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Semelhante a Contemporary learning JPC Staff Professional Learning Day July 2013
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Contemporary learning JPC Staff Professional Learning Day July 2013
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- 5. Learning Goal *To discuss contemporary learning *To explore the CSO model and pedagogy Success Criteria *To identify the key features of contemporary learning *To reflect how pedagogy will progress for our KLA Future Learning *Discuss our KLA success as contemporary educators *Planning areas for improvement in 2014 5
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- 8. 8 * *In 15 words or less, what is contemporary learning? *Please use your journal p7
- 9. 9 “…engagement, learning starts with cognitive routines & the classroom process a teacher uses to help students interact with the content.” Dr Phil Warrick They have to work with it…
- 10. 10 -engage with self -routines for student to student -engaged for student to teacher (reflection tools, independent research, inquiry/project/problem learning, how do we start class-prayer? How do students seek help? How are TA’s engaged in the learning?) How do we set our our learning spaces & our classroom practice?
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- 12. 12 *Do you realize… 4 minutes *http://www.youtube.com/watch?feature=play er_embedded&v=O35n_tvOK74#!
- 13. * 13 -engage with self -routines for student to student -engaged for student to teacher
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- 15. 15 *Table buddy, share your definition of contemporary learning *90 sec
- 16. 16 *Record your thoughts on the following: 1. How do students look when engaged in contemporary learning activities within your class? 2. Identify two areas your faculty could consider reviewing to further engage students. Page 8
- 17. 17 *Time for a walk… Look at your original definition of contemporary learning and the two answers you just recorded then: *Use 3 post it notes to rate the answer to the 3 questions on the A3 paper on the walls
- 18. 18 * * Heidi Jacobs (2010) often uses the analogy of time travel in reference to the gap in current educational practice. She says that students step into a simulation of the 1980s each time they enter the school and re-enter reality once they step back on the bus. We can no longer afford to promote and sustain the status quo; it is imperative that we transform education because it is, morally, the right thing to do (Sergiovanni, 1997).
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- 21. 21 * *The Big Idea gives meaning and connection to knowledge, skills and understanding and is derived from the syllabus outcomes. *Guiding Questions are open-ended questions designed to promote inquiry and explore the Big Idea.
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- 23. P10 Curriculum design – bringing together the ‘what’ and the ‘how’ Our SRD, Australian Curriculum and the CLF connect to achieve deep learning through quality teaching FOUR CRITICAL QUESTIONS OF LEARNING 1. What should students know and be able to do? 2. How will we know that the students have learned it? 3. How will we structure learning experiences to ensure students learn? 4. How will we respond when students do not learn it or when they already know it?
- 25. A rich curriculum (what we teach) and pedagogy (the art and science of teaching and learning) that empowers the learner What should students know and be able to do? CURRICULUM How will we know that the students have learned it?How will we structure learning experiences to ensure students learn? PEDAGOGY How will we respond when students do not learn it or when they already know it?
- 26. Working together to design quality learning and teaching What should students know and be able to do? CURRICULUM Goals: What should students know, understand, and be able to do? What BIG IDEAS are worthy of understanding and implied in the established goals (outcomes, content)? What “enduring” understandings are desired? What ESSENTIAL QUESTIONS are worth pursuing to guide student inquiry into these big ideas? What specific knowledge and skills are targeted in the goals and needed for effective performance? (Learn to)
- 27. A rich curriculum: • will prioritise what students are to know, understand, and be able to do. • some knowledge is essential • some knowledge is important to know • some knowledge is worth being familiar with. Worth being familiar with Important to know and do Big Ideas/Understandings (Essential)
- 28. How will we know that the students have learned it? How will we know if students have achieved the desired results and met the outcomes of the curriculum, the essential learnings? How will we know that students really understand the identified big ideas? What will be accepted as evidence of learning to the standards? Assessment of, as and for learning
- 29. How will we structure learning experiences to ensure students learn? PEDAGOGY The learning is planned with identified results and appropriate evidence of understanding in mind. What will be taught (curriculum). How should it be taught best (pedagogy), in light of the established goals? What sequence best suits the desired results? How will we make learning engaging and effective, given the goals and evidence required?
- 30. How will we respond when students do not learn it or when they already know it? Are the tiers of intervention known and supported in the school? What school wide interventions are in place? How do we ensure individual students who need additional time and support for learning receive timely and effective intervention to complete the essential learnings? How will we make learning challenging when students know more than anticipated?
- 32. Catholic Schools Office requirements for programming: Catholic Perspectives underpinned by the Foundation Beliefs and Practices Connections to the Contemporary Learning Framework Integration of the 4 Critical Questions of Learning - big Ideas/guiding questions, Inquiry & Project & Problem Based learning Adjustments, Differentiation Literacy, Numeracy, SRD goals etc Additional school elements that may be included are: links with other Key Learning Areas – connections with other units that complement or extend the learning
- 37. 37 Programming within a Contemporary Learning Process p11 Personal Response Table Response a) How will you know that the students have learned it, the essential content? (assessment- for-of-as) What contemporary assessment could you use? What evidence do you need to see? b) How would you structure learning experiences to ensure students learn? (pedagogy-inquiry, problem, project, skills) ie the art & science of teaching? c) How will you or the faculty respond when students do not learn it or when they already know it? (interventions)
- 38. Each table select your top response for each question please… http://tinyurl.com/jpc15thjuly
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- 40. 40 *Working with our SRD, CLF we will continue to review & improve our pedagogy eg Inquiry, Project, Problem Solving *Planning for non AC after lunch, KLA Meetings. *LOL planning for Term 4 *Focus on AC is 7 and 9 2014, 8/10 2015 *Focus for non AC is yr7 2014, yr7/8 2015, 7 to 10 2016 *AC for all KLAs should be completed by ACARA in December 2013. *BOS will only review & implement other KLA’s on the BOS review timetable *CSO requirements will gradually come into all KLA’s
- 41. Learning Goal *To discuss contemporary learning *To explore the CSO model and pedagogy Success Criteria *To identify the key features of contemporary learning *To reflect how pedagogy will progress for our KLA Future Learning *Discuss our KLA success as contemporary educators *Planning areas for improvement in 2014 41
- 42. 42 “The purpose of 21st education is to provide students with a set of critical skills that will be needed for success in a global market …specifically: creativity, collaboration, critical-thinking, and communication. In order to help our children develop these skills to a high level, we must incorporate modalities that are relevant to present times and also engage the student with instruction techniques that facilitate learning (differentiation). In other words, we need to put the student at the center of the learning and allow them to create their own meaning from experiences. http://www.teachthought.com/learning/21st-century- learning-is-not-a-program/
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Notas do Editor
- Poll Title: Since the start of 2013, have you discussed contemporary learning? http://www.polleverywhere.com/multiple_choice_polls/YiIvSJX8rB4qlct
- Poll Title: Have you completed the CSO Web 2 course or Peer to Peer or the Anaphylaxis online course? http://www.polleverywhere.com/multiple_choice_polls/uaerZI7kb2Kw0ew
- Think what is contemporary learning? 30 sec 2. 15 words or less what is contemporary learning? 2min
- 90 sec with elbow partner
- We have AC, CLF as models to help us develop and refresh contemporary learning
- Table buddy 90 sec of sharing with each other
- Journal reflection, 2minutes
- Add your ideas to the faculty poster
- We know the relationship between curriculum and pedagogy is fundamental to learning and is underpinned by the knowledge, skills and understandings that are judged to be important to learn. Curriculum Design – brings together the what and how of learning and teaching – what we want them to learn and how we want them to experience that learning through the pedagogy we use – learning experiences that are connected and meaningful to them. The professional and autonomous nature of teaching provides us the great scope to design a curriculum suited to the learners in our care. We place the learner at the centre and is the premise from which we start to design our curriculum – through the 4 critical questions of learning. This sharpened focus on the learner better places us to focus on student needs, abilities, interests and learning styles which places the teacher as an effective facilitator of learning.In the past, the introduction of new curriculum has traditionally focussed on the ‘what’ – this being the content of the new curriculum – we now know from numerous research studies (OECD 2008; 2011; TALIS 2007 etc) that the ‘how’ is important – how we engage learners in the learning – how we interest them in the learning in the first place, how we help them make sense of what they are exploring and developing understanding about and whether they see it as part of their lives or just ‘stuff’ you hear about.
- A rich curriculum and the pedagogy empowers the learner. The four critical questions guide learning teams to focus on improving instructional practice in the classroom to focus our work on student learning to see that all children learn at high levels.The Curriculum Design process involves: thinking deeply about the intended learning for students and what they bring – their existing understandings, knowledge, skills, questions… doing this thinking together finding ways to connect the curriculum with their life experience designing learning experiences rich in assessment processes which both inform the teaching and students’ progressThe Curriculum Design process is the glue which brings together the CLF, pedagogy and the intended learning of the AC.Curriculum Design actively includes explicit teaching – it asks teachers to be thoughtful about when this is best conducted – at the point of need with learners, rather than teaching as a coverage approach (content). Some call this ‘just in time’ rather than ‘just in case’.
- In order to explore “What should students know and be able to do” we need to acknowledge that not all knowledge is equal. When we consider the outcomes and content we consider that some knowledge is essential and enduring, some knowledge is important to know, and some knowledge is worth being familiar with. The following visual helps this understanding
- Assessment for learning, assessment as learning and assessment of learning are approaches that can be used to gather evidence about student achievement and to improve student learning.The principles of assessment for learning and assessment as learning strategies have some common elements. Assessment for learning and assessment as learning incorporate:self-assessment and peer assessmentstrategies for students to actively monitor and evaluate their own learningfeedback, together with evidence, to help teachers and students decide whether students are ready for the next phase of learning or whether they need further learning experiences to consolidate their knowledge, understanding and skills.In a Learning team Common Assessment for Learning is created collaboratively by the learning team responsible for the group and administrated to all students in the course or year. Common Assessment for Learning is used frequently throughout the year to identify;Individual students who need additional time and support for learningThe teaching strategies most effective in helping students acquire the intended knowledge and skillsAreas in which students generally are having difficulty achieving the intended standard andImprovement goals for individual teachers and the team
- Designing effective learning experiences requires selecting activities that develop students’ knowledge, understanding and skills, and provide opportunities for evidence of learning to be gathered. Methods of gathering evidence may include informal teacher observation, questioning, peer evaluation and self-evaluation, as well as more structured assessment activities.Programming is an important process in the teaching, learning and assessment cycle. It enables teachers to plan for the delivery of syllabus content and improve student learning outcomes. Programming is the process of selecting and sequencing learning experiences that cater for the diversity of student learning needs in a particular year and/or stage. The process of programming is shared in schools with the learning and offers an opportunity for collaboration, professional reflection and evaluation.
- In a PLC, the learning team does not leave this question to individual teachers. Instead a school wide approach ensures that students receive additional time and support when required.The 3 tiers of intervention above ensure all students can achieve the identified essential learnings.
- Curriculum design involvesThinking deeply about the intended learning for students as well as recognising what they already bring to their learningDoing this thinking together – year/stage levelFinding ways to connect the curriculum with the learnersDesigning learning experiences that are rich in assessment processes which inform the teaching and students’ progress
- Record personal examples, table scribe, discuss and nominate the top 1 for each question, but only take it from 3 tables
- Poll Title: will QLD or NSW win the state of origin? http://www.polleverywhere.com/multiple_choice_polls/xApH3lAIxNpF9M7