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Syllabus Interrogation and Planning Authentic/Open Ended Tasks for ICT Integration Petrea Redmond EDU3473, Lecture F.

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Presentation on theme: "Syllabus Interrogation and Planning Authentic/Open Ended Tasks for ICT Integration Petrea Redmond EDU3473, Lecture F."— Presentation transcript:

1 Syllabus Interrogation and Planning Authentic/Open Ended Tasks for ICT Integration
Petrea Redmond EDU3473, Lecture F

WARNING This material has been copied and communicated to you by or on behalf of the University of Southern Queensland pursuant to Part VA of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. EDU3473, Lecture F

3 Where to today? PCE Course review OBE
The syllabi elements and your unit Integrated Units What to consider before you start planning What to include in your plan Unpacking the rubric What next? Stand up, hand up, pat on back – we’re over half way!! EDU3473, Lecture F

4 PCE Gabbinbar SS would like to hear from students interesting in working with middle and upper primary children around organise sports (eg touch football, netball etc). Monday, Tuesday or Wednesday – or 1.20 – contact Greg Brand on or EDU3473, Lecture F

5 EDU3473, Lecture F

6 Course review What are you views on the course so far?
Complete a PMI regarding Professional Technology Portfolio as a method of assessment Other comments on course so far: lectures, content and activities or delivery, tutorials, assignment 2 & 3 I’d love any additional written feedback EDU3473, Lecture F

7 Meaningful Learning Occurs When Students...
and teacher share/take responsibility for learning actively interact with class members promote, reflect & share of experiences relate new information to prior experiences maintain self-esteem & self-confidence evaluate what is being learned Remember you are teaching students NOT teaching content EDU3473, Lecture F

8 Learning how to learn for the 21st century
The Old 3 R’s Reading Writing Arithmetic (and regurgitation) The New 3 T’s Thinking skills Technology Teamwork EDU3473, Lecture F

9 Teaching with ICTs Past: learn about ICTs
90’s: learn with or through ICTs 2000’s: learning about ICT, learning with ICTs, learning to have power over ICTs through learning effective use of ICTs as tools As part of whole program this course: Links to previous planning and content and assessment knowledge, May be your first chance to tie everything together Links to PP, LLL, OBE as current teachers required to Links to other courses eg literacy ones EDU3473, Lecture F

10 Why We Are Changing Our Approach To Teaching
Traditional school education comes from an era when knowledge was relatively static and facts were defined with precision. In the Information or Knowledge age, this is no longer the situation and schools and their communities must adapt to this new world. Einstein’s definition of insanity involves…..“endlessly repeating the same process, hoping for a different result.” EDU3473, Lecture F

11 OBE beliefs Success breeds success Every child can learn and achieve
Teachers and schools control the conditions of success EDU3473, Lecture F

12 Principles of an Outcomes Approach
Clear focus on learning outcomes High expectations for all students A focus on development Planning the curriculum with outcomes and students in mind Expanded opportunities for learning Clear focus – focus on what students know and can do rather than content, content and context is the vehicle for achieving outcomes, all parties are aware of outcomes High expectations: all students can succeed, provide opportunities for student to succeed at a range of levels, if planned and assessed correctly it is easier to determine top level students EDU3473, Lecture F

13 Why an Outcomes Approach ?
“OBE is about preparing students for life, not just getting them ready for college or employment.” William Spady Societal (student, teachers, employers, parents, community) expectations from school: provide students with tools for life, used in work, training, leisure etc. EDU3473, Lecture F

14 Outcomes have a duel role
Inform planning Provide framework for assessment Your planning must align curriculum, pedagogy and assessment. Need to consider both at same time Need to consider outcomes and assessment prior to teaching EDU3473, Lecture F

15 Planning for outcomes Maintain a student centred approach
Facilitate learning experiences which provide multiple opportunities for students to achieve outcomes Identify barriers which may limit students Recognise students learn in a variety of ways Value students prior experiences and knowledge EDU3473, Lecture F

16 Queensland Curriculum
QSA All curriculum from P - 12 Used in all systems KLA syllabi based on Learning Outcomes which describe what the student know and can do with what they know. Also other syllabi years 6 – 10. Also go to: Tutorial F Assignment 2, all must use 1 – 10 syllabi EDU3473, Lecture F

17 Syllabus Components Strands Key Concept Level Statement
Core Learning Outcomes Discretionary Learning Outcomes What are they? In pairs student create their own definitions for the segments Strands: Groupings of understandings of the content, processes and concepts for each KLA Key Concepts: Big Idea’s that underpin the syllabi and provide the crucial knowledge and understanding that students need. This key knowledge is always tentative and remains open to challenge because of new evidence, perspectives and methods of inquiry. Level Statement: Describes understanding for the level, There is a level statement for each level of each strand of the syllabus, It summarises the learning outcomes at each level, It provides an overall picture of the learning at each particular level, Not generally included in unit plans Core Learning Outcomes: Derived from Level statements and give more detail (unpacks level statement), Tell us the learning that is essential for ALL students, Core learning outcomes are made up of 2 main parts: What the students can do (process) and What the students know (content); All core learning outcomes need to be demonstrated by all students at some time, They are similar to Bloom’s taxonomy in that they are presented in an order of complexity. Discretionary Learning Outcomes: Extension ideas, Describe what students know and can do beyond what is considered essential at a particular level, Are included to assist teachers in broadening the understandings of those students who have already demonstrated the requirements of the core learning outcomes Need to label them in your assignment, indicating KLA, strand and outcome EDU3473, Lecture F

18 EDU3473, Lecture F

19 Outcome Levels and Year Levels
• students demonstrating Level 2 outcomes are at the end of Year 3; • students demonstrating Level 3 outcomes are at the end of Year 5; • students demonstrating Level 4 outcomes are at the end of Year 7; • students demonstrating Level 6 outcomes are at the end of Year 10. Typically students will spend approximately 18 months on each level. EDU3473, Lecture F

20 Other unit objectives or outcomes
Some within syllabi and other external Impact on all planning External examples: ICTs for Learning, Literate futures, productive pedagogies, Commonwealth focus on numeracy and literacy, Morals education, Religious education, School goals, Teacher goals ……….. EDU3473, Lecture F

21 Other impacts from the syllabi
Life Long Learner Attributes Literacy - 3 modes (oral, print, multimedia) Numeracy Life Skills Futures perspective Learner Centred Approach EDU3473, Lecture F

22 Why An Integrated Unit Of Work?
Replaces teaching in individual key learning areas or themes to assist in uncluttering the curriculum Increased motivation through use of authentic/life like tasks and audience Encourages critical thinking skills and other Life Long Learning attributes Meets the requirements of QSCC syllabi Provides opportunities for students independent of their learning styles Embodies the principles of ELT and student centred learning EDU3473, Lecture F

23 From a Secondary’s (and Primary’s)View Point
Real-life contexts for students Omits overlaps of subject/content Less compartmentalised approaches to teaching More effective teaching and learning styles Development of productive pedagogies Promote middle schooling philosophy EDU3473, Lecture F

24 Promotes dialogue between faculties
Co-operative planning leading to less work load Dual assessment on same task Can develop richer, more challenging tasks Improve quality and context of assessment EDU3473, Lecture F

25 Authentic Learning and Assessment
Unless the context for learning changes from an accumulation of isolated facts and skills to an emphasis on the application and use of knowledge, students will not be motivated to learn. Students should be actively engaged in tasks that ask them to perform, create, produce, or do something that invokes real world applications. Evaluation should be performance-based using significant tasks relevant to life outside of school. EDU3473, Lecture F

26 Authentic Learning Authentic instruction is a model for high-quality instruction developed by Fred Newmann (1993). It lists five major components of the teaching process: 1. Higher-order thinking. 2. Depth of knowledge. 3. Connectedness to the world beyond the classroom. 4. Substantive conversation. 5. Social support for student achievement. Compare this with the productive pedagogies Productive Pedagogies: high degrees of intellectual quality, high levels of demonstrable relevance, highly supportive classroom environments, and strong recognition of difference.” EDU3473, Lecture F

27 What is the controlling influence in your unit?
Key question Project Task Product/performance EDU3473, Lecture F

28 Features of Project-Based Instruction
A "driving question" that is anchored in a real-world problem and ideally uses multiple content areas Opportunities for students to make active investigations that enable them to learn concepts, apply information, and represent their knowledge in a variety of ways Collaboration among students, teachers, and others in the community so that knowledge can be shared and distributed between the members of the "learning community" The use of cognitive tools in learning environments that support students in the representation of their ideas: cognitive tools such as computer-based laboratories, hypermedia, graphing applications, and telecommunications (Blumenfeld et al., 1991). EDU3473, Lecture F

29 Projects can thus serve as bridges between phenomena in the classroom and real-life experiences.
Questions and answers that arise in daily enterprise are given value and are proven open to systematic inquiry. Project-based education requires active engagement of students' effort over an extended period of time. Project-based learning also promotes links among subject matter disciplines and presents an expanded, rather than narrow, view of subject matter. Projects are adaptable to different types of learners and learning situations (Blumenfeld et al., 1991). EDU3473, Lecture F

30 What do you think about these?
Cloning: Is it a curse or blessing and Why? Why do we sleep? Create a physical item or process to improve the schools environment. Which would you prefer to be a house-pet or wild animal? What are the reasons for the outbreak of WW1? What is love? Are children short adults? Create a print or electronic reading resource for year 2’s. Is it possible to establish a “New Middle East”? Which questions were you attracted to? Which questions annoyed you? Why: what are the traits of a good question? Other comments? OHT below PLUS Remember these will need to be expanded to students i.e. can’t just answer yes or no or list 5 reasons without thought. Task or question will in-fact be a para. Is it Open? Does it case doubt on student preconceived ideas? Can you identify sub-questions from it? Is it connected: to learner, society to day, a discipline? Charged: does it question ethical or emotions? Practical: context or learning, school or local environment? EDU3473, Lecture F

31 Elements of a good task/question
Describe problem to be solved or task: performance, demonstration or product to be created by students Clearly identify the task/question Identify groupings for task creation or problem solving Motivational Relevant to your students: geographical, age appropriate, contemporary issue Element of choice or negotiation Intellectual rigour: requires analysis or evaluation and deep thinking Inclusive: students should be able to complete the task or achieve some success Identify audience for task or solution Your guidelines or expectations Consider the Presentation/Layout of the task given to students in terms of readability and student understanding Explored over time Pedagogical approaches which assist students develop a process to complete the task Descriptive; >1 sentence Task/question: What is it students need to do, product and process is important Motivation: relevant, authentic, contemporary issue Audience: eg parent, peers, principal, mayor Groups: collaborative, individual, pairs etc Guidelines: expectations or inclusions, may include content and process; Structured, process for students to follow Choice: within limits or negotiated, eg in presentation format or subtopic, who to work with etc Intellectual rigour: engages students, investigate, analyses, create, evaluate etc Inclusive: all students able to achieve some success, not dependant on intellectual capacity, gender, culture, economic background etc Presentation: font, size, appropriate language etc for audience, consider text boxes, images etc Remember also to identify assessment opportunities and provide criteria for assessment May not assessment culminating task: may be a celebration of success or sharing of info or artefacts A good task in 1 class does not mean good in another: different students, pedagogy, resources etc. Can’t pick up things and use as is must contextualise them. EDU3473, Lecture F

32 What will be your question/task?
Is it a good one??? You should have already defined the subject, topic or context you intend to plan for. Invent a 4 questions that relates or covers it? Select the best 2, write them down with a brief explanation of the class context, unit length etc In tutorial you will eval your tasks/question and another groups EDU3473, Lecture F

33 Effective Thinkers and Learners:
Pause before they answer Give reasons for their answer See criticism as information Are relaxed about making mistakes Are not afraid to experiment Always try to see the other points of view Show humility Are good listeners How are you enabling your students to develop these skills? EDU3473, Lecture F

34 How do I Get Started?? Does the school have a curriculum plan identify outcomes or context for my class? What are the key skills, attitudes, processes and knowledge I want to develop in my students? What Authentic context would peak students interest and be relevant and meaningful to them? What task or problem will they complete/solve? Are there any systemic needs for this term/semester? EDU3473, Lecture F

35 When deciding on a unit context consider:
Assessment Resources Time management Your knowledge of topic and student prior knowledge How and where can ICTs assist students to complete or develop tasks? EDU3473, Lecture F

36 Choose to plan ICTs in at the early planning stage, otherwise you are effectively planning ICTs out
If not part of initial planning will be peripheral at best EDU3473, Lecture F

37 The ICT journey The curriculum The Box Human Dimension Behavourist
Curriculum: QSA or other body dependant on country and state The box: computer The box: over last 20 years no real change between curriculum and the box (ie integration), change in educa6tional use of new medium has been incremental eg use of PowerPoint instead of chart: nedd to move from prdouct to process Human dimension: thinking and communication, change here The curriculum and ICT: integration: focus on knowing and doing Human and curriculum: context Model of teaching: constructivist – Behaviourist: provide students learning opportunities not previously available Link between Human dimension and the box: transformational layer: this is important The Box Human Dimension Behavourist Constructivist EDU3473, Lecture F

38 What to have with me when planning:
Productive Pedagogies elements LLL Attributes, try ones from ICTE Syllabi ICT continua for teachers Outcomes from Syllabi EDU3473, Lecture F

39 Consider and identify Students prior knowledge
Students metacognition: how the students learn Use of knowledge in different contexts EDU3473, Lecture F

40 Some ICT tools for assignment 2
Inspiration: Content Map Xpata: teaching and learning strategies Filamentality: create an Internet activity EDU3473, Lecture F

41 Inspiration Inspiration software is a great tool to create a concept map Also go to Go to tutorial F for a cheat sheet Demo software Software also available in Toowoomba Mac, PC and Wide bay lab Also resource list available, schools purchase for about $40/copy EDU3473, Lecture F

42 Sample Planning Concept Map
Teachers use it to brainstorm possibilities rather than actual EDU3473, Lecture F

43 Online Planning Plan sample unit EDU3473, Lecture F

44 To access the site: Pay $8 to finance, this will give you access all year Bring receipt to Anne Wood, Y block or Ronda in Wide Bay They will take details, and you your login and password Print the teachers manual See tutorial G (Wide Bay, Rhonda) EDU3473, Lecture F

45 Filamentality Free to access: Create own Internet activity, similar to those shown during Lecture C and D See Tutorial H EDU3473, Lecture F

46 Planning: a possible process
Determine context and time frame for learning Consider prior knowledge of students and yourself Frame question, task or product (major assessment), identify minor tasks or products required to complete culminating task, product etc, identify audience Identify outcomes possible cross a range of syllabi Determine the content, what students need to know to complete question or task Determine what students need to be able to do to complete question or task Not only method What are students interested in, your knowledge, resources available, time constraints For assessment need also to consider year level etc. EDU3473, Lecture F

47 Identify specific resources available
Determine what skills, knowledge and attitudes you want students to gain during the unit (teacher outcomes) Sequence content allowing time for students to assimilate new knowledge Identify specific resources available Create stimulus activities to hook the students Identify strategies for engaging students with content and to develop skills EDU3473, Lecture F

48 Determine how you will find out student prior knowledge
Highlight assessment opportunities – identify activities that provide evidence of the demonstration of learning outcomes Identify alternatives for students with special needs Identify how your unit links to numeracy, literacy and other cross curricular priorities EDU3473, Lecture F

49 Identify literacy opportunities – E. g
Identify literacy opportunities – E.g. what genres to be introduced, developed, revisited, multiliteracies, other literacy elements Determine how technology will be embedded or be an integral part of the learning process Determine how you will manage the ICT resources: Resources available and placement, How manage/share resources EDU3473, Lecture F

50 Determine how record students knowledge/skill development
Determine how students will reflect on activities or share what they have learned after task completed or problem solved Propose avenues for unit and teacher evaluation Identify how the 4 dimensions of Productive Pedagogies will be covered Identify which life long learning attributes the unit will contribute to Purposeful links to student centred learning Go back to outcomes from syllabi: exposing or opportunity for students to demonstrate? EDU3473, Lecture F

51 Identity opportunities and structures for student reflection
Identity opportunities and structures for teacher self reflection Consider peer review opportunities EDU3473, Lecture F

52 Assignment 2 Groups of 2 or 3 only
Must reference where plan has come from if not an original High in detail EDU3473, Lecture F

53 Assignment 2 rubric 3 visible elements:
Criteria Scale Descriptors May also include: indicators – usually not visible to students used for markers only OHT and complete indicators with students EDU3473, Lecture F

54 For this week: Evaluate your task/question for assignment 2 – what is the question, problem or task you wish students to explore and who will be their audience Identify the class context or audience for your unit? Use Inspiration to create a cross curricular content map Find 10- website to bring to next weeks tutorial Bring your assignment to every tutorial EDU3473, Lecture F

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