Essential curriculum resources for review and action

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Essential curriculum resources for review and
action

• Paula Christophersen
• VCAA
• 3 April 2006

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Purposes of VELSStudents will leave school
with the capacity to

• manage themselves as individuals and in relation
  to others

• understand the world in which they live

• act effectively in that world.

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Structure of VELS
Interdisciplinary learning strand
Discipline-based learning strand
The Humanities
Physical, personal and social learning strand
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Session overview

• VCAA support for teaching and learning
• VCAA support for assessment

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Inquiry-based learning

• Student-centred learning
• Focuses on how we know rather than what we
  know
• Develop information processing and
  problem-solving skills
• Students construct their own knowledge

Making a difference ICT
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Teaching and learning strategies setting the
scene
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Student characteristics
ICT savvy
Twitch speed rather than conventional speed
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Student characteristics
Multi/parallel processing
hyperlink
hyperlink
hyperlink
hyperlink
Linear/singular processing
Page 1
Page 100
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Student characteristics
Images rather than text
Melbourne Port and state capital in Victoria,
Australia on the Yarra River, at the head of
Port Phillip Bay founded in 1835, named after
the British prime minister, Lord Melbourne state
capital, 1851 Source Penguin Encyclopedia, 2002
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Student characteristics
connectedness
standalone
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Digital what?

• Digital natives

Digital immigrants
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Teaching and learning strategies
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Teaching and learning

• Experts see patterns and meanings not apparent to
  novices.
• Experts have in-depth knowledge of their fields,
  structured so that it is most useful.
• Experts' knowledge is not just a set of facts --
  it is structured to be accessible, transferable,
  and applicable to a variety of situations.
• Experts can easily retrieve their knowledge and
  learn new information in their fields with little
  effort. (The list above was adapted from "How
  People Learn," published by the National Research
  Council in 1999.)
• Source http//www.thirteen.org/edonline/concept2c
  lass/inquiry/

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Concept organisers

• Brain does not store information in lines or
  columns
• Brain stores information by patterns and
  association

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ICT for visualising thinking
Visualising thinking tools help structure
different forms of thinking about content

• ICT tools that facilitate visual thinking are
  ones that allow ideas and information for all
  areas of learning to be easily and quickly
• drafted
• filtered
• reorganised
• refined
• systematically assessed
• in order to make meaning for students.
• Students use text and image representations, such
  as graphic organisers, ICT-generated simulations
  and models to help structure their thinking
  processes and assist in constructing knowledge.

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Why visualising thinking?
Integrates current and past knowledge ?
value-adding
Focuses on essential information ? clarity of
information
Explicity engages students to create tools for
understanding content
Understandings are more easily recalled when
presented in a non-linguistic way
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ICT for visualising thinking
ICT for developing understandings
ICT for internalising

• assist thinking processes
• reflect on the thinking strategies used to
  develop understanding.

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visualthesaurus.com
Spreadsheets are useful for ? representing ?
reflecting on ? calculating data
Building spreadsheets requires ? abstract
thinking ? rule making ? analysis
http//www.intel.com/education/seeingreason/
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Visualise your thinking now
Visualise your perceptions of libraries
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Sample units

• Sample units on VCAA website

Units on
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Assessment

• Assessment is part of the learning process
• Purposeful assessment considers both
• process (how the learning takes place)
• product (what was learnt)

• Assessment of the VELS requires a mix of
• Summative assessment to determine student
  achievement
• Formative assessment to inform next stage of
  learning

Assessment must evaluate students knowledge,
skills and behaviours in an INTEGRATED way. All
teachers can contribute to a students assessment.
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Interdisciplinary

• Students are better able to
• develop
• demonstrate
• use
• discipline-based knowledge and skills when they
  are able to employ the knowledge, skills and
  behaviours described in the interdisciplinary
  domains of Communications, DCT, Thinking
  Processes and ICT

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Integrated assessment
Thinking Processes use a range of question
types
Communications use the communication
conventions, forms and language appropriate to
the subject to convey a clear message across a
range of presentation forms
Historical reasoning and interpretation, level
5 students frame key research questions, plan
their investigations, and report on their
findings. They use a range of primary and
secondary sources including visual sources
Students use a variety of forms to present
their understanding. They evaluate historical
sources for meaning, point of view, values and
attitudes.
... Use a range of appropriate strategies of
reasoning and analysis to evaluate evidence and
consider their own and others points of view
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Integrated assessment
Historical knowledge and understanding, level
5 They demonstrate understanding of key
concepts such as
ICT for visualising thinking students select
and apply ICT tools and editing functions that
support the filtering, classifying, representing,
describing and organising of concepts, issues and
ideas.
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Making connections globalisation only makes
the rich get richer
ICT for communicating
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Making connections globalisation only makes
the rich get richer
ICT for visualising thinking
Generic classifications of concept
Attributes of concept
Qualities of concept
Specific and prototypic instances of concepts
Dynamic aspects of concepts
Ideas adapted from Dr D Whitehead, University of
Waikato, N Z
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Making connections globalisation only makes
the rich get richer
ICT for visualising thinking
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ICT for creating
Globalisation only makes the rich get richer
By Gudrun Firth
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Assessment support

• Assessment maps
• Provide samples of student work of levels 1 6,
  annotated and linked to relevant aspects of the
  Standards

Progression points - Assist teachers in making
judgments about student progress towards a
standard
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christophersen.paula.p_at_edumail.vic.gov.au 9651
4378 ICT Curriculum Manager Victorian Curriculum
and Assessment Authority 41 St Andrews Place EAST
MELBOURNE 3002