Collaborative practice

Reviewing examples collaborative practice included students interviewing each other to find out the
most important facts of their family histories. With the vital information they collided together and
created a museum. During their drama class they adopted different roles of characters to create
scenes for their role-play

Although this kind of practice is good opportunity to assess what they have learned. In order to
assess and develop further I would set a final project in which the students can decide how they
would like to portray the information they have learned either in a role play setting or a formal
presentation and present to an audience which may include family, friends and parents. The student
can work in groups to discuss and collaborate what is important and should be in included in the final
project. Each student will be equally responsible to complete and participate in the final project.
However the students choose to present their final project will be a great opportunity to see the
variety of individuals contribution viewed and shared with the audience.

Learning to learn

The planning has a very good impact on the development of awareness and understanding skills. The
students reflected positively what they have learned and understood the importance. This then
encouraged them to think independently and find new ways to probe about their family history. The
students were exposed to various learning tools such as, books, pictures, videos, artifacts. This then
helped to increase their knowledge about using different learning tools and how best to use them.

Inclusivity

This topic has allowed a great potential for students to explore the great potential of diversity to
equally involve everyone. Each student was given the opportunity to enquire about their family history
and present to an audience to be heard and be acknowledge and valued equally. Investigating and
learning of artifacts which related to their past and culture, gave them the chance to create an
informative presentation on multicultural heritage. The benefit of this presentation allowed students
to learn, understand about other cultures.

Inquiry based learning

The unit context was based on investigating, exploring and finding information about their families. A
variety of information was collected and brought in to discuss with their teacher of how their families
have developed and changed. Students used different stargeies to gather information this included
interviewing family members to learn about their ancestors, they also interviewed each other and
exchanged their own opinions. The process of enquiring, processing information and planning
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the project I believe is inquiry based.
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