Planned changes to MAPPEN based on feedback

 
 

As a result of feedback we have gathered through face-to-face workshops and an online survey, we are working on updates to improve MAPPEN. Below is a list of the planned changes to MAPPEN:

  • Providing more hands-on activities for Foundation to Year 2 students.
  • Providing more opportunities for Foundation to Year 2 students to repeat skills such as developing questions and using specific thinking tools.
  • Improving the coverage of the Science content descriptions in Years 3 to 6.
  • Improving the independent inquiry structures.
  • Updates to the interface including the ability to indicate who has watched professional learning videos when viewed in a team meeting.

For details about specific changes to individual units see Update Timeline. We will be updating this page as we go.


Changes to Independent Inquiry in MAPPEN

Foundation to Year 2

We received clear feedback from the workshops and the survey requesting that our Foundation to Year 2 units include greater repetition of skills and more hands-on tasks. In response to this feedback, we will adapt the way that Foundation to Year 2 students engage in an inquiry.

Instead of developing questions at the end of week five, students will record questions during the course of the unit. We will provide sample questions that students might develop and a list of appropriate hands-on inquiry play activities for teachers to facilitate in response to their students’ questions.

Example

My Storybook: Using Good Manners

Your students will consider how to be helpful and how to use good manners.

Prompt your students to consider any questions that they have about this task. Prompt your students to share their ideas with the rest of the class.

Students can explore the questions that they have about this task, for example:

  • What ‘good manners’ should I use at the dinner table? – Students could role-play using good manners by participating in a ‘good manners’ tea party.
  • How can I remember to use good manners? – Students could work together to decorate a ‘please’ and ‘thank you’ box. Each time a student uses good manners a token is added to the box, and when the classroom community fills the boxes, they are rewarded.

How can I remember to use good manners? – Students could work together to decorate a ‘please’ and ‘thank you’ box. Each time a student uses good manners a token is added to the box, and when the classroom community fills the boxes, they are rewarded.

Benefits of these changes

  • Students will no longer have to recall something that they have learnt earlier in the unit.
  • Students will be continuously practising their questioning skills.
  • Teachers will be supported with a list of optional hands-on tasks that they can adapt for their students, knowing that the mandated curriculum has already been addressed.

Years 3 to 6 Independent Inquiry

We’ve had mixed feedback about the inquiry structure in Years 3 to 6. Some teachers ‘loved’ it, while others found it confusing and difficult to explain to their students. One common piece of feedback that we received was that teachers requested a way for students to share what they learn during their inquiries.

In response to this feedback, students will record questions during the course of the unit. Teachers will be provided with a list of ways that students could conduct an inquiry into each topic.

At the end of week five, students will review their questions and select a topic for their inquiry. They will record what they already know about this topic, and use a template to develop a range of questions to assist with their personalised inquiry.

Students will also be given an opportunity to select a performance of understanding to show what they have learnt during their inquiry such as; a speech, a technological presentation, a report, an article, a narrative, a multimedia product, a model, or a poster.

Rubrics for each of these performances are being developed and will be published as soon as they are completed.

Example

Three Levels Of Government (Making Democracy)

Your students will create a role-play to show the responsibilities of the three levels of government. At the end of this task, students will record any questions that they have about this topic.

During week six, your students will revisit these questions and they may choose to conduct an independent inquiry into this topic. They may conduct an inquiry into:

  • Your local or state government.
  • The Australian Government.
  • How the different levels of government work together.

As a result of this inquiry students may be able to:

  • Petition to change a law.
  • Run for a position in government.
  • Participate in discussions about democracy.

Benefits of these changes

  • Students will no longer have to recall something they learnt earlier in the unit in order to select a topic for their inquiry.
  • Students will be provided with practical ideas for their inquiry.
  • Students will derive more purpose from their inquiry as they work towards a performance of understanding.

    We greatly appreciate the feedback that everyone has provided as well as your ongoing support as we continue to improve MAPPEN.

    If you have any questions, please email Mark Ritterman at mark@getmappen.com.