portfolio index - internode
TRANSCRIPT
PORTFOLIO INDEX
Section Four (Green): Special interests
4.1 Dance- Skills Inc Hip/Hop Funk Workshop
Section One (Blue): Professional Knowledge
1.1 Teachers know how students learn and how to teach them e�ectively
• Personal Philosophy• Personal Concept Map
1.2 Teachers know the content they teach
• Curriculum Vitae• Teaching Round Evaluations
Section Two (Red): Professional Practice
2.1 Teachers plan and assess for e�ective learning
• Range of teaching and learning activities• Unit Plans• Assessment of e�ective learning
o Assessment ‘Of’o Assessment ‘For’o Assessment ‘As’
2.2 Teachers create and maintain safe and challenging learning environments
• Class Management PlanSection Three (Yellow): Professional Engagement
3.1 Teachers re�ect on, evaluate and improve on their professional knowledge
• Case Study & Commentary
3.2 Teachers are active members of their profession
• A report on a contemporary Social Education-related Issue
PLANNING FOR EFFECTIVELEARNING
PROMOTING KNOWLEDGEH I G H E R O R D E R
5. Cooperative learning is utilised to promote group work in all forms of activities. This focus on coopera-tion develops inter-personal and personal student learning, thus developing the skills conducive to positive social relationships. In this context of coop-eration students learn to work as a team, collec-tively progressing towards shared goals that instill valuable and lasting learning traits.
1. Today’s education system seeks to renew and redirect the focus of teaching and learning. Prior to the introduction of “VELS”, teaching methods and assessment tended to produce students pro�cient in the retention and recycling of information, geared towards outcome based assessment. This approach neglected the central importance of engaging students in the metacognitive processes of re�ection that lead to higher-order knowledge. ‘VELS”, on the other hand, embodies a philosophy towards education which speci�cally aims to uncover and re�ne the analytical skills of students, thereby facilitating not only knowledge recall but also the capacity to deconstruct/reconstruct knowledge and apply it to real life issues and contexts.
2. The “VELS” curriculum proposes that students develop a set of knowledge, skills and behaviours which will prepare them for a smooth and successful transition into wider-society, where social and economic structures are profoundly complex, rapidly changing, rich in continuously evolving information and communications technology, demanding of high-order knowledge and understanding, and increasingly global in outlook and in�uences.
3. My approach combines the constructivist theory central to VELS as well as cooperative learning theory and Blooms taxonomy, as these speci�c theories have worked best for me in practice. Nevertheless, I do also acknowledge other theories when relevant. I use constructivist theory in all my VELS, VCE Business Management and Economic classes.
4. Blooms taxonomy promotes activities which include: debating, sorting and classifying information, group discussions, and the exploration of novel ways to present information and justify or critique its underlying reasoning.
CONSTRUCTIVISM
CO - OPERATISM
HIGHER ORDERT H I N K I N G
DEWEY
VYGOTSKY
BLOOMS GARDENER
business managementeconomics
PIAGET BURNER
VELS&
VCE
ASSESMENT FOREFFECTIVE LEARNING• Valid, reliable and consistent methods
• Attention to outcomes and processes• Ongoing is best• Feedback and re�ection • Based on how students learn• Integral to program design• Clear purpose, goals, standards and criteria• A variety of measures
CHARACTERISTICSof e�ective assessment why assess student
A C H I E V E M E N T• To improve student performance (Assessment as and for learning)
• To provide useful information to report to parents on student achievement (Assessment of learning)
using evidence to makeJ U D G E M E N T S• Address speci�c elements of standard/s • Describe context for assessment task• One or more samples illustrate typical features of student work• Annotations identify attributes of the work linked to elements of standard/s
planning & gathering E V I D E N C E• Identify focus points, levels and speci�c elements of standards & outcomes• Refer to standards above and below• Select assessment activities appropriate to demonstrate learning• Develop assessment criteria and/or rubrics drawn from standards
assessment M A P SAssist teachers to:• Develop common understanding of outcomes standards• Assess student work consistently
Answer the questions:• What does work at this standard look like?• What are typical features of students’ work that display progress towards speci�ed standards or objectives?
students with additional LEARNING NEEDS• Modify tasks• Allow students to demonstrate learning in di�erent ways• Refer to individual learning plans• Refer to Students With Disabilities Guidelines and English as a Second Language Companion
w o r k S A M P L E S• Bas Collect a variety of evidence • Base judgment on evidence overall • Work through school processes• Use standards, assessment maps and progression points
reviewing the E V I D E N C E• Review a range of evidence• Evaluate what the evidence as a whole demonstrates about the student’s learning • Qualities may re�ect statements or examples in more than one standard or progression point• Use moderation processes, assessment maps, progression point examples to re�ne judgment • Determine which standard or progression point, on-balance, the identi�ed qualities best match
VICTORIAN ESSENTIAL LEARNING STANDARDS
learning focusstatement
students standards(learning, teaching
& assessment)
learning & teachingprogram &
assessment plan
report to learnerto parents
ongoing assessment
evidence
to inform futurelearning goals(assessment as
learning)
to inform shortterm planning for
teaching &learning
(assessment for learning)
to makeonbalance
judgements(assessment of
learning)
SECTION A - multiple choice
SECTION B - true or false
SECTION C - �ll in the blanks
SECTION E - extended questions
SECTION D- short answer
ASSIGNMENT/PROJECT GUIDELINES YEARS 7-10
Assignments and Projects should have the following features:
TASK
A clear statement of the Heading/Topic/Questions. A breakdown of each section and an explanation and clear guidelines of what is
required for each section. The required resources and where they are to be found.
PRESENTATION
Clear statement(s) of how the work should be set out and presented. What headings and sub-headings are required. What diagrams, illustrations and charts are required.
WORD LENGTH/DUE DATE
A clear indication of word length, number of pages, or size of project paper required. A clear indication of how much class time, if any, will be available. An indication of how much homework time is expected. Specific homework tasks
should be set in each lesson. The date and time when all work is to be completed and submitted.
ASSESSMENT
An indication of how the work will be assessed and graded. Grading criteria.
CLASS TEST GUIDELINES YEARS 7-10
SETTING OUT Presentation: All tests should be typed – handwritten script does not guarantee uniform legibility.
Instructions: Tests must have overall instructions and questions which are clear and succinct.
Marks: Tests must show the overall mark as well as the marks for each question.
Clarity: Tests should be clearly set out. All diagrams, graphs, charts etc. must be legible and, when possible, printed.
Marking Criteria: Tests with longer essay type responses need to have a set of criteria on which grades are based. The students must be informed of these criteria.
Grading Scale: Results will be reported to students using the set Year 7-11 grading scale. The raw score may also be given.
CONTENT
Variety: Each test should provide for a variety of assessment tasks. These may include: True/False, selecting the correct answer from alternatives, one word answers, short answers as well as longer responses. Where appropriate, graphs and diagrams may also be given to label or interpret.
Literacy: Each test should incorporate a range of questions which test literacy skills and knowledge relevant to the subject. These may include matching words with definitions or explaining the meaning of terms.
Whole Class Approach: Each test should be challenging, reflect accurately key knowledge and skills taught in class, and enable the majority of students to achieve a satisfactory result.
FEEDBACK
An accurate record of results needs to be kept by the class teacher.
The class should be taken through the test and the requirements of each question should be modeled and discussed.
True/false, matching and multiple choice are examples of closed-ended questions. That is, they do not require the students to construct an answer themselves. Rather, the answer is among the possible options. Closed-ended questions test recognition; that is, they evaluate a student’s ability to recognize the answer. However questions that are built around a scenario, some data, a graph or a table of numbers can require students to ‘deal’ with the information in order to determine the correct response.
Open-ended questions include short answer and essay types. These questions require the creation of a written response. Open-ended questions test student recall; the student is asked to come up with the answer on their own, as opposed to picking it out from a list of potential options.
"Problem based", "simulation testing" and "performance" all assess the student's ability to undertake a process and therefore need to assess skills as well as knowledge. Traditional written examination formats clearly are not an appropriate form of assessment. E-learning provides an opportunity to develop assessment tools which are matched to these learning objectives.
Question type Description Blooms levels True/false Present a statement, and prompt the student to choose
whether the statement is truthful Knowledge Comprehension
Matching questions
Involve paired lists that require students to correctly identify, or “match,” the relationship between the items
Knowledge Comprehension
Multiple-choice
Ask students to choose from a list of possible answers. Most multiple-choice questions feature one correct answer, and two to four "distractor" choices that are not correct.
Knowledge Comprehension Application Analysis
Short-answer Open-ended questions that require students to create an answer. Short-answer items typically require responses of one word to a few sentences. “Fill in the blank” and “completion” questions are examples of short-answer question types.
Knowledge Comprehension Application Analysis
Calculation Present a statement which includes variables from a formula that is being assessed. The particular instance has variables replaced by specific numbers so the calculation can be performed. Can also test understanding of dimensions appropriate to the calculation. Can also handle inexact responses - so making students aware of the precision of answers.
Knowledge Comprehension Application Analysis
Translation Students are required to translate a passage from one language to another specified language observing the grammatical structure, idiomatic expression and literary tone of the piece.
Knowledge, Comprehension, Application, Synthesis
Essay Like short-answer, are constructed-response questions. However, essay answers are typically much longer than those of short-answer, ranging from a few paragraphs to several pages.
Knowledge Comprehension Application Analysis Synthesis Evaluation
Comprehension 'Gobbets'
Students must respond to a passage or image, often without the prompt of a specific question. They will have to interpret (and sometimes identify) the passage/image and should be able to relate it to its wider context. These questions specifically test the student's ability to create answers and to make sensible links between specific items and wider academic debates.
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
“Problem based”
Students are asked to interpret information and make an informed decision as to what further information is required so that judgements, decisions and course of action can be decided upon.
Knowledge Comprehension Application Analysis Synthesis Evaluation
"Simulation Use of a simulation capable of testing (in a controlled Knowledge
• http://www christian-mommies com/ages/tweens-and-
• http://www.christian mommies.com/ages/tweens and
teenagers/poor-barbie/
• http://en.wikipedia.org/wiki/Talk:Barbie
p p g
• http://in.answers.yahoo.com/question/index;_ylt=Avz45
w53oocFqb24IvwyiBiRHQx.?qid=20060609063244AAqMz
7Y7Y• http://www.barbiecollector.com/
• http://www dianemaluso org/fries/barbie html
• http://www.dianemaluso.org/fries/barbie.html
• http://www.mania.com/52455.html
• http://collectdolls about com/library/blbarbiefacts htm
http://collectdolls.about.com/library/blbarbiefacts.htm
An original 1959 Barbie in mint f
Barbie has had
condition has sold for up to $10,000
Barbie has had more than 80 careers --
Placed head to toe, Barbie and family members sold since
Barbie has hadover 43 pets including; 21 dogs, 12 horses, careers
everything from a rock star to a palaeontologist to
members sold since1959 would circle the earth more than seven times
dogs, 12 horses,3 ponies, 6 cats, a parrot, a chimpanzee, a p g
a presidential candidate
Barbie has
seven timesp ,panda, a lion cub, a giraffe and a zebra
Every second, two Barbies are sold somewhere in the world
a b e asrepresented 45 different nationalitiesworld
1994 – TEEN TALK BARBIE speaks the phrase "Math is hard!" The doll becomes the flashpoint in a national
2004 – The romance is over for Barbie and Ken.becomes the flashpoint in a nationaldiscussion on girls and education1999 – BARBIE celebrates her
After 43 years as one of the world's prettiest pairs, the perfect plastic couple is breaking up. The couple's
40th birthday 2000 – BARBIE runs for President. Her campaign issues include equality world
couple is breaking up. The couple s"business manager" Russell Arons, said that Barbie and Ken "feel it's time to spend some quality time -
campaign issues include equality, worldpeace, animal kindness, education, and the environment 2001 BARBIE t i h fi t fil
p q yapart."
"Like other celebrity couples, their
2001 – BARBIE stars in her first film“Barbie In the NUTCRACKER” Hollywood romance has come to an end," said Arons, who quickly added that the duo "will remain friends."
1959 Ruth Handler creates1959 – Ruth Handler createsBARBIE1960 – BARBIES partner KEN is created 1971 – BARBIE becomes a hippy as the ‘peace and love’
created1964 – BARBIES little sister SKIPPER is introduced1968 BARBIES Af i
hippy as the ‘peace and love’phase goes through the nation1979 BARBIE b
1968 – BARBIES African -American friend CHRISTIE is introduced1968 BARBIE k f th
1979 – BARBIE becomes an Olympic skier, a gymnast, skater, doctor, surgical nurse, ballerina and a flight attendant
1968 – BARBIE speaks for thefirst time; “I have a date tonight” & “I love being a fashion model”
and a flight attendant1990 – BARBIE has a music career, singing with her group, Barbie and the Beats
fashion modelthe Beats
Ruth took her ideas to
Mattel Corp. where all the
litt
b
male committee members
rejected the idea saying it
would be too expensive
and with little market
In 1953, Barbie's mother –
Ruth Handler watched her
and with little market
appeal. She then went on
a trip to Europe and
returned with a Lillie doll
Ruth Handler watched her
daughter play with adult
female dolls more than
they did the baby dolls
returned with a Lillie doll.
She then spent lots of
time designing a doll and
hired a designer to make
they did the baby dolls.
She knew it was important
for young girls to imagine
what it would be like to be
hired a designer to make
realistic clothes. Then
came Barbie. Mattel
finally agreed to back her
at t ou d be e to be
grown up. Since the adult
dolls available were paper
or cardboard, Barbie's
finally agreed to back her
efforts. Girls went wild
over her and since then
Barbie popularity has
mother decided to make a
three-dimensional female
adult doll, one that was
p p y
rarely wavered and with
over 1 billion of her look
alikes sold, Barbie is one
lifelike enough to serve as
an inspiration for little girl's
dreams of the future.
of the most successful
toys in history.
INNOVATIVE??
What sets Barbie apart? When most of the adult dolls available at the time were paper or cardboard, Ruth Handler –paper or cardboard, Ruth HandlerBarbies mother, decided to make a three-dimensional female adult doll, one that was lifelike enough to serve as an ginspiration for little girl's dreams of the future. When the 11 inch doll debuted at the American Toy Fair in NY 1959 girlsy gwent wild over her and set a new sales record for Mattel; the very first year 351,000 sold at $3.00 each.
Barbie is a toy doll, which was created in 1959, and has
since captured the hearts of millions of women and men
around the world.Starting out as just a doll that girls could play with,
Barbie is now a valuable collectable; a doll that
ventured past the point of just a ‘superficial role model’
bi
ASTRONAUT DOCTOR VET G I
– becoming an ASTRONAUT, DOCTOR, VET, G.I
JANE and even RUNNING FOR PRESIDENT.
Barbie is a around a foot tall, has a bust of 5 ½ inches, 2 inch waist and 4
inch hips; which if converted into a real woman she would be 6' 0",
weigh about 50kg and wear a size 4-6 Her measurements would be
weigh about 50kg, and wear a size 4 6. Her measurements would be
39"/19"/33".By: Olivia Orchowski
ASSIGNMENT SHEET
STUDENT SAMPLE
ASSESSMENTRUBRIX
OF
t e s t
ASSESSMENT
guidelines
QUESTION TYPES
close
dop
en
guidelines
assignment
prob
lem
base
d
ASSESSMENT TASK OUTCOME 3INNOVATION ASSIGNMENT
You are to give a presentation on an innovative person or organisation.Your presentation should include (tick off boxes as you complete):
The history behind the invention or innovation. This may be the history of the person involved. This part can be presented similar to that of a story format. What was the lead up to the innovation or invention? Give a precise description about of what was innovative about the invention Enough information for 3-5 minutes The use of PowerPoint. You will be given class time in the computer rooms. Effective use of pictures, graphics, diagrams, or anything you think will enhance the quality of your presentation
Your marks for your PowerPoint presentation will be based on: The quality of the information you collect and how you present it. Your innovation presentation should be told like a story which will be clear and interesting to your audience. You are to show evidence that you have used at least 3 different sources to gather information. More importantly, you must explain how and in what way your product/ service was innovative. (10 marks) The standard of your PowerPoint presentation which covers slide changes, graphics, and clear expression of written material. (5 marks) Your actual presentation. This is a formal presentation so address the audience in an appropriate manner. Please try to avoid reading straight from a sheet of paper. Use cue cards if possible. ( 5 marks)
Check out this website for ideas: www.ideafinder.comEarle Dickson- Band Aids, Henry Ford- Ford motorcar production line,Nolan Bushell- Video Games David Duncan- YoYo’s Douglas Engelbart- The Mouse Ruth Handler- Barbie DollFelix Hoffman- Asprin Alfred Butts- ScrabbleSpencer Silva- Post Its Bette Nesmith Graham- Liquid PaperLevi Strauss- Denim Jeans Ladislas Biro- The PenJohn Pemberton- Coca Cola Clarence Crane- LifesaversThomas Adams- Chewing Gum George Crum- Potato ChipsEarl Tupper- Tupperware
www.time.com/time/time100/builder/index.htmlRay Croc- McDonalds Walt Disney- Theme ParksThomas Watson Jnr- IBM Akio Morita- SonyLeo Burrett- Malboro man (Innovative marketing)
DUE DATE: Presentations will start . This is an outcome and you need to be ready on the day otherwise you will get a ZERO… so prepare early!
ENVIRONMENTAL EDUCATIONSUSTAINABLE CONSUMPTION
DEVELOPMENT&
1. With Developed Nations as their catalyst, patterns of over-consumption are acting as a double-edged sword by creating a situation where; supply (Worlds natural resources) can’t meet current
demand (economic boom) for much longer.
2. Ppopulation growth, distribution, and patterns of consumption, are drivers of many environmental pressures in the world today.
3. The need for sustainable consumption development has become more important than ever and in response a vast amount of literature on
sustainable consumption has emerged, highlighting the importance of understanding motives behind ‘consumer choice’.
4. Here values and attitudes towards consumption are investigated and explore how advertising and other pressures have in�uence over
consumer choice.
5. Clearly curbing consumers consumption patterns will not be an easy task, today consumption in inextricably linked to all aspects of modern
living, as a result we �nd ourselves existing with in what many classify as a “consumer culture”, a way of life “where every human whish tends to be
transformed into a commercial object or service” (Sane, 2002).
6. As the e�ect of this “culture of consumption’ emerge, a vicious cycle of good and evil has become apparent and a battle of economic growth versus the well being of society and the environment has developed.
7. Environmental education is an important element in raising awareness and understanding of sustainability and environmental issues within communities and in changing behaviors for a more sustainable future.
8. Education in the school sector provides students and teachers with the tools to transform attitudes, values and behaviors by actively minimizing their impact and think about the actions they can take individually and as a global citizen to works towards achieving a more sustainable future.
9. Often, global environmental problems are not perceived by teachers or local communities as problems with local solutions. That is, environmental problems are considered to be someone else's problem for someone else to solve.
10.As a economics and business management teacher there are many opportunities to make relevant links to current curricula and the incorporation of sustainable development.
11.The United Nations Decade of Education for Sustainable Development 2005–2014, brings international recognition to the role of education as a critical tool in our e�orts to achieve more environmentally, economically and socially sustainable development.
12.The Australian Sustainable Schools Initiative (AuSSI), launched in 2002, is an initiative o�ered through a partnership between the Australian Government and the states and territories. AuSSI uses whole-school approaches to promote sustainability and aims to develop a school culture committed to the principles of sustainability.
Consumerism Environmental1
Project 1
Part 2: A report on a contemporary Social Education-related Issue
Issues in marketing- Consumer behaviour and associated social and environmental issues
General Discussion- Views on the issue and it’s importance
With Developed Nations as their catalyst, patterns of over-consumption are acting as a double-edged sword by creating a situation where; supply (Worlds natural resources) can’t meet current demand (economic boom) for much longer. Population growth, distribution, and patterns of consumption, are drivers of many environmental pressures in the world today. Here the need for sustainable consumption development has become more important than ever and in response a vast amount of literature on sustainable consumption has emerged, highlighting the importance of understanding motives behind ‘consumer choice’. Here values and attitudes towards consumption are investigated and explore how advertising and other pressures have influence over consumer choice. Clearly curbing consumers consumption patterns will not be an easy task, today consumption in inextricably linked to all aspects of modern living, as a result we find ourselves existing with in what many classify as a “consumer culture”, a way of life “where every human whish tends to be transformed into a commercial object or service” (Sane, 2002). As the effect of this “culture of consumption’ emerge, a vicious cycle of good and evil has become apparent and a battle of economic growth versus the well being of society and the environment has developed.
Between 1960 and 2000 the global economy increased six-fold and the world's population doubled to 6 billion people. At present it continues to grow at around 1.2% per annum and despite a continuing decline in fertility levels, the global population is expected to reach 9 billion by 2050. While most developed nations have low and declining population growth, their personal consumption rates continue to increase. Nations in transition to more industrialized economies are creating a new and rapidly increasing consumer class, comprising of 1.7 billion people it’s predicted to cause a further increased global demand for natural resources (United Nations Population Fund, 2004). Currently the global ecological footprint is estimated to exceed the Earth's carrying capacity by 20%. Approximately 80% of the consumption contributing to this issue is accounted for by 16% of the world's population in developed countries (State of the Environment Report, 2007). If developed nations continue to follow this path of destruction catastrophic consequences could eventuate. For example lets say if every human alive today consumed natural resources and emitted carbon dioxide at the same rate as the average person in the developed world, then we would need at least another two planet earths, if not three (Consumer Affairs Victoria - Consuming planet earth, 2005). Here it is seen vitally important that we gain an understanding of what it is that causes us as consumers to indulge to such a point that is so evidently detrimental to sustainable development.
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Its also important to note that gaining an understanding of whether and to what extent current levels and patterns of consumption are, or, are not good for you not just in terms of environmental impact but in terms of individual and collective well-being. From the literature two clear views of consumption emerge. One approach assumes that increasing consumption is more or less synonymous with improved well being: the more we consume the better off we are. The other approach argues, just as vehemently, that the scale of consumption in modern society is both environmentally and psychologically damaging, and that we could reduce consumption considerably without threatening the quality of our lives. The 1st
perspective is an economist view that tends to regard consumers as free to choose the best way of pursuing the good life according to individual tast es and preferences. The second perspective is a socialist view which regards modern consumer society as being ‘locked into a kind of social pathology driven to consume by a mixture of greed, social norms, aggressive marketing and the persuasive power of unscrupulous producers (Jackson, 2005).
Opponents of consumerism such as Karl Marx, tend to favour latter view on consumption. They believe that a modern consumer society is created through extensive advertising and media influence, rather than arising from people's natural ideas regarding the kinds of things they need. (Wikepedia, 2007). A perfect example of this aggressive and manipulative behaviour was pictured in the film called “The Corporation”. Here a CEO spoke of how corporations along with churches, governments, and other forms of power make it their job to mould the people into a "mindless consumer". They explain how corporations create wants or non-necessities by inventing artificial feelings. This process is called the ‘philosophy of futility’ and is established by their advertising their products image, label, brand name (Corporation, 2006). Anti-consumerist argue that many luxuries and unnecessary consumer products are social signals that allow people to identify like-minded individuals through consumption and display of similar products. Some believe that relationships with a product or brand name are substitutes for the healthy human relationships lacking in dysfunctional modern societies and along with consumerism itself are part of the general process of social control and cultural hegemony in modern society (Wikepedia, 2007).
Current consumption levels are influenced by the choices consumers make bases on a combination of cultural psychological and social factors, economic drivers and technology. Embedded in conventional economics is the perceived view that human wellbeing is tied to economic growth and consumption (Jackson, 2005). Cultural trends have a significant influence on personal levels of consumption. In Australia our standard of living is often defined by material wealth, which drives increased demand for consumer products (e.g. mobile phones, LCD and plasma televisions, air conditioners, computers, home appliances, four wheel drive vehicles). Consumer goods play a symbolic role in our lives, in shaping our personal identities and in communicating group identi ty. Marketing now plays a major role in defining consumer desires and has contributed significantly to the development of a consumerist society. Here marketing professionals have a job to do: they want to influence consumers toward purchasing their organization’s product. To do their jobs, they have to have a good idea about what makes people want to buy and consume. Most often, their focus is on why a consumer would choose a particular brand of a product, at a particular time and place. Social science research, primarily from psychology and sociology, forms the basis for the standard marketing view of consumer behaviour. (Goodwin, N. Nelson, J. Ackerman, F & Weisskops, T. 2005)
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Above all, advertising emerged as an essential component of the marketing and distribution of goods. Although advertising has existed as a specialised profession for only about a century, it has become a force rivalling education and religion in shaping public values and aspirations. The consumer culture we exist in today has created a distorted view about what can be described as a ‘need’ or a ‘want’. Advertising is often justified by economists as a source of information about products and services available in the marketplace, while it certainly plays that role, it does much more as well. Advertising appeals to many different values, to emotional as well as practical needs, to a range of desires and fantasies. The multitude of advertisements that we encounter all carry their own separate messages; yet on a deeper level, they all share a common message – they are selling the joys of buying, promoting the idea that purchasing things is, in itself, is a pleasurable activity. (Goodwin, N. Nelson, J. Ackerman, F & Weisskops, T. 2005) Along with the development and growth of marketing power and influence, issues in marketing, such as the ethical and social responsibilities business and corporations face in relation to marketing and advertisement, have also been more prevalent than ever.
Today billions of dollars are spent on advertising all over the world and in Australia alone the industry is worth $12 billion annually. According to Young Media Australia YMA children can watch up to people children watch 2,5 hours a day of television meaning that those tuning into commercial TV could be subjected to 23,000 advertisements a year. (Age, 2007). The reasoning behind this targeting youth is due to the fact that young people of today have more spending power than any other previous generation and also have more influence over their parents spending. In Australia the 1.9 million ‘tweens’( 7-14 age group) spend an estimated $47 million annually making the decision to invest advertising dollars for promoting consumer goods to them quite a logical and wise economic decision, but is this investment equally beneficial for the young consumer and patterns of over-consumption? The questioning of the ethical and social responsibility of these stealth marketing campaigns does nothing more but reconfirm the importance of educating the youth of today on how handle external influences on the choices they make as consumers and the importance making the correct consumer choices is for sustainable consumption and the future of our planet.
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Issues relevant to teaching and learning
• Content you need to teach
• Links to broader educational initiatives
The challenge for consumer education is greater than ever before. In a rapidly changing world where market places are becoming increasing global, it is essential that young consumers are provided with the opportunity to develop skills that will allow them to become well-informed and assertive consumers, who ultimately have the ability to withstand the competitive and aggressive consumer market. The aim of my learning activities is to encourage young consumers to develop the knowledge, skills, and behaviours to make informed decisions based on understanding the need for more sustainable consumption. The issues covered include the impact of the environment: population growth, rising living standards and consumerism, increased energy and water usage, and the loss of natural resources. The content is designed with the purpose to encourage students to explore ways of reducing their impact on the environment through integrating the issues of marketing, including the role of technology, global, ethical and socially responsible management and legal context, ethical advertising and consumer behaviour. The content is directly linked to VCE Business management looking at Unit 2 communication and management and Unit 4 Managing people and change for a more in depth look at the outcomes and key indicators see appendix 1.
The integrated approach of the issue covered enables content and activities to be linked a wide range of subjects and provides opportunities to access the VELS, VCAL, VET and VCE curriculum. The structure of the content and the choice of activities were developed to acknowledge and celebrate the United Nations Decade of Education for Sustainable Development (2005-2014). By adopting this environmental educational initiative it was possible to integrate an extremely valuable and under represented component of many school curriculum’s. An associated wider government initiative The Australian Sustainable Schools Initiative (AuSSI), launched in 2002, is an initiative offered through a partnership between the Australian Government and the states and territories. AuSSI uses whole-school approaches to promote sustainability and aims to develop a school culture committed to the principles of sustainability. It is a fantastic environmental educational resource that emphasise and fosters the development of essential and transferable ‘life skills’ such as critical and creative thinking, problem solving, communication and information and communication technology. All individuals should have competence to support a sustainable development that meets the needs of the present without compromising on the ability of future generations to meet their own needs. Education for sustainable development should and can be easily incorporated in schools based on an integrated approach to economic, societal and environmental development as demonstrated through this report.
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Application of Issues Knowledge in the Classroom• 3 suggestions of how to apply the knowledge of the issue to your class and the wider school
community
Values & attitudes towards consumption (Health and Wellbeing- Section A)
Suggestion 1 is a series of activities that shape values and attitudes towards consumption, students will compare various products and explore how advertising and other pressures have influence over consumer choice. The key concepts that will be explored are cultural, social and environmental influences and emotional effects on consumer behaviour, and also advertising in relation to implicit messages, target audience, misleading, valid and persuasive aspects.
Students are to read through all activities but only complete:
• Worksheet A1- Exercise 1: How am I influence? Exercise 2: The ‘Values’ Auction.• Work sheet A5- Exercise 2: The hidden messages• Work sheet A6 – Exercise 2: Banana ‘hotdog’ creating an influential ads using Debono’s hats
NOTE: All work sheets were reference from Consumer Stuff 2007 Health and Wellbeing pg 13-23
How to be a consumer detective (Commerce-Section C)
Suggestion 2 aims to enable young people to become better informed and more assertive consumers, who are well aware of advertising and marketing pressures to consume and become educated about consumer scams and ways to avoid them. The key concepts explore are advertising, marketing, target markets, sales techniques, emotional intelligence, consumer skills and consumer scams. Once completing the activities students should be able to demonstrate and explain various advertising and marketing techniques to explain what makes an informed an assertive consumer and apply their consumer knowledge by researching and evaluating various products.
Students are to read through all activities but only complete:
• Worksheet C1- Exercise 1: How many emotions? Exercise 2: A personal example • Worksheet C1- Exercise 3: Controlling Emotions Exercise 4: Emotions and shopping • Worksheet C1- Exercise 5: Role Play Exercise 6: A happy ending! • Worksheet C3 – Exercise 1: Where and when to buy • Worksheet C5 – Exercise 1: Working out what’s important Exercise 2: Compare your ranking • Worksheet C5 – Exercise 3: Find out what your parents think • Worksheet C7- Exercise 2: Role play - The art of selling • Worksheet C9- Exercise 6: Online Interactive- Scam simulator Exercise 4: Create you own scam
NOTE: All work sheets were reference from Consumer Stuff 2007 Commerce pg 38-51
6
Exploring the meaning of consumer culture (Consuming Planet Earth- section E)
Suggestion 3 is a series of activities that will allow students to explore personal definitions of success and achievement, the pressures of a consumer culture and ways to achieve a sustainable lifestyle. The key concepts explored are consumer culture, needs and wants, measures of success, consumerism and ‘affluenza. By the end of the activities students should be able to recognise that everyone is a consumer and every purchasing decision and choice has an .impact on the environment. Also students should be able to demonstrate an ability to evaluate different measures of success and achievement and assess the relationship between lifestyle choices and living sustainable.
Students are to read through all activities but only complete: • Worksheet E1- Introductory Exercise: Personalizing the meaning of success• Worksheet E1- Exercise 2: Mapping out our goals.• Worksheet E2- Exercise 2: Understanding the message• Worksheet E2- Exercise 4- Analyzing ‘youth culture’ text• Worksheet E3 – Exercise 1: Carpe Diem – Seize the day
NOTE: All work sheets were reference from Consumer Stuff 2007 Consuming Planet Earth, pg 69-79
NOTE: For a detailed list of all the activities see appendix 2
7
Bibliography
Achbar, M and Abbott, J, 2006. The Corporation. Madman Cinema.
Australian Sustainable Schools Initiative (AuSSI) Sources 12/08/07 @ 6:30 pm http://sustainability.ceres.org.au/files/sei_program_sustainable_schools.htm
Chapman, S. 2005. Back to Business 1: VCE Business Management Units 1 & 2. Pg 347 – 350. John whiley & sons Australia, LTD.
Consumer stuff, 2007. Consuming planet earth. Consumer Affairs Victoria.
Consumer stuff, 2007. Commerce. Consumer Affairs Victoria.
Consumer stuff, 2007. Health and well being. Consumer Affairs Victoria.
Goodwin, N. Nelson, J. Ackerman, F & Weisskops, T. 2005. Consumption and the Consumer Society.This reading is based on portions of Chapter 10 from: Microeconomics in Context. Houghton Mifflin.
Heath, J & Potter, A. 2003. The Rebel Sell: Why the Culture Can't Be Jammed. Harper Collins Canada Pty Ltd.
Jackson, T. 2005. Live better by consuming less? Is there a “Double Dividend” in sustainable consumption? Journal of Industrial Ecology. Volume 9, Isuue Number 1-2 pages 19-36
Leone,V. 2007. Advertising: the route of all evil? The age. Thursday March 15th 2007.
Sanne, C. 2002 . Willing consumers or locked in? Policies for sutainable consumption. Ecological Economics. Volume 42, Issues 1-2, August 2002, Pages 273-287.
State of the Environment Report, 2007. Sourced on the 11/09/07 @ 6:37 pm www.soe.wa.gov.au/report/fundamental-pressures/population-and- consumption.html -
VCE Business Management Study Design, 2003. Sourced 11/08/07 @ 9:15 pm http://www.vcaa.vic.edu.au/vce/studies/busmngmnt/busmansd.pdf
Wikepedia. 2007. Site visited on Aug 5th 2007 @ 9:15pm http://en.wikipedia.org/wiki/Consumerism.
UN Decade of Education for Sustainable Development (2005-2014). Sources 12/08/07@ 6:15 pm http://www.environment.gov.au/education/decade/index.html
8
Appendix
Appendix 1: Links to VCE Business Management
Appendix 2: Work sheets
SUPPLYDEMAND
SUPPLY
Consumer Behavior
Environmental Well-Being
Economic Growth
Sustainable –Consumption Education
Over -Consumption
Global Warming
Industrial & Technological Driven CO2
Emissions
Drought
Resource Depletion
Improved Healthcare, Communication & Education
Increased inequality & Social Exclusion
Benefits Exclude 1/5 of the worlds population
Develop & Utilise Renewable Resources
Motives of Consumption
Habits
Advertising
Corporations
Increased Value & Enforcement of
Environmental Education
Greed
VCEcontinuing the trend
VCEcontinuing the trend
Education today is proving to be more challenging and more interesting for both student and teacher alike with rapid change in the role of the teacher, student and school as well as an ever changing society. For VCE Business managements and Economics change is something that students need to come accustomed to. Economics and Business Management are subject areas that have content that is constantly being changed and updated. It is important that teachers continue to develop metacognitive skills and higher order knowledge as the bene�ts of providing authentic, engaging, knowledge that students can truly understand, transfer and adapt to change are invaluable to student success.
B U S I N E S S MANAGEMENT
ECONOMICS
• Content taught along with the processes involved in learning.
• Essentially, they are "thinking about thinking," a process known as metacognition
• Metacognitive strategy is, planning what is to be done, monitoring our progress, and evaluating the results
• Higher order knowledge developed as a result is managing new situations, transferring knowledge, problem solving, decision making, studying topics in-depth and providing opportunities for students to think and re�ect
• The teaching of thinking through a curriculum predominantly incorporates theories such as Bloom’s Taxonomy, De Bono’s Thinking Hats, Cooperative Learning, Gardeners’ Multiple Intelligences and constructivists approach to learning.
• If students are taught only content in an ever changing society by the time they come to apply it in a real life setting it may have changed or been up-dated.
• Teaching of thinking through the curriculum engages students in the whole task, where they experience learning in real life contexts
• Enables students to better deal with real life situations and engages them in tasks that re�ect what individuals do when performing tasks outside of school life.
ImplementingBene�tsBene�ts
Bene�ts Bene�ts
metacognition to develophigher order knowledge
• Helps students to think about the e�ectiveness of the strategies they use in reaching set goals.
• Is an e�ective way of helping students take more control of their own thought and feeling processes (Barell, 1985).
• Creates engaged learning settings where students:
o become more responsible for their own learning o take charge and become more self-regulated with o have teachers that act as more of a guide to learning. o can de�ne learning goals and problems that are meaningful to them o develop a big picture of how speci�c activities relate to learning goals o develop standards of excellence; and evaluate how well they have achieved their goals. o ability to provide alternative routes or strategies for attaining goals o develop strategies for correcting errors and redirecting themselves when their plans do not work o know their own strengths and weaknesses and how to deal with them productively and constructively o able to shape and manage change." (Jones, Valdez, Nowakowski, and Rasmussen ,1995)
&
VELS UNIT PLAN ENVIRONMENTAL
WORKING WITHIN THE
Skillz Inc
Short courses for
13-17 year olds
Community TeenageEducation
To cultivate the persponal growth of young people through the sharing of skills, knowledge and experience.
SKILLZ INC a volunteered based, youth organisation that runs short courses for young people to enhance social skills and learn artistic talents. A number of fun short courses are run throughout terms 1-4 including craft, cooking, drama, singing, self defence and dance
My hip hop- funk workshop:- involves understanding song structure and learning techniques in incorporating movement to music- involves learning a fun, choreographed hip hop funk routine - aims to cultivate personal growth through the sharing of my dance skills, knowledge and experience- strives to nurture confi dence and self esteem. - provides a fun and supportive environment where people care for each and value each others diff erences- celebrates achievements of participants through presentation nights and exhibitions
COMMUNITY
BENEFITS- Sharing of dance skills, knowledge and experience- Brings diff erent cultures together- breaking down barriers- Developing memory recall and body kineasthetics- Promotes fi tness and health - Building confi dence and self esteem in young people - Enhancing and developing my own teaching skills- Creating and evolving my dance styles- Challenging others to try new things- Encourage students to work in a team to produce a cohesive dance routine performance- Provide leadership and mentoring opportunities - Allowing students to create their own sequences- Getting involved in the community, sharing and learning skills from other social groups (kung fu)
INCORPORATING IN SCHOOLS- Getting involved in an extra-curricular activity that I enjoy- Learning how to catering for diff erent skill levels and learning techniques- Introducing and incorporating a range of dance styles into a routine- Allowing students to be involved and choreograph own steps- Facilitating friendships and bringing diff erent students together- Developing rapport with students- Showing students a diff erent type of learning experience outside of the classroom- Present routine in an assembly or presentation night- Allows students to fi lm and make their own dance video DVD
No
Student Nam
e
Year Level
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13
14.
15.
16.
17.
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19.
20.
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22.
23.
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25.
Drama room- Building C
Tuesday and Friday’s 1:15pm
Open to all students
Students are welcome to come and participate in a hip hop/funk workshop
over the next four weeks. These energetic, creative, and expressive 35 minute hip hop
lessons will increase student’s fitness & coordination skills whilst learning hip hop techniques such as popping and locking,
switching, stepping and krumping. Students will learn a short routine over the
four weeks.
Ms Chan: Workshop Instructor
INCORPORATING IN I C T- Use Windows Movie maker to produce an instructional DVD to accompany the hip hop workshop.- Instructional DVD assists with technique and form, and allows students a chance to learn at own pace- DVD gives students to responsibility of their own learning- Students can develop and combine their own ICT skills to make their own DVD
Sharing & Involvement at Exhibition
Friendship
Hip Hop Workshop
Fitness& HealthInstructional DVD
Lead
ersh
ip, C
reat
ivit
y
Peer Mentoring
DANCE HIP HOPF U N K
Perf
orm
ance