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History Inquiry sequence and Interview Proof Reading Service
This is a solution of History Inquiry sequence and Interview Assignment Help in which we discuss creation of an information, Planning an inquiry sequence for history teaching and EDSS223 Active Inquiry model.
Part 1:Creation of an Information source
The study purposes to develop cognitive inquiry sequence by taking into consideration the Active inquiry model for the stage 1 students. In order to examine the radical shift in daily life, one of the aspects such as school life of older citizen has been aimed to be scrutinized. In order to do so, the first part of the study deals with interviewing older community that would contribute towards formation of information source for the students. Some set of questions were formulated, which were asked by the interviewer to find the answer to the question ‘what was school lifelike of our older citizens?’In this context interview is the systematic collection of living people’s testimony about their own memories about their school life (Casas et al. 2013).
Preparation for the interview
The interview is recorded in a tape recorder or in a phone while interview was going on. In order to maintain the quality of the recording, the quality of tape recorder or the quality of the phone was up to the mark not only that the place where, the interview took place, was noise free.
According to the question the interview conducted on a particular old age group, so to do this the interview conducted in a old age home in Australia namely of old age home is ‘myagedcare’, and in this case some elder people were interviewed about their school life. Proper structure of the interview is maintained in this case, in order to make the interview fruitful. In order to make the interview structured, the interviewer was not deviate from the topic of the interview, basically structured interview on this topic help to find the answer easily. Keeping the age of the interviewee in mind the interview was not so long, because it was difficult for them to give the answer properly at a time. In this context, one more thing must be mentioned that the interview question was open ended which helped them to discuss about the topic broadly (Baltes&Schaie, 2013).
In order to do the inquiry purposeful the major objective was to make the question appropriate, which helped to find the answer of the question ‘what was school lifelike of our older citizens?’, the type of the question was open ended, it help to make a broad discussion on the interview question. The questions are:
- How was the school days during fifties ?
- Where the difference lies between the school life in the past and present ?
- In what way the moden type of education differs from the old one?
- How the differences can be shown between the past and present teaching methods?
- How does the school environment during fifties differ from the present school environment?
- Did the school ground in fifties have playground? If yes, how different it was from the present day’s school playgrounds?
After taking the interview, the main concern was to find the answer of the question and main difficulties were to analyze the interview and find the objective of the interview from the answer of the interviewee (Hemphill et al. 2014). By analyzing the the total interview a information based theory was developed to teach the stage 1 student, the language of the theory was too much easy to understand. This information based theory was a type of history to the stage 1 student and to make it attractive to the stage 1 student some modern techniques were introduced. The Question played a key role here to build up the history about the past school life, as the question cover all the area about the past school life so there was no need to edit the question (Delfabbro et al. 2016).
Part 2: Planning an inquiry sequence for history teaching (2000 words notional)
Inquiry Question: What was school life like for our older citizens?
Answer being sought: ‘What was school life like for our older citizens?’
After making critical investigation on the past school life of older citizens, the researcher has made comparative analysis on the past school life and present school life with the help of some of the questions which were mentioned in the previous part 1 (Farris, 2015). The answers which were asked was open ended in nature and that is why the respondents got scope to give their answers being nostalgic about the past events associated with their school lives. They also made comparison between their schools lives and school lives of new generation while answering the questions asked by the researcher. If the answers are to be summarised, bright light will be shed on some important aspects of the responses of the research subjects (Burke & Grosvenor, 2013).
As per the opinions of the senior citizens, the school life in their times were interesting and full of adventures. However, like present 21st century generation, initial stage of school life was full of emotional elements as at during the first day of their schools, children used to cry at the time of admission in the school. But after sometimes they got used to it and going to school had become part and parcel of daily routine (Partridge, 2014). Teachers were highly qualified at that time like today and they used to put emphasis on intensive study and creative and critical thinking with special emphasis on the philosophical aspects of study. However, the concept of e-book was non-existent and students had to rely on printed copies of books. The boys were advised to keep their hair well groomed. Modernisation was not existent at that time in term of today’s definition of modernism. In the 21st century, teachers use different modern techniques in the classroom for teaching a student such as formative assessment, feedback, classroom discussion, doubt clearing classes etc. In short, unlike old method of education system, the entire education system of present day has been revolutionized with the effective use of different teaching tools and techniques (Gann, 2015).
Stage 1: (Board of Studies NSW History K-10)
Year: 2 (ACARA: HSS)
Outcomes being addressed:
Communicates an understanding of change and continuity in family life using appropriate historical terms(HT1?1)
Describes the effects of changing technology on people’s lives over time (HT1-3)
Demonstrates skills of historical inquiry and communication (HT1?4)
Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods.
The basic similarities between students’ daily lives and past life during elder people is the general capabilities, which is the key dimension of the Australian curriculum. It helps to describe the content of learning area. The differences between the daily students’ life and the past school life lies in the area of critical and creative thinking, personal social capabilities and intercultural understanding. Critical and creative thinking are basically inquiring, identifying, exploring and organising information and ideas. Personal and social capabilities are self awareness and social awareness. Intercultural understanding is all about recognising culture and developing respect (Hughes, 2014).
Compare objects from the past with those from the present and consider how places have changed over time
On the basis of the inquiry question the specific focus is given on the study, more specific focus on the sources of history and it leads to the integration of historical concepts like ‘cause and effect’ and ‘change and continuity’ (Boon, 2012). In present school life more emphasis is giving on specific historical skills and among them sequencing time, source analysis and historical perspectives are main.
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps
Aspresent school life is based on the history of past school life so, it is very much upgraded than the past school life. All type of problems of past school life was solved in present school life. Present school life is based on the modernization and technology which help it to become flawless. Teachers are also so much up to date than the past school life, they gather the knowledge from the history of past school life. They all know the flaw of past school life so they try to improve that part of the school life not only that teachers are very aware about the environment of the school. They try to improve and try to make a better environment. However, it is not obvious whether
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Inquiry model: EDSS223 Active Inquiry model
Theoretical purpose(s) of each level
Teaching and learning activities
· prior knowledge
·interest in question focus
·introduce the question to be investigated
What are the basic findings that already have from the interview?
What will be the further findings from the study which help to know more about the past school life?
As it is evident from the answers of the respondents, senior citizens feel different in every aspect when it comes to making comparison between the school days of old and school days of present, such as they appreciate the presence of modern teaching techniques for facilitating the process of education children. However, they were feeling quite nostalgic when it comes to remembering old school days down the memory lane. The present school students are also too qurioustic about the past school life, they all have an interest to know about their elder’s school life and they want to know the difference between their present school life and their elders past school life. The present school students also enthusiastic to know about the past school culture, so they all have the interest about the investigation of the prior question. Moreover, the environment of education was created in such a way that most of the students used to get opportunities to be developed in every aspects of intellectuality. Different languages were being taugh including music lessons. In those days, emphasis was laid on conducting brainstorming session by including the students of the classroom.
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·ensure students have access to rich, reliable and relevant information to answer the question
·assist students to record information in a useable format such as grouping of facts
What will be the role of the teachers in order to provide the rich, reliable and relevant information to the students?
What will be the way of teaching in order to attract the students in this study?
From the investigation the students can access a rich, reliable and relevant information about the past school life and they can understand the basic difference between the past and present school life, they can able to understand the basic structure of the past school life. Elders are also very much interested about to answer the question about their school life, because they also want to know the differences and the structure of the present school life. As all have a very much interested about their school life so they it become very happy moment to share the past moment about their past school life. Students were very much interested about the investigation so they all help in this project to gather the information about the past school life. They form a group and they all involve to conduct the interview in a proper way. Their behaviour and respect towards the elder in the old age home was remarkable, and their positive attitude was very much helpful to investigate about the prior question. It was also come to learn that in the old days of fifties the teachers used to beat the students with cane if they had not behaved in a proper manner. Moreover, the students in fifties did not have any kind of access to the modern equipments such as smartphones, laptops etc. for gaining extra educational information.
· teacher uses questioning and/or an activity to analyse the information
·explicit teaching on concept development may take place here
As students form a group to investigate, so the teachers’ proper guidelines were needed to make the interview. Teachers help to analyse the question, that were asked to the elders and teachers also helped the student to know more about the question. They helped the students by giving the knowledge about the techniques of asking the questions. Teachers were also aware about the data analysis that were collected from the investigation, as these data helped to grow the knowledge about the past school life for the students. So, the teachers form the data in a usable format thus it become helpful to understand for the students. In this case modern techniques were used to present the data and the answer of the prior question to the students. In this context teachers should know that way, in which students will attracted and their interest will grow.
·teacher guides discussion that allows students to justify the answer to the question
· teacher provides an opportunity for students to explain and communicate their answer
Assessment work sample-
How the teachers can help the students in order to develop their communicationskill?
In this case teachers must guide the students in order to find the difference and they help the student to communicate between themselves in discussion form, to describe the past school life. This also help the teachers to know the thinking about the past school life of the students. Here teachers can guide the students to think critically and to analyse further, not only that teachers supply the elements that can improve the thoughts of the students further.
Venture further -
·assist students to see the purpose and relevance of what has been learned
·provide new information sources for further investigation of issue/topic/ perspectives
What will be the consequence of the further study?
Is there any further need of study?if there then explain?
In this context teachers should remark on the thinking of the student and teachers can help the students to go further with their thought. In this way teachers can evaluate the thought of the students. Teachers can help the students by giving the resource of thinking. They can help the student by saying the consequence of their thought that will make the thoughts more fruitful. Teachers can give a new perspective of thinking to evaluate the prior question in order to better understand the past school life. The perspective of thinking may be global in this case because this will help the student think independently and this may leads to the direct involvement in the investigation projects and it help to explore more about the past school life. In the investigation, it was revealed that some of the students had to go to the boarding schools for pursuing their studies. Games like monkey bar and Hula hoop was popular amongst the students in old days. The students in fifties were bound to maintain proper dress code in the schools unlike today.
·teacher uses questions to instigate discussion to prompt students to review what new learning has occurredand how it will effect future thinking and behaviours
What will be the significance of the study that was made on the basis of the discussion among the students about the past school life?
What was the basic thought that made on the past school life before this discussion?
What will be the role in case of showing the significance of the study?
Basically in this context teachers have a vital role to describe the significance of the study that made on the basis of the discussion of the students. Here students are also responsible to find the answer about the prior question as they discuss the topic among them and the teachers also helped them to gather knowledge. In order to find the significance the teachers can encourage the students for further study on a different topic. Moreover, the students were encouraged to air their valuable opinions through brainstorming session like today. The teacher used to give detailed explanation of the strategies related to the study and teaching methods. It also helped the students in fifties to get a clear glimpse about how the students would be taught and finish the course within stipulated time.
Australian Curriculum, Assessment and Reporting Authority. (2015). Australian Curriculum: Humanities and social sciences (Version 8.1). Retrieved from http://www.australiancurriculum.edu.au/
Baltes, P. B., &Schaie, K. W. (Eds.). (2013). Life-span developmental psychology: Personality and socialization. Amsterdam. Elsevier.
Board of Studies NSW. (2006). Human society and environment K-6 syllabus. Sydney, Australia: Board of Studies New South Wales
Board of Studies NSW. (2006). Human society and environment K-6 syllabus. Sydney, Australia: Board of Studies New South Wales
Boon, D. (2012). Developing thinking and understanding in primary geography and history. In T. Taylor, C. Fahey, J. Kriewaldt& D. Boon (Eds), Place and time. Explorations in teaching geography and history (pp. 75-89). Frenchs Forest: Pearson Australia
Burke, C., & Grosvenor, I. (2013). The Steward Street School experiment: A critical case study of possibilities. British Educational Research Journal,39(1), 148-165.
Carol Vincent Research Fellow in Education Policy. (2013). Parents and teachers: Power and participation. Abingdon. Routledge.
Casas, F., B?l??tescu, S., Bertran, I., González, M., &Hatos, A. (2013). School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research, 111(3), 665-681.
Cornish, L. & Garner, G. (2009). Promoting student learning (2nd Ed). Frenchs Forest: Pearson Australia.
Delfabbro, P., Winefield, H., Winefield, A., Malvaso, C., &Plueckhahn, T. (2016). Factors Associated With Attrition in a 10?year Longitudinal Study of Young People: Implications for Studies of Employment in School Leavers.Australian Psychologist.
Farris, P. J. (2015). Elementary and middle school social studies: An interdisciplinary, multicultural approach. United States. Waveland Press.
Gann, N. (2015). Improving school governance: how better governors make better schools. Abingdon. Routledge.