2. Transformation: Leading Quality Curriculum The Conceptual Model

3. 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

4. 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)

5. The Barriers  Exams – Naplan, HSC, but wait there’s more…  Syllabus requirements  Parental and community expectations  Teaching to the exam requirements rather than the course requirements  Time  Access to technology  Complacency

6. 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

7. “We have to know where we want to end up before we start out – and plan how to get there …” (1999, Tomlinson).

8. Global Demands Skills Required for the 21 st Century Workforce:  Critical thinking  Problem solving  Innovation  Collaboration  Creativity  ICT

9.  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 National Curriculum Goals

10.  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 National Curriculum Expectations

11. 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

12. The Research  Coyle and Colvin (1999): The brain is phenomenally plastic, and that we construct ourselves through behaviour – “It’s not who you are, it’s 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

14. Quality Teaching Model Kaplan et al 2006Maker “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

15. “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 The Design Approach

16. “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 The Design Approach

17. “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 The Design Approach

18.  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

19. 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?

20. 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 Scaffolds / Models – annotated Teaching Strategies Learning Activities Connected & Scaffolded Teaching Strategies Learning Activities Explicit / Systematic Building the Field Teaching Strategies Learning Activities Explicit Literacy & Numeracy Strategies Teaching Strategies Learning Activities Integrated ICT Resources The Model

21. What do I want my students to learn? Why does it matter? The Concept and Essential Learning

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

23. The Topic/Focus  Identify the topic or focus of the unit of work such as:  Living Lands  Symbols and Systems  Shakespeare  Probability  Living things

24. 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

25.  Interrogate the outcomes you have selected and the learn to and learn abouts  Identify the essential learning of the outcomes The Outcomes

26.  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? The Learning

27. A Concept:  A significant notion that reflects the core ideas of the content being taught and enables students to comprehend and create meaning The Design Approach

28. A Concept:  Is not a theme or a topic!  Has layers and nuances  Represents depth rather than breadth The Design Approach

29. 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?

30. 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.

31. 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

32. 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

33. 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?

34. 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?

35.  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 The Learning

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

37.  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. What do they already know?

38.  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!

39. How will they demonstrate learning? Quality Assessment

40. 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? Assessment

41. “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 Assessment for Deep understanding

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

43. 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!

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

45. 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 Deep understanding

46.  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. Deep understanding

47.  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. Deep understanding

48. 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

49. 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

50.  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. Stage 4 Mathematics

51.  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. Quality Assessment: Stage 4 Mathematics

52.  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 Stage 4 Mathematics

53. 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.

54. 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 ideas…creativity drives technology” (Mohler).

55. Digital Storytelling  “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 Narratives for the future…

56. 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

57. 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.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 http://www.mos.org/educators/student_resources/podcasts  In Mathematics students could develop an imaginative piece based on representation of data or number lines

58. The Sites  http://www.bbc.co.uk/wales/audiovideo /sites/about/pages/howto.shtml http://www.bbc.co.uk/wales/audiovideo /sites/about/pages/howto.shtml  http://www.digi-tales.org/ http://www.digi-tales.org/  http://www.photobus.co.uk/index.php?i d=2 http://www.photobus.co.uk/index.php?i d=2  http://www.changinglives.com.au/2008/ 04/abrar-autumn-and-i.html http://www.changinglives.com.au/2008/ 04/abrar-autumn-and-i.html  http://www.dipity.com/ - Digital timeline http://www.dipity.com/

59. 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).

60. 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 Faction

61.  Topic: Shakespeare’s 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. Inquiry-based Research Task

62. Project-based learning  The concept  The question  The research: locate, evaluate and synthesise  Probing questions  The presentation  Supposition

63. Project-based learning  Concept: SustainabilitySustainability  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/ http://www.zoomerang.com/ -Vox pops -Blog -Internet  The Product: Wiki, Ning, Moodle, short film, digital report…

64. 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

65. 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.surfaidinter national.org/SurfAid http://schools.surfaidinter national.org/

66. How Will they Get There? Explicit teaching strategies & Learning tools

67.  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! How will they get there?

68.  Build the learning!  Models, annotated samples, scaffolds  Metalanguage: the glossary  The tools: graphic organisers; technology  Resources How will they get there?

69. Caution: Cape does not enable user to fly!