Supporting high quality teaching & learning The Ultranet is a tool to support good teaching practice and pedagogy, not replace it. It will support a continuous cycle of best practice teaching in Victorian government schools, which leverages previous information, practice and assessment to inform more improved teaching into the future. The Ultranet provides teachers with rich, readily accessible data about each learner. This data can then be used to inform personalised curriculum and lesson planning These lessons are then delivered and implemented by the teacher. The curriculum is assessed online and the teachers assessment feeds into the wider student data and informs the next round of teaching, starting the cycle again…
Learning Tasks on the Ultranet
The Ultranet: Continuing our Learning
<ul><li>Learning Tasks </li></ul><ul><li>a place for teachers to plan, deliver and assess learning activities </li></ul><ul><li>students can participate in learning activities and receive feedback and observations on their progress </li></ul><ul><li>Learner Profile </li></ul><ul><li>provides a place to find and record up-to-date, personalised information about the students that you teach </li></ul><ul><li>Students can access information about their progress which will help them to determine meaningful learning goals </li></ul><ul><li>Parents can access information about their child’s progress and participation in school </li></ul>Email Learning Tasks Learner Profile ultranet Design Collaborative Learning Connect My Content eXpress Space Community Home
How the Ultranet supports quality learning and teaching Student Data Teach Assess Plan
Learning Sequences A Learning Sequence is a series of Learning Items which complement each other. A Learning Sequence might include items which represent a learning topic from different perspectives, or might encompass a number of linked activities. A teacher can provide opportunities for students to complete a variety of types of activities by creating different Learning Items within a single Learning Sequence .
Create a folder for the Learning Sequence This folder can include a Teacher Overview and / or a Student Overview. This overview can describe the purpose of the learning sequence, what is to be achieved and establish learning goals It can also include any curriculum standards or assessment information the teacher wants the students to be aware of at the beginning of the sequence. 1 The following is an example of a Learning Sequence titled “Responding to an Issue”, an Literacy unit looking at local issues in the media.
Discussion Learning Item: Group Discussion of an Issue Using the Six Thinking Hats This example “Responding to an Issue” begins with a discussion to prompt inquiry and to establish common understandings. The students have selected an issue and are using deBono’s Six Thinking Hats to discuss different aspects of the issue in groups. The students are then required to come up with six key research questions as a result of the discussion. This discussion can be copied for each group. 2
Journal Learning Item: Current Affairs Journal Throughout the unit of work, the students work collaboratively with their group members on the issue that they ha ve chosen. However, they are also asked to complete a current affairs reflective journal individually. Students are asked to choose an article of interest, consider the prompt questions that are provided and respond in their journal. Teachers can participate in the journal through providing specific feedback to students on their learning to cultivate higher order thinking, monitor progress and ensure a progression of learning. 3
Task Learning Item: Considering Key Issues This offline task gives instructions for students to work in groups using the graphic organisers, the links to which are provided for the students in the Collaborative Learning Space. Students are asked to organise their ideas using the information that they have gathered so far through their research. A PowerPoint presentation that was used during explicit teaching in class is embedded in the Task for students to refer back to. The teacher makes Observations on students working in teams. 4
Reference Learning Item: Practising Proofreading Here students are directed to a website where they are being asked to practise their proofreading skills. Students are required to conduct two of the practise tasks and then make an observation, self-assessing their performance. The teacher can also contribute observations. 5
Submission Learning Item: Local Issue Article In this Submission, students are asked to use all the information collected from their research journal to write a newspaper article as a group on their chosen issue. The genre of newspaper writing would have been taught, modelled and exemplars provided to the students. Students submit a draft of their article by writing directly into the Rich Text Editor or writing it elsewhere and attaching it as a file. 6
Summary of Learning Sequence A Journal is used for students to reflect periodically on current affairs that are in the news A Discussion is used to engage students and identify common understandings and starting point for learning. These are given to different groups of students. A Task is used to provide students with a offline group activity to further explore an issue A Reference is used to direct students to a website where they can conduct skills practise directly related to the intended VELS outcomes A Submission is used for students to submit a piece of work culminating from work completed in previous learning items