Transformation: Leading Quality Curriculum

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Transformation Leading Quality Curriculum

• The Conceptual Model

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Transformation Leading Quality Curriculum

• Day 1
• The conceptual model
• The Quality teaching model
• Leading quality assessment
• Day 2
• Ways to implement and lead the model
• Through an environmental project
• Through a term 4 unit of work
• Through a scope sequence
• Through quality assessment
• Planning for Implementation

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The Planning

• Small steps
• A stage or faculty leader modelling and leading
  by example
• Transforming a current unit of work
• Begin by asking the question What do we want the
  students to learn by the end of the unit?
• Move to examining the scope and sequence through
  the conceptual lens asking the same question and
  the plan the assessment tasks (backward mapping)

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The Barriers

• Exams Naplan, HSC, but wait theres more
• Syllabus requirements
• Parental and community expectations
• Teaching to the exam requirements rather than the
  course requirements
• Time
• Access to technology
• Complacency

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Leading Transformation

• Committed leaders and key players
• A purpose and a goal
• A plan
• Small steps Term 4 unit of work cross KLA units
  of work an authentic task

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We have to know where we want to end up before
we start out and plan how to get there
(1999, Tomlinson).
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Global Demands

• Skills Required
• for the 21st Century Workforce
• Critical thinking
• Problem solving
• Innovation
• Collaboration
• Creativity
• ICT

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National Curriculum Goals

• Goal 1
• Australian schooling promotes equity and
  excellence promote personalised learning that
  aims to fulfill the diverse capabilities of each
  young Australian.
• Goal 2
• All young Australians become
• successful learners
• confident and creative individuals
• active and informed citizens

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National Curriculum Expectations

• A solid foundation in skills and knowledge on
  which further learning and adult life can be
  built.
• Deep knowledge and skills enabling advanced
  learning, ability to create new ideas translate
  them into practical applications.
• General capabilities that underpin flexible
  thinking, a capacity to work with others, an
  ability to move across subject disciplines

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Cross-Disciplinary

• Recognition that new ways of thinking are borne
  out of deep knowledge its application across
  disciplines
• Students should participate in learning that
  applies specific discipline-based knowledge and
  skills across disciplines to encourage thinking
  and working in new ways.
• Cross-Disciplinary ICT Design, Civics
  Citizenship, Business

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The Research

• Coyle and Colvin (1999) The brain is
  phenomenally plastic, and that we construct
  ourselves through behaviour Its not who you
  are, its what you do and where you do it.
• Hattie (2003) Dinham (2008) The significance
  of deep knowledge, direct instruction and
  scaffolding the learning
• Westwell (2009) Creativity is connected to what
  is already known
• QT model based on best practice and effective
  research

• Marry Creativity Innovation
• Deep knowledge deep understanding
• Integrate problematic knowledge and student
  direction
• Process first then product
• Create the environment for creativity

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Quality Teaching Model Kaplan et al 2006 Maker
Intellectual work that is challenging, centred on significant concepts and ideas, and requires substantial cognitive and academic engagement with deep knowledge Core Curriculum addresses the core concepts, principles, and skills of a discipline Content concepts ideas that are complex and abstract
Knowledge integration, Problematic knowledge, Higher-order thinking, Background knowledge, Substantive communication Connections connect overarching concepts, principles, and skills within and across disciplines, time periods, cultures, places, and/or events Process Higher-order thinking skills, self-directed learning
Significance Connectedness Problematic knowledge Deep understanding Practice The applications of facts, concepts, principles, skills, and methods in an authentic manner context Product authentic tasks connected to the real world evaluation transformation Synthesis
Quality learning environment, Student direction Identity Developing students interests and expertise, strengths, values, and character Learning environment student centred
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The Design Approach

• Intellectual work that is challenging, centred
  on significant concepts and ideas, and requires
  substantial cognitive and academic engagement
  with deep knowledge
• Quality teaching Discussion Paper

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The Design Approach

• The first thing that teachers will need to do is
  select and organise the essential knowledge,
  understandings, skills and values from the
  syllabus around central concepts or ideas
• Quality teaching in NSW Public Schools

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The Design Approach

• Without designing around provocative questions
  and big ideas, teaching easily succumbs into an
  activity - or coverage - orientation without
  clear priorities.
• Understanding by Design
• McTigh and Wiggins ASCD 1999

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The Design Approach

• Holistic and conceptual model connecting learning
  with syllabus content, knowledge and skills and
  the explicit teaching strategies
• Driven by the concepts and key learning ideas
• Integrated assessment of, for and through
  learning backward mapping
• Distillation from concept to key learning ideas
  to assessment to explicit teaching and learning
  strategies
• Facilitates integration of programs and/or
  assessment across KLAs, higher-order thinking
  problematic knowledge

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Focus on learning

• What do I want my students to learn?
• Why does it matter?
• What do they already know?
• How will they demonstrate learning?
• How will they get there?

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The Model
Focus Topic/Subject/Context/Outcomes
Concept Key Question or Essential Learning
Statement Overarching idea of the unit (Deep
knowledge)
Key Ideas Question What students will learn by
the end of the unit (Deep knowledge)
Key Ideas Question Reflect intent of the
outcomes and concept (Deep knowledge)
Key Ideas Question (Deep knowledge)
Outcomes and Assessment (Deep understanding,
Problematic knowledge, Higher-order thinking,
Explicit quality criteria) Demonstration of key
learning ideas - Not too many!
Pre-testing/Pre-assessment (Background knowledge
- connections to prior learning) Brainstorming,
Graphic organisers KWL, mind mapping, Y chart,
Lotus diagram. Quiz
Teaching Strategies Learning Activities Explicit
Literacy Numeracy Strategies
Teaching Strategies Learning Activities Explicit
/ Systematic Building the Field
Teaching Strategies Learning Activities Integrated
ICT
Teaching Strategies Learning Activities Scaffolds
/ Models annotated
Teaching Strategies Learning Activities Connected
Scaffolded
Resources
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What do I want my students to learn? Why does it
matter?The Concept and Essential Learning
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The Design Approach

1. What is a concept?
2. How do I arrive at the right concepts?
3. Why would we program around concepts?

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The Topic/Focus

• Identify the topic or focus of the unit of work
  such as
• Living Lands
• Symbols and Systems
• Shakespeare
• Probability
• Living things

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The Outcomes

• Ask the question what do I want my students to
  learn by the end of the unit and select the
  relevant outcomes
• Not too many!
• Take into account the
• Continuum of learning
• Timing of the unit of work
• Scope and sequence

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The Outcomes

• Interrogate the outcomes you have selected and
  the learn to and learn abouts
• Identify the essential learning of the outcomes

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The Learning

• Re-ask the question what do I want my students to
  learn by the end of the unit?
• Record the essential learning goal
• What concept/s capture the learning?

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The Design Approach

• A Concept
• A significant notion that reflects the core ideas
  of the content being taught and enables students
  to comprehend and create meaning

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The Design Approach

• A Concept
• Is not a theme or a topic!
• Has layers and nuances
• Represents depth rather than breadth

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The Concept

• Is the concept grounded in the syllabus or
  syllabi?
• Does the concept capture the deep learning that
  you want students to have by the end of the unit
  of work?
• Is the concept appropriate and relevant for the
  specified students at that moment in time?
• Have you considered the concept in terms of the
  continuum of learning?
• Does the concept have significance and endurance?

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Deep knowledge

• Knowledge is deep when it concerns the central
  ideas or concepts of the KLA/s and when the
  knowledge is judged to be crucial to the topic or
  subject being taught.

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Key Learning Ideas

• Now identify from the outcomes the key learning
  ideas
• Two to three ideas that capture the learning,
  skills and knowledge of the syllabus outcomes

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The overarching question or learning statement

• Pose an overarching key question or essential
  learning statement that encapsulates what
  students need to learn by the end of the unit
• Differentiates the learning

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Overarching Concept Question

• Stage 2 Local Environments
• Concept Interaction
• Our relationship and interaction with the
  environment health, safety, artistic expression
  and sustainability
• The importance of sustainable design
• Question Why is it important that we care for
  and respect our local environments such as our
  school?

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Stage 4 Technology Mandatory

• Concept Green Design
• Key Question What is the role of design and
  emerging technologies in responding to climate
  change and global warming?
• Key Learning Ideas
• - Application of a range of graphics tools in the

• in the development of design projects What are
  the most effective graphics tools for persuasive
  design projects?
• - Understanding of the factors influencing design
  such as environmental and resource availability
  What key factors influence design choices?

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The Learning

• Stage 5 Anime
• Outcomes 2, 3, 6 10
• Concept Cultural Perspectives
• Question How significant is cultural context in
  shaping our perspectives and our use of textual
  features?
• Key Learning Ideas
• How cultural context shapes perspectives and
  ideas in texts
• How filmic techniques in anime convey cultural
  perspectives

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What do my students already know?Connecting the
learning to prior knowledge
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What do they already know?

• Unless new knowledge becomes integrated with the
  learner's prior knowledge and understanding, this
  new knowledge remains isolated, cannot be used
  effectively in new tasks, and does not transfer
  readily to new situations.

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What do they already know?

• Pre-assessment Data Background knowledge
  This can be informal but it is important as it
  informs teachers what the students know so that a
  unit of work or program can be differentiated to
  suit the learning needs of the students.
• Look at the end of stage performance descriptors
  in the syllabus for your unit!

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How will they demonstrate learning?Quality
Assessment
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Assessment

• What do I want the students to do or produce to
  demonstrate their learning and understanding?
• Think of the unit you are planning, what task/s
  would you use?

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Assessment for Deep understanding

• Focus tasks on relating central concepts and
  ideas with other concepts, or to particular
  contexts. Linking the task to previously
  addressed ideas (from either prior class work or
  other tasks) or to new, as yet unexplored,
  concepts or contexts are two ways to strengthen
  the deep knowledge of a task. Ensure that the
  task connects and supports the key concepts being
  addressed.
  -QT Framework

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Deep understanding

• Student direction
• Connectedness - authenticity
• Higher-order thinking
• Substantive communication
• Explicit quality criteria
• Problematic knowledge

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Quality Assessment

• All current research supports the potent impact
  of quality assessment and feedback on student
  learning outcomes.
• HSC review identified engagement and enjoyment as
  influential
• Our students need to become independent thinkers
  and learners flexible and creative problem
  solvers team players resilient and committed
  citizens!

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Assessment for Deep understanding
Biggs 1999, p78 UCLAN http//www.uclan.ac.uk/ldu
/resources/toolkit/lrg_groups/index.htm

• Accurate outcomes
• Key learning ideas
• Nature of the task in a clear and precise rubric
• The verbs!
• Explicit quality criteria
• Marking guidelines reflecting the outcomes being
  assessed

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Deep understanding

• When students truly understand, they can
• Explain, make connections, offer good theories
  Make sense of what they experience show their
  work and defend it provide thorough, supported,
  and justifiable accounts of phenomena, facts, and
  data
• Interpret Tell meaningful stories offer
  translations provide a revealing historical or
  personal dimension to ideas and events make it
  personal or accessible through images, anecdotes,
  analogies, models

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Deep understanding

• Apply and Produce Effectively use and adapt what
  they know in diverse contexts, and design
  effective products.
• Appreciate Other Perspectives See multiple
  points of view, with critical eyes and ears see
  the big picture.

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Deep understanding

• Empathise Get inside, find value in what others
  might find odd, alien, or implausible perceive
  sensitively, enter the mind and heart of others.
• Self-knowledge Perceive the personal style,
  prejudices, projections, and habits of mind that
  shape and impede their own understanding are
  aware of what they do not understand, and why it
  is so hard to understand.

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Assessment for Deep understanding

• First task is teacher directed
• Introduces the concept and the key learning
  idea/s
• Second task encourages risk taking
• Higher-order
• Moving towards student directed/open-ended
  problematic knowledge

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Quality Assessment Stage 4 Mathematics

• Concept Navigating Understanding your place on
  Earth, physically and culturally, through
  Mathematics
• Key Question How do you plan a world tour
  surfing competition?
• Key Ideas
• Using knowledge of fractions and circles to
  specify location
• Measuring distance, time and rate
• Interpreting data

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Stage 4 Mathematics

• What do you want the students to learn? How to
  measure location, distance, time and speed.
• Why is it important? Using mathematics to better
  understand the content and context of everyday
  experiences.
• How will you know that students are learning?
  Through discussion, worksheets and a formal
  presentation.

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Quality Assessment Stage 4 Mathematics

• You have been asked to set up a world tour
  surfing competition. This will involve selecting
  locations planning a travel itinerary
  describing local conditions and basic budgeting.
  Thirty-two top competitors will be invited to
  take part. A luxury, ocean going motor launch has
  been charted to house staff and competitors and
  will sail to ten top surfing spots.
• List your ten sporting spots on worksheet 5.1
  along with their latitude and longitude. Create
  placemarks in Google Earth. Plan a route to get
  around your chosen locations. Again use Google
  Earth and measure the distances, in nautical
  miles, between each location. Record this
  information on worksheet 5.2.
•  

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Stage 4 Mathematics

• If the motor launch can manage an average speed
  of 15knots, calculate the journey time between
  each location. 1knot is 1 nautical mile per hour.
  You can assume there is sufficient sailing staff
  to keep moving 24h per day. Round up your answers
  to the nearest day and complete worksheet 5.3.
• Create a spreadsheet that summarises the items of
  income (sponsorships) and expenditure

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Quality Assessment through ICT

• Technology does not directly change teaching or
  learning. Rather, the critical element is how
  technology is incorporated into instruction
• (Bracewell and Faferriere (1996)
• We can connect with our digital natives by
  incorporating technology in assessment.

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Warning!!!

• Students often find it difficult to maintain
  balance between the design and technology aspects
  of the creative learning process. Technology can
  become an obstacle to learning, especially when a
  student is first exposed to a new and/or novel
  technology. The student may become too focused on
  the technology and neglect the need for
  developing creative ideascreativity drives
  technology (Mohler).

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Digital Storytelling
Narratives for the future

• Every community has a memory of itself.A living
  memory, an awareness of a collective identity
  woven of a thousand stories.
• Craft or artistry
• Construction
• Citizenship
• Heritage or Legacy
• Narrative Voice
• Innovation or Design
• Probability

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Digital Text

• A digital timeline
• A life-story
• A podcast
• Multiple endings
• Alternative perspectives
• A soundscape
• A digital poem
• A news report
• A travel tale Google Earth

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Concepts Heritage/Perspectives/Innovation/
Representation

• In HSIE students could interview an elder or a
  community member and scan their original photos
  to tell their story. They could create a diary
  entry by a soldier at Gallipoli and add footage
  from YouTube or Australian Screen such as an
  interview with Hazlitt as well as a song such as
  The Band Played Waltzing Matilda
• In a unit of work focused on exploring the
  concept of how perspectives are represented in a
  range of texts, students could create a digital
  story of their own perspective of their world.
• In Science or Technology Mandatory students could
  tell the personal story of a scientist or a
  famous designer they could even download a
  podcast from http//www.mos.org/educators/student_
  resources/podcasts
• In Mathematics students could develop an
  imaginative piece based on representation of data
  or number lines

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The Sites

• http//www.bbc.co.uk/wales/audiovideo/sites/about/
  pages/howto.shtml
• http//www.digi-tales.org/
• http//www.photobus.co.uk/index.php?id2
• http//www.changinglives.com.au/2008/04/abrar-autu
  mn-and-i.html
• http//www.dipity.com/ - Digital timeline

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Inquiry-based Research

• with access to the vast amount of information
  acquisition is now no longer the challenge, but
  rather it is the synthesis of that information
  that is the challenge
• (Hawkes, 2001).

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Inquiry-based Research Tasks

• Research Question Open-ended and contentious so
  that it invites debate and argument
• Webquests Create original quests
• Wikis Class encyclopaedia
• Faction Narrative hyperlinking to facts

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Inquiry-based Research Task

• Topic Shakespeares Macbeth
• Concept Representation
• Task Pose a research question that you would
  like answered about why Shakespeare represented
  Macbeth as a villain. Present your findings using
  the medium of production that would appeal to
  your fellow year 9 students.

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Project-based learning

• The concept
• The question
• The research locate, evaluate and synthesise
• Probing questions
• The presentation
• Supposition

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Project-based learning

• Concept Sustainability
• Question Why do so many Australians believe that
  they do not need to reduce their global
  footprint?
• The tools
• Online survey http//www.zoomerang.com/
• Vox pops
• Blog
• Internet
• The Product Wiki, Ning, Moodle, short film,
  digital report

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Enquiry-based Learning

• Learning is driven by a process of enquiry owned
  by the student
• Starts with an authentic scenario and with the
  guidance of a facilitator, students identify
  their own issues and questions
• Develops deeper understanding of the
  subject-matter

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Challenging Possibilities

• Integrated stage 3 4 authentic assessment task
• A Middle Years ICT project such as Digital
  Narratives
• Project-based learning
• Peer tutor Naplan project years 5 and 7
• Global Citizenship project such as SurfAid
  http//schools.surfaidinternational.org/

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How Will they Get There?Explicit teaching
strategies Learning tools
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How will they get there?

• Identify the literacy demands of the outcomes and
  key learning ideas you have selected
• Plan the explicit teaching strategies to engage
  and support the students
• Aim for depth!
• Learning is recursive!

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How will they get there?

• Build the learning!
• Models, annotated samples, scaffolds
• Metalanguage the glossary
• The tools graphic organisers technology
• Resources

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Caution Cape does not enable user to fly!