Phase Three Of The Module example essay topic

Introduction 'Identities and Individualism: Youth cultures' is aimed at lower secondary, level 6. As a part of a 'suite of modules for Levels 1 to 6,' this module addresses the very important issue of identity in today's world (QSCC 2002: 4). It not only allows for flexibility in discovering one's position within a group in society but how they relate to and within the broader world scheme. The module explores identity as constructed by the media focussing on the strand of Culture and Identity (CI) with some Time, Continuity and Change (TCC) core learning outcomes used to provide background and context. The phases are logically sequenced, interlinking in a practical and cohesive manner. Phase One acts as an introduction or overview of the issues pertaining to youth culture while considering gender, age, media and ethical influences which surround Australian youth.

Phase Two investigates youth gender roles in the past and present, giving students the opportunity to cultivate a deeper grasp of the issue. Phase Three utilizes the knowledge gathered by students in the previous two phases and applies it to an examination of identity on a global scale and its impact on their lives. The following paper is an analysis of the module and examines its effectiveness in aligning with the expectations of the SOSE syllabus. The module will be examined in terms of its successful incorporation of the inquiry-based approach, appropriate design of assessment tasks and its ability to address the four key values emphasised within the SOSE framework. 1. How well do the CLOs align with the purpose and overview provided in the module?

The sequencing of activities within the classroom plays an important role in providing the opportunities students need in order to demonstrate learning outcomes (Gilbert 2004: 86). Each of the three phases and their respective activities are logically sequenced and designed in such a way as to make the achievement of the CLOs possible. The module is comprehensively set-up and neatly aligns with the requirements of the syllabus. While each phase does not include all CLOs, this does not mean that particular outcomes are excluded from the learning process.

A single outcome will highlight one process but does not exclude other processes (QSCC 2 2001: 35). That is, while investigation and reflection may be emphasized in a particular phase, creating and participating may occur as a matter of course. In this module, the syllabus outcomes are met, but at the same time remain flexible enough so that the teaching program can be customized to meet the specific needs, interests and abilities of their students. In this respect, processes to meet the CLOs and the CLOs themselves can be tailored and approached accordingly. While the module promotes a range of Core Learning Outcomes from the Time, Continuity and Change (TCC) and Culture and Identity strands, Phase One emphasizes the dual processes of reflection and investigation (QSCC 2002: 2). This phase frames questions that ask students to consider how they can be themselves, what influences their self-perception and how they can control these factors (QSCC 2002: 6).

These central questions are asked from the Phase's outset and the activities which follow it are designed to develop students' investigative skills and ability to critically reflect as they arrive at a range of answers. These same answers form the basis for fulfilling the module's purpose and overview; Activities explore youth identities as constructed by the media. They assist students to consider how they might take greater control of their lives, especially their ideas, values and attitudes in present day globalized Australia. (QSCC 2002: 1). Phase Two builds upon the knowledge foundation laid in Phase One and its CLOs are investigating, communicating and reflecting. As mentioned earlier, the processes of creating and participating are also present.

Phase Three deals with CLOs in TCC 6.5 and CI 6.1, 6.2 and 6.3. This phase is placed well within the module as it combines what they have learned in the first two phases. The students are able to reflect on and add to the knowledge they have already acquired about gender and media influences and relate them to globalization. 2.

Focussing on the overview plan, to what extent is there a strong support for the inquiry methods of teaching and learning that are emphasised in the syllabus and literature on teaching and learning practices in the social sciences? Due in part to John Dewey's educational theories of the 1900's, inquiry-based teaching and learning is essential for the success of any SOSE classroom (IP 2005). This method of teaching is designed to eliminate the "listen-to-learn paradigm" which has become entrenched in many classrooms. The module's overview plan makes provision for teachers and students to engage in the topic of Youth culture and identity using the critical inquiry-based methods. Questions are posed at each phase's beginning and students must investigate, create and discuss in order to reflect upon their answers. Moreover, the entire module addresses the inquiry-based learning process beginning at Phase One with investigation and finishing at Phase Three with reflection In All phases of the module, inquiry-based learning is demonstrated by students.

Within the module, Phase One is situated in the investigative stage of the inquiry process. Investigating what is meant by media influences, gender and age in regards to youth culture and identity. They must then reflect on the ethical nature of these considerations. CLO 6.1 takes place in the context of TCC 6.5 and vice versa. Phase Two contains activities that give students the opportunity to develop their meta cognitive skills to both complete their inquiry and to develop their understanding of the inquiry process (Gilbert 2004: 29).

The fact that Phase Two is allocated the most time (6 hours) suggests that there is a strong support for the student-centred inquiry method, in that the students' task is to investigate and produce their own argument. Phase Three builds on the previous two phases. The students are encouraged to continue active investigation, communicating their reflection through oral and written means. The students are able to learn through constructivist teaching to creative reflection about what they have learnt and look at those issues from different angles and perspectives, creating their own ideas (Scheurman: 6-9). 3. Focussing on Assessment in the overview and guidance given in the module, how appropriate are the assessment items?

The adoption of inquiry-based methods of teaching and learning connotes the adoption of a particular brand of assessment. That is, Dewey (1916) claimed that to compare an individual's abilities with another's is "irrelevant" to a teacher's work (p. 179). Rather, every student should "have opportunities to employ his own powers in activities that have meaning" (Dewey 1916: 179). Therefore the assessment of inquiry-based education must be meaningful to the student and have an explicit purpose (Dewey 1916: 179). Each phase within the module contains a suggested approach for assessment. In Phase One, a group oral presentation or an individual written response is recommended (QSCC 2002: 2).

As Phase Two includes a written essay, a written response in Phase One would probably be inappropriate. That is, the opportunity for outcomes such as participation and communication would not be present. Conversely, an oral presentation would encapsulate all five CLOs to some degree and could provide an excellent exploratory basis for the later essay. As mentioned before, the oral would also allow students to experience the entire inquiry process.

The only assessment requirement for Phase Three is for students to develop a strategy for the school or local community to celebrate or moderate the effects of globalization on youth. This assessment item is effective in tying together what the students have learnt about globalization and its impact on them. It allows students to be active and creative within the school and community. This assessment can only be effective, however, if the students have cooperation from their communities for research and discussion. 4. To what extent does this module address the values as explained in the syllabus?

The teaching of values has found a very accommodating home within the SOSE syllabus. The key values embedded within the syllabus are democratic process, social justice, ecological and economic sustainability and peace (QSCC 2000: 1). Each of these values may be discussed in both abstract and specific terms (QSCC 2000: 1). Each value is to be accepted as 'contestable' (QSCC 2000: 21).

The activities in this module are based on a cultural studies approach, which promotes interdisciplinary analysis and evaluation of cultural practices. The analysis of media and popular culture texts can make a difference to the way people perceive themselves and others. In Phase One, democratic process and social justice are engaged with in terms of the media's influence on youth culture and identity within Australian society. Furthermore, peace may be addressed in terms of the relationships the youth of Australia have among themselves, with the media and with other generations. Peace is also promoted by Phase Two which involves the potentially sensitive and controversial issue of youth gender. Students must challenge stereotypes and learn to embrace diversity.

In this way, Phase Two promotes the learning of social justice and peace. In Phase Three of the module, students must consider the impact of globalization on youth while asking questions about ethical and socially just behaviour's. Thus the four key values are implicitly covered within this phase, with a particular focus on social justice and ecological and economic sustainability. These values are consistent with Australia's democratic traditions including beliefs in equality, freedom, and overall commitment to a multicultural society where all are entitled to justice and fair go (QSCC 2002: 7).

By their very nature however, Cultural Studies are sensitive (Gilbert 2004: 85). Ideally, class activities should promote a shared sense of community and purpose while students draw different conclusions and form different opinions (Gilbert 2004: 46). This can be the challenge for the teacher in this module, to consistently encourage open communication and questioning, while still being sensitive to different opinions and feelings within the classroom and school community. Conclusion " Identities and Individualism: Youth cultures' is a well organised module and has strong links to the SOSE syllabus requirements for Level 6. Across all phases, the CLOs consistently aligned with the module's purpose and overview.

The TCC learning outcomes provided a balanced context for the fulfilment of the CI learning outcomes emphasised in the overview. All module activities hold the opportunity for all CLOs to be addressed should the teacher desire it. The module provides strong support for the inquiry methods of teaching and learning. While the inquiry method is not specifically spelt-out in the module's outline, the organisation and content of its phases makes it very easy for a teacher to implement effective inquiry-based learning. In this way, the module allows for individual teacher discretion. With minor adjustments to accommodate the CLOs 6.2 and 6.3, the Assessment suggested in the module suits the content and organisation of the three phases.

The four key values outlined in the SOSE syllabus are duly recognised and included within the module's content. The module requires that students discuss and critique youth consumerism, popular culture, globalization, socialization, representation and ethics (QSCC 2002: 4). At some stage within the module, democratic process, social justice, ecological and economic sustainability and peace are engaged with by the students. As a complete module, 'Identities and Individualism' is well organised and involves students in critical thinking and personal reflection. The use of this module by any SOSE teacher would be well worth the effort. REFERENCE LIST Queensland Schools Curriculum Council Website Gilbert, R. 2004 "Studying Society and Environment".

Thomson Ltd. Dewey 1916 "The Essential Dewey". Indiana Uni Press. Scheurman, G. "From Behaviorist to Constructivist Teaching", Social Education, 62 (1), pp. 6-9.