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Transformation: Leading Quality Curriculum

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Title: Transformation: Leading Quality Curriculum Author: Karen Yager Last modified by: Peter Created Date: 12/1/2008 10:53:14 AM Document presentation format – PowerPoint PPT presentation

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Title: Transformation: Leading Quality Curriculum


1
Transformation Leading Quality Curriculum
  • The Conceptual Model

2
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

3
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)

4
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

5
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

6
We have to know where we want to end up before
we start out and plan how to get there
(1999, Tomlinson).
7
Global Demands
  • Skills Required
  • for the 21st Century Workforce
  • Critical thinking
  • Problem solving
  • Innovation
  • Collaboration
  • Creativity
  • ICT

8
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

9
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

10
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

11
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

12
(No Transcript)
13
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
14
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

15
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

16
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

17
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

18
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?

19
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
20
What do I want my students to learn? Why does it
matter? The Concept and Essential Learning
21
The Design Approach
  1. What is a concept?
  2. How do I arrive at the right concepts?
  3. Why would we program around concepts?

22
The Topic/Focus
  • Identify the topic or focus of the unit of work
    such as
  • Living Lands
  • Symbols and Systems
  • Shakespeare
  • Probability
  • Living things

23
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

24
The Outcomes
  • Interrogate the outcomes you have selected and
    the learn to and learn abouts
  • Identify the essential learning of the outcomes

25
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?

26
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

27
The Design Approach
  • A Concept
  • Is not a theme or a topic!
  • Has layers and nuances
  • Represents depth rather than breadth

28
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?

29
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.

30
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

31
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

32
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?

33
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?

34
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

35
What do my students already know? Connecting the
learning to prior knowledge
36
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.

37
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!

38
How will they demonstrate learning? Quality
Assessment
39
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?

40
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

41
Deep understanding
  • Student direction
  • Connectedness - authenticity
  • Higher-order thinking
  • Substantive communication
  • Explicit quality criteria
  • Problematic knowledge

42
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!

43
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

44
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

45
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.

46
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.

47
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

48
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

49
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.

50
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.
  •  

51
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

52
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.

53
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).

54
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

55
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

56
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

57
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

58
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).

59
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

60
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.

61
Project-based learning
  • The concept
  • The question
  • The research locate, evaluate and synthesise
  • Probing questions
  • The presentation
  • Supposition

62
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

63
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

64
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/

65
How Will they Get There? Explicit teaching
strategies Learning tools
66
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!

67
How will they get there?
  • Build the learning!
  • Models, annotated samples, scaffolds
  • Metalanguage the glossary
  • The tools graphic organisers technology
  • Resources

68
Caution Cape does not enable user to fly!
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