Lote Assessment1

483 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
483
On SlideShare
0
From Embeds
0
Number of Embeds
14
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Lote Assessment1

    1. 1. Curriculum and Assessment Using the VELS Part 1: Planning a Unit of Work
    2. 2. Purpose of session <ul><li>Consider the purpose of assessment </li></ul><ul><li>within a curriculum planning context </li></ul>
    3. 3. Process for curriculum planning <ul><li>What is the purpose of the unit? </li></ul><ul><li>What is the central focus of the unit? </li></ul><ul><li>What are the key linguistic elements in the unit of work? </li></ul>Consider a Sample Unit: Weather – level 4 (Italian)
    4. 4. Intercultural dimension not addressed in this unit. Consideration: Which units are likely to offer opportunities for the Intercultural knowledge and language awareness dimension?
    5. 5. Use the brainstorming format provided in resources to do a preliminary plan for your unit.
    6. 6. Curriculum planning level 4 <ul><li>Unit of work: Weather </li></ul><ul><li>A number of domains can be included in a unit- but which are more appropriate? </li></ul>Need to consider… the standards and the l earning focus statements in the VELS <ul><li>Civics and Citizenship </li></ul><ul><li>ICT </li></ul><ul><li>Interpersonal Development </li></ul><ul><li>Personal Learning </li></ul><ul><li>LOTE </li></ul><ul><li>Thinking Processes </li></ul><ul><li>Science </li></ul><ul><li>Communication </li></ul>
    7. 7. Standards <ul><li>Purpose </li></ul><ul><li>Define what students should know and be able to do at each level and domain </li></ul><ul><li>In effect, they are outcomes against which student achievement will be assessed </li></ul><ul><li>Through assessment, provide valuable information about student progress which can form the basis of further teaching and intervention </li></ul><ul><li>Provide sequence of development </li></ul><ul><li>Some content is specified to ensure coverage of a subject matter or community expectations </li></ul>Standards are set at challenging, not minimum, competence level in age. They are developmentally appropriate and develop deep understanding.
    8. 8. Learning focus statements <ul><li>Purpose: </li></ul><ul><li>Provided at each level for each domain </li></ul><ul><li>Developed out of the standards </li></ul><ul><li>Outline the developmentally appropriate learning for students to progress from one level to the next </li></ul><ul><li>Suggest appropriate learning experiences-not a syllabus </li></ul>
    9. 9. Process for curriculum planning <ul><li>Decide on the learning focus – key concepts / questions / skills </li></ul><ul><li>Read standards and learning focus statements for domains at this level </li></ul><ul><li>Consider prior learning and the needs and interests of the students </li></ul><ul><li>Choose the domains and dimensions which are most relevant for the learning focus Eg. LOTE, Interpersonal Development, ICT </li></ul><ul><li>Highlight the relevant parts of the standards being addressed Eg. LOTE , Interpersonal Development and ICT </li></ul>See next how the process was applied to the Weather unit
    10. 10. Questions considered : Which elements of the standards are likely to be achieved in this unit? LOTE domain, level 4 The elements of the standards relevant to the unit are highlighted.
    11. 11. Questions considered : Which elements of the standards are likely to be achieved in this unit? ICT domain, level 4 The elements of the standards relevant to the unit are highlighted.
    12. 12. Questions considered : Which elements of the standards are likely to be achieved in this unit? Interpersonal development domain, level 4 Next task: Copying all selected elements of the standards to a VELS planning format The element of the standards relevant to the unit are highlighted.
    13. 13. Strand Domain Dimension Element of standard Physical, Personal and Social Learning Interpersonal Development Working in Teams Discipline-Based Learning LOTE Communicating in a language Other Than English Intercultural knowledge and language awareness Interdisciplinary Learning ICT ICT for Communicating
    14. 14. Strand Domain Dimension Element of standard Physical, Personal and Social Learning Interpersonal Development Working in Teams <ul><li>They work cooperatively in different teams to and take a variety of roles to allocate tasks allocate tasks of varying length and complexity. </li></ul><ul><li>They work cooperatively to allocate tasks and develop timelines. </li></ul><ul><li>. </li></ul>Discipline-Based Learning LOTE Communicating in a language Other Than English <ul><li>Students participate in oral interaction to convey and receive information </li></ul><ul><li>They acquire and use new information and language and recycle previously learnt language skills and knowledge in new contexts </li></ul><ul><li>They read aloud effectively and apply knowledge of pronunciation, punctuation, tone and letter–sound variations in particular contexts. </li></ul>Intercultural knowledge and language awareness Interdisciplinary Learning ICT ICT for Communicating <ul><li>They successfully uploaded the work to a protected public online space. </li></ul>
    15. 15. Using the example of the Weather unit… Select the elements of the standards that apply to your unit. <ul><li>TIP - To avoid having to write each selected element of the VELS : </li></ul><ul><li>Open a copy of the VELS planning format on your computer (see resources) </li></ul><ul><li>Download the VELS documents from the VELS website http://vels.vcaa.vic.edu.au/ </li></ul><ul><li>Highlight the element of the VELS you have selected </li></ul><ul><li>Press Ctrl and C on your computer keyboard to copy the elements </li></ul><ul><li>Go to the VELS planning format </li></ul><ul><li>Press Ctrl and V to paste the elements of the VELS on the VELS planning format </li></ul>Next: Considering the learning focus statements Elements of the standards are usually full sentences . Occasionally phrases, rather than sentences are selected. When components of the elements are left out, consideration needs to be given to include those components in other units.
    16. 16. Questions considered : Which learning focus statements most closely relate to this unit? Do the learning focus statements suggest new ideas / activities for the unit? LOTE domain, level 4 The statements relevant to the unit are highlighted.
    17. 17. Questions considered : Which learning focus statements most closely relate to this unit? Do the learning focus statements suggest new ideas / activities for the unit? ICT domain, level 4 The statements relevant to the unit are highlighted.
    18. 18. Questions considered : Which learning focus statements most closely relate to this unit? Do the learning focus statements suggest new ideas / activities for the unit? Interpersonal development domain The statements relevant to the Weather unit are highlighted.
    19. 19. Using the example of the Weather unit… 1. Select the learning focus statements that apply to your unit. 2. Consider your original unit plan in light of both the elements of the standards and the learning focus statements you selected for your unit. Assessment part 2 follows. Do the elements of the standards require modifications to your original plan? Do the learning focus statements suggest new ideas / activities for the unit?

    ×