BEST Cluster Project:
Principles of Learning
and Teaching in Action
http://www.bestcluster.openlab.net.au
Name
POLT
School
Sylvia Kosztyi
4.3
Eum.
College
Email address
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
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:
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)
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
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.
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