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Using Socrative in a year 9 History lesson

The Stage 5 History lesson Core Study Depth Study 4: Rights and freedoms (1945present)
will incorporate Socrative as an ICT resource. As part of developing background knowledge
for this unit, students will describe the experiences of Aboriginal and Torres Strait Islander
peoples who were forcibly removed from their families (the stolen generations).

Lesson Background:
The lesson will assume previous knowledge of Aboriginal culture and history (stage four). Previous
assessment data has demonstrated that students had difficulties with high ordered thinking.
Therefore this ICT resource is designed to target mixed abilities through Gardners multi-intelligence
theories using visual, audio and scaffolded questions. (For example using multiple choice questions
with visual aides, through to short answer questions and thoughtful discussions).
The students are familiar with the software Socrative and have used it for previous lessons.
The lesson is a continuation from an introduction to the stolen generations a review of the film Rabbit
Proof Fence.
The lesson will be conducted using iPads for each student to use.
The lesson will assess knowledge learnt from previous lessons through an online quiz using Socrative
and will conclude with group work for students to discuss ideas .
The lesson will also consider Indigenous students in the class and cater to their needs through the use
of the ICT resource and through cultural relevance.
Rabbit Proof Fence and the
Stolen Generations
1. On your iPads: Open your Socrative Student App and enter teachers room
code 102086HIST9. Press join to enter
https://b.socrative.com/login/student/

1. 2.

2. On the next page, enter your first and last name and press done.
Wait for teacher instruction.

This slide presents instructions for student to use the ICT resource-Socrative
Socrative: Incorporating literacy and Indigenous needs
The quiz includes images in accordance to Gardners multi-intelligence theory,
catering to visual learners and aide indigenous learners who have English as a second language.
(Clarke, 2014)

Study shows that Indigenous student might struggle with open ended questions which have a high
linguistic load. Therefore, the teacher has created the ICT resource Socrative with simplified to high-
order thinking questions in order to address the literacy needs for diverse students and mixed ability
classrooms.
Short answer response

Students will be directed to watch a short scene from the film Rabbit Proof Fence
and asked to type a short response (2 sentences) using the Socrative app. This incorporates
visual/audio learning to aide different learning abilities, as well as targeting indigenous needs in
accordance to Gardners theory (Clarke, 2014). Studies have shown that Aboriginal students
learn through observation, which is the reason why the video has been incorporated in the short
answer response.

Video Source: A scene from Rabbit Proof Fence explaining


Sample view of the short answer response using Socrative the half-caste system and their role in Australian society
Socrative: Incorporating group discussion
The application will instruct students to collaborate in groups to answer
short/long response questions depending on their abilities. These answers
can be collected through the application and be reviewed after the
lesson by the teacher. The questions that evoke critical thinking and
empathy skills include:
u How did you feel when the girls were taken from their mother?
u What do you think the meaning of the film is? What does the film say to
us about the Stolen Generations?
u How do you judge Mr Neville? Can he be seen as a product of his time
or are the decisions he made universally wrong? Explain your answer.

This activity is designed for students to revise the lesson and provide insightful discussion. Indigenous
students are usually reluctant to take risks publically, preferring to try out new things privately or in groups.
Seeking the help from peers rather than the teacher. This activity also provides cultural links to Aboriginal
students to further engage with material. These questions also progress from simplified to high ordered
thinking to allow a mixed ability class to engage with the text. The group discussion promotes empathy
towards Indigenous needs, fosters inclusiveness in the classroom and values differences in culture
(Cavanagh & Prescott, 2014).
Socrative: Analysing Assessment Data
A
Socrative generates an instant live
assessment tool and can show how each
individual student is progressing. In this lesson
the teacher will address each multiple choice
question as a class discussion. Based off live
data as a formative assessment the
teacher can modify class discussions and
assist struggling students.

B Image B demonstrates how Socrative can be used


to provide instant live feedback to individual
students so they can review their answers privately.
This enables students to take some control of their own
learning and assessment. Based off Indigenous
learning needs this actively allows students to reflect
on their performance through trial and error
(Cavanagh & Prescott, 2015).

Through examining the results, teachers are able to reflect and modify future lessons.
Reference
Cavanagh, M &Prescott, A. (2015). Your Professional Experience Handbook.
Pearson: Australia.
Marsh, C; Clarke, M, & Pittaway S. (2014) Becoming a Teacher. (6th ed.). Pearson:
Australia.

Group Members:
Enrique Bianca 18508345,
Jaya Chilla 18508550
Karly Daglis 17487014
May Zaomoe 17494074