Presentation on theme: "Learning Design beyond the school gate bringing together the what and how of teaching and learning for improved learner engagement and achievement South."— Presentation transcript:
Learning Design beyond the school gate bringing together the what and how of teaching and learning for improved learner engagement and achievement South Australian DECD Teaching and Learning Services 1
User notes Materials required: Bubble gum and bubble blowers Copies of TfEL Framework guide For copyright reasons, no film clips are embedded in this PowerPoint. Instead the URLs are provided. Schools will need internet access to view the film clips. 2
Today, together, we will wear 3 hats I am a learner 'What do I need to do to build my skills so I can help others build theirs?' I am responsible for other peoples learning 'How can what I learn today impact on the learning of my colleagues, my students and the people I lead?' I need to be a project leader of learning 'How do I continually challenge myself to build engaged and inquisitive learners?' 3
So how will we get there? How will we know if they got it? Wha t do we want them to learn? The what – curriculum The how – pedagogy 5
So what exactly is Learning Design? bringing together the what and how of teaching and learning for improved learner engagement and achievement South Australian DECD Teaching and Learning Services Engaging with the Australian Curriculum – History in DECD through Learning Design Year
Learning Design Think deeply about the intended learning for students as well as drawing on what they already bring. Find ways to connect the curriculum with the learners so they are truly engaged in their learning. Design learning experiences that are rich in assessment processes which both inform the teaching and studentsprogress. Doing this thinking together 7
9 Learning Design Designing the teaching and learning plan TfEL 1.6 Design, plan and organise for learning and teaching.
10 Making meaning of Learning Design using a learning experience from beyond the school gate 10 Image: 'paint the mutha green'
Blowing bubbles Lets have a go together! A fun activity for most children/ adults for generations around the world... past and present. Some make a career of it! Image: '12 of 365' 11
12 Bubbles, a phenomenon of nature, have always been around, but the sport of playing with bubbles didnt really exist before the invention of soap. Pears, in 1886, first used the image of bubbles to advertise their soap product. Bubble gum as we know it was invented in 1923 by Walter Diemer, with $1.5m sales in first year. The Wrigley company is one of the single biggest users of mint worldwide: it employs 16,000 people and has retail sales for gum of $2 billion a year in the US alone. Chewing gum is included in field and combat rations for the Australian Armed Forces. Why focus on bubbles? 12 ' I've done something with my life. I've made kids happy around the world.' Walter Diemer Image: 'Blowfly blowing bubbles' Image: 'Day 21/365'
13 Learning Design Step 1 What is the intended learning and why is it important?
14 Bubble blowing: Why is this learning important as a human being? How would kids lives be different without this skill, knowledge, understanding? What could kids not do? Where do we see this learning demonstrated in our everyday lives? 14 TfEL Domain 4: Personalising and connecting the learning. Image: 'more bubbles'
Share initial meanings What is the intended learning and why is it important? The Learning: Bubble blowing What this means to me… an important part of childrens social development important for fine motor skill development in children, especially special needs students enables the development of other skills. The big ideas, essential questions and understandings in this for me… an important development strategy takes persistence and practice fun high intrinsic value creates a sense of wonder. Where could this learning lead to? Image: 'Pompas2' 15
Look at the different learning areas. For example, for Science, look at the Organisation and the Foundation–Year 10 Curriculum to find year level descriptions, content descriptions and achievement standards that could provide a connection. Read the relevant Australian Curriculum references 16
RECAP Step 1 Getting to shared understanding is important. 17
18 Learning Design Step 1 What is the intended learning and why is it important? TfEL 4.1 Build on learners understandings.
Are these our students? 'Inspire me! What tomorrow will bring' What do these students have in common with ours? 19
Process – What about our kids? What do they bring? Think of students in your class/school. What do they have in their virtual backpack when they come to school every day? strengths/skills experiences/knowledge understandings/misconceptions. How will this impact on their ability to learn (to blow bubbles)? How do we capture and enable this to be shown? Image: 'boy, with back pack, running' 20
Interest – key to learning The greatest resource available to teachers! 'Persistence and effort. Research has shown that when a student has interest in a task, he or she is likely to expend more effort and persist longer at that task. Interest has been shown to lead to more persistent motivation and greater effort in a range of learning tasks. Edelson & Joseph, 1991, p.9 21
You are my class: What do you bring? Demonstrating existing understandings, skills and knowledge Bubble challenge: Have a go at blowing the biggest bubble you can! Image: 'more bubbles' 22
23 Notice self 23 How else could I find out what you bring? TfEL 4.1 Build on learners understandings. Key actions - Students Record what they know and understand by writing, drawing or other ways that show it best. Image: 'reflections (A)' Do you engage or retreat...or even really care?
4.1 Personalise and connect learning Build on learners understandings TfEL Ways to…> Ideas for practice TfEL Framework guide pp. 65 and 66 tan panels: ideas for practice Support this with key actions and language from the guide Reflection partners: Students work with a partner to reflect on their learning. Useful starters are: I know what Im learning about because..., I could use this learning elsewhere by..., This is my understanding...This is how I got to it..., I came to this conclusion because..., I heard you say...Is this what you meant...?. Starting from scratch: Pose brainteasers to create new challenges for students. Some triggers might include: Structures in nature-what use are they to us? Light-who needs it? Taste-how do we change it? What cant we measure? After students choose a brainteaser, ask them what they make of it, what is the big concept, how much do they already know about it, and how many ways can their thinking go. Have fun with all the interpretations and build new knowledge together. What is one reflection question you could ask students to reflect on for this learning? Whats a brainteaser you could pose to create new challenges for your students? 24
RECAP 25 Step 2 Interest is key to learning. We can build growth mindsets by affirming and acknowledging effort. Challenge builds positive learner identify.
26 What could the intended learning look like at this level? Learning Design Step 3
What could the intended learning look like at this level? What does at this level mean? How will students know what is high quality learning? What examples have we seen of high quality learning at this level? What intended learning is not evident in the achievement standard? How do you find this learning? 27
28 What does at this level mean? Image: 'truman blowing bubbles, army family day' Image: 'Blowing Bubbles' Image: '12 of 365' Image: 'Day 253/365' Image: 'IMG_7748'
How will students know what comprises high quality learning? Image: 'Little Pencil free creative commons' High quality learning 29
Examples of high quality learning Click on the links below for examples of high quality bubble blowing learning: Clip 1: Small girl making huge bubbles with sticks and string Clip 2: Blowing bubblegum bubbles within bubbles URjKpfjo-Q Clip 3: Glass blowing What other learning will be taking place not evident in achievement standards? Persistence, collaboration, peer teaching, peer support, absorption, fine motor development, creative thinking/ designing, experimentation, prediction, hypothesising, recording and evaluating, the use of ICT 30
RECAP Step 3 Let our kids in on the secret of what high quality learning is. Not all of the intended learning is evident in the Achievement Standards in the Australian Curriculum. 31
32 Learning Design Step 4 TfEL 4.3 Apply and assess learning in authentic contexts What evidence will enable us to assess the intended learning?
33 What are the multiple ways learners can show their learning? Does feedback cause thinking and learning dialogue? What opportunities are there for self and peer assessment? Process - What evidence will enable us to assess the intended learning?
Process - Assessment of learning Watch Iowa State Fair - Bubble gum blowing contest: Is this one assessment strategy enough? How else could we assess this learning? Think about the 3 key questions from the previous slide. 34
Process – Checking for understanding WHY? '… knowing that six or seven students understand is not the same as knowing that 32 do…' Fisher D & Frey N, 2007, p.48 35
4.3 Personalise and connect learning Apply and assess in authentic contexts TfEL Ways to…> Ideas for practice TfEL Framework guide pp. 73 and 74 tan panels: ideas for practice Round table conference: This is a forum for students to immerse themselves in their heart, hand and mind interests and share their passion with others. Each student plans and gives a presentation/demonstration on an issue/activity in which they feel knowledgable and confident. The panel members can be peers and/or adults, from within the school or across the broader community. Dialogue is question-driven and spontaneous. Learning shots: Students use digital cameras to capture learning moments throughout a unit of work. Students develop captions for each shot that describe their thinking and progress made at each stage. Post these on the wall to create a Learning moments wall collage. (Ensure that permission for photographs to be taken has been obtained from parents/guardians.) 36
RECAP 37 Step 4 Feedback should cause thinking and move the learning forward. Do our assessment practices provide our students with multiple ways to demonstrate their understanding?
38 Learning Design Step 5 How will we engage, challenge and support their learning? TfEL 2.4 Challenge students to achieve high standards with appropriate support
39 The teachers role… ignite the passion draw out or provoke existing understanding awaken the craving to understand Image: 'Beyond The Flame' '…people learn constantly from what they see others do, and from what they are helped to do for themselves…' Smith F, 2006, p. 123
2.4 Challenge students to achieve high standards with appropriate support Essence: The teacher has high expectations and guides each student to achieve his/her personal best. Image: 'Below' 40
41 Process Challenge students to achieve high standards with appropriate support TfEL guide, p.40 Key action - teacher Share my excitement and my own learning examples with my students Key action - student Believe in myself, use my learning strengths and have a goI can do it. Idea for practice Learning wall
42 Language to use to challenge students Do you understand it well enough to teach it to someone else? This element is not demonstrated if: All tasks are geared towards final summative tests, without formative assessment to guide student progress. Practice check How do I challenge individuals and acknowledge initiative and progress?
RECAP 44 Box 5 Engagement beyond compliance. Expect to have an impact on achievement. Stretch ALL our learners.
45 Learning Design Step 6 Designing the teaching and learning plan TfEL 1.6 Design, plan and organise for learning and teaching.
RECAP 47 Box 6 Bringing together the thinking from the steps in the learning process. Having a greater understanding of what we are teaching, why we are teaching, and how we do this effectively.
48 In summary South Australias approach is unique. We believe our teachers and leaders can do this! This is staged learning: we are working toward automaticity in our thinking. This new process requires deep, collaborative and, sometimes, messy thinking and builds on what we already doand do well. Best when learning with your peers/colleagues in PLCs, learning teams or faculty groups. Things to think about after today: What extra ingredients can you use to engage students in rich learning experiences? How can you do this thinking together?
Supporting resources Online: www.decd.sa.gov.au/teachingandlearning/pages/Leadersresource/ and and the Leaders Resource DVD 49
References Edelson DC & Joseph DM (2004) Motivating Active Learning: A Design Framework for Interest-Driven Learning, Proceedings of the 6th international conference on Learning sciences, International Society of the Learning Sciences, pp. 166–173, available at (accessed 14 August 2012) Fisher, D & Frey, N (2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom, ASCD, Alexandria, VA OECD (2009) Creating Effective Teaching and Learning Environments: First results from TALIS, OECD Publishing, available at (accessed 6 August 2012) Smith F (2006) Insult to Intelligence: The bureaucratic invasion of our classrooms, available at (accessed 6 August 2012) 50