Establishes learning goals• The teacher uses this evidence as the starting point to determine learning goals based on curriculum standards.• They provide examples of student work to demonstrate the expected standard when communicating assessment requirements• The teacher supports students to use evidence to personalise their learning goals and align them with curriculum standards.• The teacher provides assessment rubrics, illustrating increasing levels of proficiency based on curriculum standards
What do we expect to see? • For homework: • Consider what we will expect to see if this is evident in our practice?
Engage• The teacher stimulates interest and curiosity in the learning, making links to students’ in- terests. They explain the purpose for learning and assess students’ prior knowledge by ask- ing students what they know about the topic• They use stimuli to draw out what students know and support students to link their experi- ences to the topic.• They use a range of strategies to assess and document students’ prior knowledge.• The teacher uses all available evidence to determine each individual student’s current level of understanding. They use questions generated by students to extend the focus of Engage 2: determines readiness for Learning
Prior learning - the theory Educators often focus on the ideas that they want their audience to have. But research has shown that a learners prior knowledge often confounds an educators best efforts to deliver ideas accurately. A large body of findings shows that learning proceeds primarily from prior knowledge, and only secondarily from the presented materials. Prior knowledge can be at odds with the presented material, and consequently, learners will distort presented material. Neglect of prior knowledge can result in the audience learning something opposed to the educators intentions, no matter how well those intentions are executed in an exhibit, book, or lecture.
How learning happens In general, learning involves three different scales of changes. Most commonly, learners assimilate additional experience to their current theories and practices. Somewhat less frequently, an experience causes a small cognitive shock that leads the learner to put ideas together differently. Much more rarely, learners undertake major transformations of thought that affect everything from fundamental assumptions to their ways of seeing, conceiving, and talking about their experience. While rare, this third kind of change is most profound and highly valued.
• Fortunately, becoming sensitive to prior knowledge is not hard to do. One must simply look and listen closely as learners use your materials. When something strange and incomprehensible occurs, dont give in to temptation to brush it aside; take the occurrence as opportunity to learn.• Understanding prior knowledge is 90% perspiration and 10% method. Jeremy Roschelle
Strategies from the research • Interviews • Questioning • Think aloud • Graphic organisers protocol - "say what you are thinking" • Assessment strategies • Video recording
Theory into practice - choose one area of your curriuclum and consider how you might determine prior knowledge. Tools Literacy Numeracy Inquiry RE Art Naplan data NaplanAssessment data Ob Survey PAT Maths SINE RATs Oral Lanaguage See Focus on Focusing Praxis Questions inquiry MovementInterviews See First Steps LATL MAI Graphic Graphic organisers OrganisersVideo/AudioThink Alouds
If I asked your students:what are you learning? What would be their response?
Learning intentions -explaining the purpose for learning At the top of the arch is the keystone which closes the arch and locks the whole structure together. Without the keystone the arch will collapse, irrespective of the quality of the foundation and of the other blocks. The keystone represents clarity about what is to be learnt. Absolum, p.22 2009