ICT and VELS : curriculum and assessment Secondary curriculum leaders 1 May 2008 Paula Christophersen ICT Curriculum Manag...
What has 3 main pillars, 16 components and 39 divisions?
Disciplinary/Interdisciplinary? <ul><li>Declarative knowledge </li></ul><ul><li>Knowing  about : </li></ul><ul><li>concept...
Interdisciplinary learning is about … <ul><li>Developing competencies  such as: </li></ul><ul><li>Organising  Personal Lea...
<ul><li>Knowing how to conduct authentic research (mathematical inquiry; historical reasoning, scientific inquiry) </li></...
How and where are students going to ACQUIRE appropriate ICT (or Thinking Processes or Communication or …) knowledge and sk...
Acquisition    option 1 Other domains are the  context  for learning ICT standalone ‘subject’ is the  centre  of learning...
Acquisition    option 2 Other domains are the  centre  for learning ICT and domain-specific knowledge and skills  ICT kno...
Acquisition    option 3 ICT knowledge and skills are  acquired  and  applied  in a range of domains  ICT knowledge and sk...
English Humanities The Arts Mathematics Science Civics and Citizenship Health & Physical Education Interpersonal developme...
ICT dimensions ICT for visualising thinking ICT for creating ICT for communicating
Visualising thinking tools: <ul><li>help represent abstract information in concrete forms </li></ul><ul><li>depict relatio...
<ul><li>Focus of dimension: </li></ul><ul><li>assist thinking processes </li></ul><ul><li>reflect on the thinking strategi...
Double Bubble Template SIMILARITIES DIFFERENCES DIFFERENCES
 
http:// www.intel.com/education/seeingreason / visualthesaurus.com
 
http://web.singnet.com.sg/~axon2000/ http://learninggames.wordpress.com/2008/02/22/physics-phun/
ICT perceptions Visualise your perceptions of ICT How can this be used?
ICT for creating <ul><li>Process data to create solutions to problems  and information products that  demonstrate   unders...
 
 
Creating online class newspaper <ul><li>Team monthly publication: email or web-based </li></ul><ul><li>What domains? </li>...
ICT for communicating <ul><li>Present ideas and understandings to  audiences.   </li></ul><ul><ul><li>Communicate with kno...
Communications technology <ul><ul><li>blogs </li></ul></ul><ul><ul><li>wikis </li></ul></ul><ul><ul><li>Podcasts / vodcast...
RocketInfo SportQuest
Search string: leonardo da vinci Goal: what did Leonardo da Vinci’s design of an aeroplane look like? Search string: leona...
Learning program considerations What domains? What are the learning goals (and what evidence?) Who will be responsible for...
Stages of backward design Identify  desired  results Determine acceptable evidence Plan learning experiences and  instruct...
Identify  desired  results Establish goals    what standard element? What will the students understand? What questions wi...
Prompting multi - domain planning What should  students need  to know and  be able to do? Key driving domain/s What types ...
 
 
 
 
Determine acceptable evidence How will I know if the standards are met? What tasks will provide the opportunity for eviden...
When we assess, what are we measuring? Is a question/task worth asking? Will it help discriminate performance? Will it hel...
Determining evidence for a reporting period must evidence should evidence
What ‘standard cells’ are your targets? 1 2 3 4 5 6 7 8 9 Breadth: a little of a lot  Depth: a lot of little
Plan learning experiences and  instructions What learning experiences will help students achieve the desired goals? What s...
In some schools ...  <ul><li>Teacher centred </li></ul><ul><li>single media </li></ul><ul><li>isolated work/content </li><...
In many schools ... <ul><li>Little or no teacher interaction during computer activities </li></ul><ul><li>computers ancill...
Questions to consider <ul><li>What new skills and attitudes do teachers need in order to empower them to integrate compute...
Paula Christophersen [email_address]
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Paula Christophersen On Ict & Vels

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  • Paula Christophersen On Ict & Vels

    1. 1. ICT and VELS : curriculum and assessment Secondary curriculum leaders 1 May 2008 Paula Christophersen ICT Curriculum Manager Victorian Curriculum and Assessment Authority
    2. 2. What has 3 main pillars, 16 components and 39 divisions?
    3. 3. Disciplinary/Interdisciplinary? <ul><li>Declarative knowledge </li></ul><ul><li>Knowing about : </li></ul><ul><li>concepts </li></ul><ul><li>relationships </li></ul><ul><li>properties </li></ul><ul><li>causality </li></ul><ul><li>patterns of meaning </li></ul>DISCIPLINES INTERDISCIPLINARY & PPS Procedural knowledge Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.
    4. 4. Interdisciplinary learning is about … <ul><li>Developing competencies such as: </li></ul><ul><li>Organising Personal Learning </li></ul><ul><li>Using ICT to solve problems, represent ideas, communicate knowledge ICT </li></ul><ul><li>Designing and thinking creatively D,C,T </li></ul><ul><li>Thinking critically Thinking Processes </li></ul>
    5. 5. <ul><li>Knowing how to conduct authentic research (mathematical inquiry; historical reasoning, scientific inquiry) </li></ul>Interdisciplinary learning is about <ul><li>Locating, accessing and filtering information to build knowledge </li></ul><ul><li>Verifying new knowledge through argument, evidence and reflection </li></ul>
    6. 6. How and where are students going to ACQUIRE appropriate ICT (or Thinking Processes or Communication or …) knowledge and skills? How and where are students going to APPLY appropriate ICT (or Thinking Processes or Communication or …) knowledge and skills? Who is going to ASSESS student achievement in ICT (or Thinking Processes or Communication or …) ? 3 Interdisciplinary questions
    7. 7. Acquisition  option 1 Other domains are the context for learning ICT standalone ‘subject’ is the centre of learning: taught by an ICT ‘expert’ Outcome 1: students acquire ICT knowledge and skills using ‘real’ data for a ‘real’ purpose Outcome 2: students then continue to apply these ICT knowledge and skills in other domains This approach requires coordination between ICT teachers and other domain teachers to best match the specific domain learning needs with appropriate ICT knowledge and skills. It is important that students are working with authentic tasks when acquiring and applying ICT knowledge and skills.
    8. 8. Acquisition  option 2 Other domains are the centre for learning ICT and domain-specific knowledge and skills ICT knowledge and skills acquired and applied in other domains Outcome: students acquire and apply ICT knowledge and skills in domain-specific areas This approach lends itself to a mentoring system, where ICT teachers work with all other teachers in determining learning programs that can be supported by ICT and by providing ICT support to students and teachers.
    9. 9. Acquisition  option 3 ICT knowledge and skills are acquired and applied in a range of domains ICT knowledge and skills acquired and applied in other domains and in a standalone ICT ‘subject’ This approach is similar to option 1, except that some of the teaching of specific ICT knowledge and skills is undertaken by domain-specific teachers. Outcome 1: students acquire and apply ICT knowledge and skills in domain-specific areas Outcome 2: students acquire and apply ICT knowledge and skills in a standalone ‘subject’ using ‘real’ data
    10. 10. English Humanities The Arts Mathematics Science Civics and Citizenship Health & Physical Education Interpersonal development Personal Learrning LOTE ICT can be used to: Develop understandings of concepts in other areas of learning Demonstrate understandings Share understandings
    11. 11. ICT dimensions ICT for visualising thinking ICT for creating ICT for communicating
    12. 12. Visualising thinking tools: <ul><li>help represent abstract information in concrete forms </li></ul><ul><li>depict relationships between facts and concepts </li></ul><ul><li>depict relationships between new information and prior knowledge </li></ul><ul><li>are construction tools for the mind </li></ul>
    13. 13. <ul><li>Focus of dimension: </li></ul><ul><li>assist thinking processes </li></ul><ul><li>reflect on the thinking strategies used to develop understanding. </li></ul>www.austhink.com
    14. 14. Double Bubble Template SIMILARITIES DIFFERENCES DIFFERENCES
    15. 16. http:// www.intel.com/education/seeingreason / visualthesaurus.com
    16. 18. http://web.singnet.com.sg/~axon2000/ http://learninggames.wordpress.com/2008/02/22/physics-phun/
    17. 19. ICT perceptions Visualise your perceptions of ICT How can this be used?
    18. 20. ICT for creating <ul><li>Process data to create solutions to problems and information products that demonstrate understandings related to all areas of learning. </li></ul><ul><ul><li>Manage their ‘knowledge bank’ of files </li></ul></ul><ul><li>Manage time and resources (human and physical). </li></ul>
    19. 23. Creating online class newspaper <ul><li>Team monthly publication: email or web-based </li></ul><ul><li>What domains? </li></ul><ul><li>What level? </li></ul><ul><li>What ICT knowledge and skills? </li></ul>… apply a range of techniques, equipment and procedures that minimise the cost, effort and time of processing ICT solutions and maximise the accuracy, clarity and completeness of the information. Their products demonstrate a clear sense of purpose and respect for the audience…
    20. 24. ICT for communicating <ul><li>Present ideas and understandings to audiences. </li></ul><ul><ul><li>Communicate with known and unknown participants. </li></ul></ul><ul><li>Support knowledge-building among teams. </li></ul><ul><li>  </li></ul>
    21. 25. Communications technology <ul><ul><li>blogs </li></ul></ul><ul><ul><li>wikis </li></ul></ul><ul><ul><li>Podcasts / vodcasts </li></ul></ul><ul><ul><li>Forums </li></ul></ul><ul><ul><li>Search engines </li></ul></ul><ul><ul><li>sharepoints </li></ul></ul>
    22. 26. RocketInfo SportQuest
    23. 27. Search string: leonardo da vinci Goal: what did Leonardo da Vinci’s design of an aeroplane look like? Search string: leonardo da vinci aeroplane (AND) Search string: intitle:leonardo da vinci aeroplane design What key words?
    24. 28. Learning program considerations What domains? What are the learning goals (and what evidence?) Who will be responsible for acquisition, application, assessment? How will students be assessed, for what purpose, and when? What will be the variety of teaching and learning styles?
    25. 29. Stages of backward design Identify desired results Determine acceptable evidence Plan learning experiences and instructions J McTighe and G Wiggins
    26. 30. Identify desired results Establish goals  what standard element? What will the students understand? What questions will foster inquiry? What key knowledge and skills will students acquire?
    27. 31. Prompting multi - domain planning What should students need to know and be able to do? Key driving domain/s What types of thinking are required to acquire the desired results? Thinking Processes How can I CT enrich students learning? ICT How should the students act? How can they build stronger relationships? Interpersonal Development How will students inform me (others) about what they know and can do? ICT Communication What learning styles are ap propriate? What learning plans are appropriate? Personal Learning
    28. 36. Determine acceptable evidence How will I know if the standards are met? What tasks will provide the opportunity for evidence to be demonstrated?
    29. 37. When we assess, what are we measuring? Is a question/task worth asking? Will it help discriminate performance? Will it help provide the evidence to demonstrate the standard element? Google Image Source: B Peck, VCAA 20 cm
    30. 38. Determining evidence for a reporting period must evidence should evidence
    31. 39. What ‘standard cells’ are your targets? 1 2 3 4 5 6 7 8 9 Breadth: a little of a lot Depth: a lot of little
    32. 40. Plan learning experiences and instructions What learning experiences will help students achieve the desired goals? What sequence will the learning activities follow?
    33. 41. In some schools ... <ul><li>Teacher centred </li></ul><ul><li>single media </li></ul><ul><li>isolated work/content </li></ul><ul><li>information delivery </li></ul><ul><li>passive learning </li></ul><ul><li>factual </li></ul><ul><li>reactive responses </li></ul><ul><li>student-centred </li></ul><ul><li>multimedia </li></ul><ul><li>collaborative work </li></ul><ul><li>information exchange </li></ul><ul><li>active learning </li></ul><ul><li>critical thinking </li></ul><ul><li>proactive </li></ul>For all schools ...
    34. 42. In many schools ... <ul><li>Little or no teacher interaction during computer activities </li></ul><ul><li>computers ancillary to pedagogy of traditional instruction </li></ul>
    35. 43. Questions to consider <ul><li>What new skills and attitudes do teachers need in order to empower them to integrate computer-based tools effectively into the learning environment? </li></ul><ul><li>What support structures offer teachers the opportunities to make the necessary pedagogical changes? </li></ul><ul><li>What school cultures are most supportive of teacher change? </li></ul>
    36. 44. Paula Christophersen [email_address]

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