Edc3100   lecture 4
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  • When planning units, understanding the context in which you are planning is an important part of effective planning.So, we start by describing the context for unit planning. There is a hierarchy of curriculum influences and planning processes that occur, some before you unit plan and some occur after.We start with the given curriculum, including the source documents and the curriculum that is school, class and demographically influenced. This given curriculum is a combination of information developed by experts and influenced by exterior forces such as community perceptions, political imperatives and socio-economic concepts. These issues cover more than this course, and while we’re not going into those areas in detail, it is important to be aware of them and to understand they will effect what happens in your classroom. This may be especially true in terms of the use of ICTs and the access you as a teacher have to resources and the conceptual basis on which some ICTs are based, such as those that use social media.For example, in Queensland state schools, most social media like Facebook are blocked. Students are only allowed to develop blogs in limited and protected situations.It is crucial that when developing your units that you are aware of your context including the policies and procedures that will impact your pedagogical decisions.Lesson planning augments what you do to design a unit and provides the specifics for day to day implementation of your units.
  • Activity:Have students discuss the issues that might be involved in their context regarding ICTs in each category.Share and discuss as a group some of the issues they find.ASSIGNMENT 2 LINK – Balance between doing innovative/quality planning and being prepared for reality of your prac. When you don’t know those details. For assignment 2, you specify. Err on the side of doing good planning with some realism
  • If we take the three areas for planning and consider what they mean, this boils down to understanding that In order to produce the best learning outcomes for students, what is taught must inform the evidence students produce for assessment and how they are taught (pedagogy). Alignment for planning to teach can be described as:Curriuclum: Clear objectives are the top point of the triangle guide all planning. This identifies the concepts and skills that are the important learning. Assessment: Standards used must align to the specific content descriptors in order for teachers to clearly visualise the evidence needed for students to demonstrate their learning. Pedagogy: Instructional strategy emerges from and encompasses both the intended curriuclum and the evidence sought from students in order to create an aligned taught curriculum. Recent information (Hattie 2011) shows high levels of student achievement occurs with consistency in this alignment.
  • Once you established your context, then you are ready to begin your planning using the structural models we are utilising.Alignment as an underpinning for our planning In the past there have been a range of traditional ways to design units of work. In this course, we present a considered view about the importance of effective planning and therefore use a specific approach to unit planning that is based on research looking at effective student outcomes. To achieve this alignment we’re drawing on two more conceptsStructure: The planning process (or structure) How do we do this planning? What process do we use? What is the structure of our planning? For this module we're going to use the Backwards Design process. (Wiggins and McTighe, 1998), the 5 Elements and TPACK.The underpinning student learning constructs We will use two basic student learning processes: constructing knowledge and transforming knowledge. Assessment and alignment. How you use curriculum standards to achieve alignment.
  • Backwards design
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • Complicated because of Oz Curriculum, because of variety of students in the course. Geographical location and also sector
  • From the notes developed for pages on the learning path:Think of it this way –When you walk into a classroom as a teacher there are really only two basic student learning processes you can ask students to perform - Constructing Knowledge and Transforming Knowledge.  Constructing Knowledge is when we ask students to learn about concepts, facts or procedures. Transforming Knowledge is when we ask student to be able to apply their constructed knowledge. They can make meaning and transform their learning by applying it in new situations. In curriculum documents, these two areas are represented in objectives and standards, usually described as knowledge or learning about and skills/process or learning to do. For example, in the Queensland Essential Learnings curriculum, these two types of knowledge are represented by those objectives that are Knowledge and Understanding and those that are Ways of Working. In the Australian Curriculum these areas are represented in the Content Descriptors of each syllabus in various ways. The Science syllabuses and History syllabuses represent these two components more clearly by labelling their strands to align to either understanding or skills/processes. In terms of the standards, we will discuss the representation of these through the constructing/transforming construct in out tutorials.
  • Blooms to describe constructing versus transforming
  • In curriculum documents, these two areas are represented in objectives and standards, usually described as knowledge or learning about and skills/process or learning to do. For example, in the Queensland Essential Learnings curriculum, these two types of knowledge are represented by those objectives that are Knowledge and Understanding and those that are Ways of Working. In the Australian Curriculum these areas are represented in the Content Descriptors of each syllabus in various ways. The Science syllabuses and History syllabuses represent these two components more clearly by labelling their strands to align to either understanding or skills/processes. In terms of the standards, we will discuss the representation of these through the constructing/transforming construct in out tutorials.
  • In curriculum documents, these two areas are represented in objectives and standards, usually described as knowledge or learning about and skills/process or learning to do. For example, in the Queensland Essential Learnings curriculum, these two types of knowledge are represented by those objectives that are Knowledge and Understanding and those that are Ways of Working. In the Australian Curriculum these areas are represented in the Content Descriptors of each syllabus in various ways. The Science syllabuses and History syllabuses represent these two components more clearly by labelling their strands to align to either understanding or skills/processes. In terms of the standards, we will discuss the representation of these through the constructing/transforming construct in out tutorials.
  • In curriculum documents, these two areas are represented in objectives and standards, usually described as knowledge or learning about and skills/process or learning to do. For example, in the Queensland Essential Learnings curriculum, these two types of knowledge are represented by those objectives that are Knowledge and Understanding and those that are Ways of Working. In the Australian Curriculum these areas are represented in the Content Descriptors of each syllabus in various ways. The Science syllabuses and History syllabuses represent these two components more clearly by labelling their strands to align to either understanding or skills/processes. In terms of the standards, we will discuss the representation of these through the constructing/transforming construct in out tutorials.
  • Both the process of Wiggins and McTighe’s backwards planning and the QSA framework are built on the concept of alignment (see District Administration, 2004, retrieved from: http://www.districtadministration.com/article/benefits-curriculum-alignment for a broad explanation). Building alignment focuses on correcting the issue of non- or mis-alignment where ad hoc types of planning have created existing gaps between what's outlined in the written curriculum, what gets taught and what gets tested (District Administration, 2006, para. 3).

Edc3100   lecture 4 Edc3100 lecture 4 Presentation Transcript

  • http://www.flickr.com/photos/ecmp355/6802375649/
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • http://www.flickr.com/photos/speedoflife/6924482682/
  • http://www.flickr.com/photos/speedoflife/6924482682/
  • http://www.flickr.com/photos/speedoflife/6924482682/
  • http://www.flickr.com/photos/speedoflife/6924482682/
  • http://www.flickr.com/photos/speedoflife/6924482682/
  • Assignment 1Learning path completeBlog registered, posts made Building your PLNOnline artefacthttp://www.flickr.com/photos/nasa_appel/5950876366/
  • Module 1PLN What are ICTs? ICTs and Pedagogy Technological changeToolbelt theory Scootle Societal changesTPACKhttp://www.flickr.com/photos/nasa_appel/5950876366/
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Module 2 Planning units with ICT integration http://www.flickr.com/photos/ecmp355/6802375649/
  • Module 2Week 4 Effective planning – A first stepWeek 5 Develop your learning planWeek 8 Developing appropriate pedagogical practices Start of Week 9 – Assignment 2 due http://www.flickr.com/photos/ecmp355/6802375649/
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Planning to Teach student learning lesson plan unit plan work program curriculum
  • The first step in preparing for planningunits is to ensure you take into accountyour context. This should generallyinclude information about:If you are planning to use ICTs thenyou need to consider issues for ICTswithin each of these categories.
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Aligning Curriculum Intent, Pedagogy and Assessment What is taught? Syllabus, School Priorities, System Priorities Student needs, interests and achievement How do teachers teach? What evidence will students produce?Pedagogy aligned to the type of Using Standards (criteria) aligned to learning to be done curriculum will be used to assess
  • Alignment of Curriculum + Assessment + Pedagogy Structure (process) for planning Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Identify • What should students knowDesired understand and be The Backwards DesignResults able to do? Select Process Syllabus content • How will we know if students have Determine achieved the desired results and meet the Acceptable standards? What will we accept as evidence of student understanding and Evidence proficiency? Plan Learning • What activities will equip Experiences students with the needed And knowledge and skills? What Instruction strategies will teachers use? How will TPACK support choices?
  • http://www.flickr.com/photos/fboyd/2897598148/
  • (Wiggins and McTighe, 2005) Teaching is a means to an end. http://www.flickr.com/photos/fboyd/2897598148/
  • (Wiggins and McTighe, 2005) Having a clear goal helps to focus our planning and guide purposeful action toward the intended result http://www.flickr.com/photos/fboyd/2897598148/
  • (Wiggins and McTighe, 2005) Specifics of instructional planing – choices about teaching methods, sequence of lessons, and resource materials – can be successfully completed only after we identify desired results and assessments and consider what they imply. http://www.flickr.com/photos/fboyd/2897598148/
  • Planning Units: The 3 basic questions Within our context: • 1. will we use? • 2. do students need to produce? • 3. that uses the curriculum to produce evidence?
  • Planning Units: The 3 basic questions Curriculum + Assessment + Pedagogy Within our context: • 1. will we use? • 2. do students need to produce? • 3. that uses the curriculum to produce evidence?
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Planning to Teach student learning lesson plan unit plan work program curriculum
  • Planning to TeachWhat specifies? student learningCurriculum + Assessment + Pedagogy lesson planWhat are we looking for? unit plan work program curriculum
  • Planning to TeachWhat specifies? student learningCurriculum + Assessment + Pedagogy lesson planWhat are we looking for? unit plan work program curriculum
  • Syllabus objectives Planning to TeachStandards student learningICT general capabilities lesson planWhat are we looking for? unit plan work program curriculum
  • Syllabus objectives Planning to Teach What specifies? student learning Australian CurriculumEnglish, Maths, Science &lesson plan History Content descriptors http://www.australiancurriculum.edu.au unit plan work program curriculum
  • Syllabus objectives Planning to Teach What specifies? student learning Australian CurriculumEnglish, Maths, Science &lesson plan History Content descriptors http://www.australiancurriculum.edu.au unit planAll other learning areas work program QSA Essential Learnings Knowledge & Understanding curriculum Ways of working http://www.qsa.qld.edu.au/20753.html
  • Standards Planning to Teach What specifies? student learningEnglish, Maths, Science &lesson plan History Achievement standards Standard elaborations unit plan http://www.australiancurriculum.edu.au QSA website work program curriculum
  • Standards Planning to Teach What specifies? student learningEnglish, Maths, Science &lesson plan History Achievement standards Standard elaborations unit plan http://www.australiancurriculum.edu.au QSA website work programAll other learning areas curriculum QSA Essential Learnings Assessable elements
  • ICTs Planning to Teach What specifies? student learning Australian CurriculumEnglish, Maths, Science &lesson plan History ICT general capability unit plan http://bit.ly/119lo9b work program curriculum
  • ICTs Planning to Teach What specifies? student learning Australian CurriculumEnglish, Maths, Science &lesson plan History ICT general capability unit plan http://bit.ly/119lo9b work programAll other learning areas curriculum ICTs cross-curriculum priority http://www.qsa.qld.edu.au/7300.html
  • Where we’ve come from Where we’re goingPlanning and contextCurriculum + Assessment + Pedagogy Structure for planning Source documents Student learning constructshttp://www.flickr.com/photos/ecmp355/6802375649/
  • Two types of student learning:The underpinning that connects all our planning Constructing Transforming knowledge knowledge What do we want What do we want students to know and students to be able tounderstand – concepts, do when they apply facts and/or and transform their procedures? knowledge?
  • Syllabus objectives = Student learning Planning to Teach What specifies? student learning lesson planConstructing unit plan work programTransforming curriculum
  • Syllabus objectives = Student learning Planning to Teach What specifies? student learning QSA Essential Learnings plan lessonConstructing Knowledge plan unit & Understanding work program Ways ofTransforming Working curriculum
  • Syllabus objectives = Student learning Planning to Teach What specifies? student learning QSA Essential Australian Learnings plan lesson CurriculumConstructing Knowledge plan unit & Understanding work program Content descriptors Ways ofTransforming Working curriculum
  • Summaryhttp://www.flickr.com/photos/ecmp355/6802375649/
  • Backwards Focus QuestionsdesignIdentify Curriculum How do we select the curriculum?desired results What are the things to look for? Constructing (Knowledge)– What should students know? Transforming (Skills and processes) – What should students be able to do?Determine Assessment What will we expect as evidence of studentacceptable understanding (Knowledge)evidence What will we expect as evidence of proficiency (Skills and processes)Plan learning Pedagogy How does my pedagogy develop activities thatexperiences & equip students with the needed Knowledgeinstruction and Skills/Processes? What teaching strategies will be used? What ICTs can I use to facilitate achievement? http://www.flickr.com/photos/ecmp355/6802375649/