened? How could we let this happen? Could it happen again? What were the three different perspectives of the Holocaust? How were people ’ s thinking and attitude manipulated?

4. 3. What could the students already do alone? What did the students already know? Prior Knowledge Note taking Basic Essay writing Historical background of World War II ( covered in SOSE)

5. 4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. Introduction to the topic Glossary Words and weekly spelling tests Comprehension questions Fill in the missing words Viewing of the film Provide essay topic and identify key words in the essay topic Note taking in relation to the essay topic Questioning of events/ characters/ dialogue/ setting/ style … Class discussion Comprehension and inferential questions Modelling of sentence construction in response to questions Essay Writing Outline Steps in Essay Writing Provide and discuss assessment rubric Brainstorming Modelling of brainstorming Concept mapping based on note taking, class discussion and comp./inf questions Planning Provide Hamburger Plan to demonstrate structure of essay writing Modelling of planning an essay Planning essay using a concept map Drafting, Proof reading & editing and Final Copy Modelling paragraphing Provide individual assistance during class time Proof reading sheet Keeping a film/ novel journal Library time to borrow fiction and non- fiction books on the Holocaust Suggest novels and films Model a film/novel journal Provide questions to guide students ’ thinking and reflection Journal writing was a weekly homework task in Terms 1 & 2

6. 5. Review. How successful was the learning sequence? What will the students do next? Students evaluated the provided feedback on their essays. Their task was to list their strengths and weaknesses. The content and structure of most students ’ essay were of a good standard. Film journals were of a high standard. Both tasks showed improvement in comprehension, questioning and reflection. However, expression ranged between good to satisfactory. Our next task will be to focus on sentence construction, spelling, punctuation and proof reading.

7. 6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work. List of worksheets and handouts List of glossary words Glossary words for my essay List of weekly spelling words Shindler’s List: A historical background – fill in the missing words Schindler’s List questions and essay topic Steps in writing my essay Hamburger plan How to plan: The concept map technique Proof reading my essay Assessment rubric Writing a reading/viewing journal