The Little Prince

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The Little Prince written and illustrated
byAntoine de Saint Exupéry
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The Little Prince written and illustrated
byAntoine de Saint Exupéry
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The Little Prince written and illustrated
byAntoine de Saint Exupéry
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Planning for an Inclusive and Engaging
Curriculum
Social Competence
Communication
Thinking
Contructivism
Learning Styles
Metacognition
Esther Weichert
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• The curriculum planning tool I will present to
  you today
• scaffolds teachers understanding of inclusive
  and constructivist curriculum
• provides a tool kit for effective teaching and
  learning
• facilitates the implementation of the Victorian
  Essential Learning Standards and the Principles
  of Teaching and Learning.

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Inclusive Curriculum Planning ToolAn overview

• There are two explicit components to this
  planning tool
• Communication in Learning Thinking in Learning
• The choice of the specific pedagogy will be
  guided by the demands of the learning focus and
  PoLT.

Communication Across the Strands Scaffolds and supports language learning in all domains. Differentiates the Process, the Content and the Product to cater for all learners Thinking across the Strands Multiple Intelligences Thinking Taxonomies Thinking Tools Preferred Learning Styles Differentiates the Environment the Process and the Product to cater for all learners
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Learning environment where

• Learning is constructed in a collaborative and
  cooperative manner, supporting personal and
  interpersonal development.
• Thinking is infused in all aspects of the
  learning
• Knowledge of learning styles promotes the use of
  rich pedagogy.
• Intelligent behaviours underpin a sustainable
  learning environment and promote life long
  learning.

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The Four Literacy Roles of the Learner.

• Freebody and Luke (1990) suggest four roles that
  an effective learner needs to be equipped with

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Code-breaking knowing about and using the
relationship of spoken sounds to the graphic and
visual symbols used to represent those sounds
(including punctuation and formatting
conventions). This includes

• recognising and using the alphabet, sounds in
  words, whole words, letter/sound relationships
• spelling accurately and understanding the
  functions of spelling
• recognising and using grammar and vocabulary
  including punctuation and intonation
• recognising and creating patterns of letters,
  sounds, words, clauses, sentence and text
  structures.

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Meaning-makingknowing about and using the
meanings conveyed by written, spoken, visual or
multi-modal texts (including vocabulary and
clause meanings and the conventions and
components of various genres). This includes

• drawing on prior knowledge to construct meaning
  from texts
• comparing ones own experiences with those
  described in the text
• interpreting and using literal and inferential
  meanings of words, clauses, sentences and texts
• understanding the way texts are constructed to
  make meaning.

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Text-using knowing about and using the
functions of various text types, across all
learning contexts (including the
audience-purpose-form relationships of various
genres and the social and cultural expectations
associated with different forms of
communication). This includes

• understanding that different cultural and social
  contexts shape the way texts are structured,
  their tone and degree of formality
• using appropriate text types for particular
  purposes both inside and outside school
• recognising that each text type has particular
  structures and features
• understanding the options involved in using a
  text to convey particular meanings effectively.

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Text-analysing (Critical Literacy) knowing
about and using the cultural and ideological
bases on which texts are produced and used
(including how texts influence and position
readers, and listeners). This includes

• recognising the author or speaker's purpose in
  creating a text
• understanding that texts influence people's
  ideas
• recognising opinions, bias and points of view in
  a text
• understanding how texts are crafted according to
  the views and interests of their authors
• identifying the ways in which information or
  ideas are expressed to influence readers or
  listeners perceptions
• deciding to endorse the position taken by a text
  or presenting an alternative position.

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BLOOMS REVISED TAXONOMYCreatingGenerating new
ideas, products, or ways of viewing
thingsDesigning, constructing, planning,
producing, inventing. EvaluatingJustifying a
decision or course of actionChecking,
hypothesising, critiquing, experimenting,
judging  AnalysingBreaking information into
parts to explore understandings and
relationshipsComparing, organising,
deconstructing, interrogating, finding Applying
Using information in another familiar
situationImplementing, carrying out, using,
executing UnderstandingExplaining ideas or
conceptsInterpreting, summarising, paraphrasing,
classifying, explaining RememberingRecalling
informationRecognising, listing, describing,
retrieving, naming, finding 
Higher-order thinking
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Remembering

• The learner is able to recall, restate and
  remember learned information.
• Recognising
• Listing
• Describing
• Identifying
• Retrieving
• Naming
• Locating
• Finding
•   Can you recall information?
•  

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Classroom Roles for Remembering

• Teacher roles
• Directs
• Tells
• Shows
• Examines
• Questions
• Evaluates

• Student roles
• Responds
• Absorbs
• Remembers
• Recognises
• Memorises
• Defines
• Describes
• Retells
• Passive recipient

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Understanding

• The learner grasps the meaning of information by
  interpreting and translating what has been
  learned.
• Interpreting
• Exemplifying
• Summarising
• Inferring
• Paraphrasing
• Classifying
• Comparing
• Explaining
•   Can you explain ideas or concepts?

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Classroom Roles for Understanding

• Teacher roles
• Demonstrates
• Listens
• Questions
• Compares
• Contrasts
• Examines

• Student roles
• Explains
• Describes
• Outlines
• Restates
• Translates
• Demonstrates
• Interprets
• Active participant

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Applying

•  The learner makes use of information in a
  context different from the one in which it was
  learned.
• Implementing
• Carrying out
• Using
• Executing
•  
•  Can you use the information in another
• familiar situation?

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Classroom Roles for Applying

• Teacher roles
• Shows
• Facilitates
• Observes
• Evaluates
• Organises
• Questions

• Student roles
• Solves problems
• Demonstrates use of knowledge
• Calculates
• Compiles
• Completes
• Illustrates
• Constructs
• Active recipient

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Analysing

• The learner breaks learned information into its
  parts to best understand that information.
• Comparing
• Organising
• Deconstructing
• Attributing
• Outlining
• Finding
• Structuring
• Integrating
•  
• Can you break information into parts to explore
  understandings and relationships?

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Classroom Roles for Analysing

• Teacher roles
• Probes
• Guides
• Observes
• Evaluates
• Acts as a resource
• Questions
• Organises
• Dissects

• Student roles
• Discusses
• Uncovers
• Argues
• Debates
• Thinks deeply
• Tests
• Examines
• Questions
• Calculates
• Investigates
• Inquires
• Active participant

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Evaluating

• The learner makes decisions based on in-depth
  reflection, criticism and assessment.
• Checking
• Hypothesising
• Critiquing
• Experimenting
• Judging
• Testing
• Detecting
• Monitoring
•   Can you justify a decision or course of action?

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Classroom Roles for Evaluating

• Teacher roles
• Clarifies
• Accepts
• Guides

• Student roles
• Judges
• Disputes
• Compares
• Critiques
• Questions
• Argues
• Assesses
• Decides
• Selects
• Justifies
• Active participant

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Creating

• The learner creates new ideas and information
  using what has been previously learned.
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making
•  Can you generate new products, ideas, or ways of
  viewing things?

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Classroom Roles for Creating

• Teacher roles
• Facilitates
• Extends
• Reflects
• Analyses
• Evaluates

• Student roles
• Designs
• Formulates
• Plans
• Takes risks
• Modifies
• Creates
• Proposes
• Active participant

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How does it all fit together?
Literacy / Communication
Multiple Intelligences/ Smarts
Thinking Skills/Tools
Preferred Learning Styles
Blooms Revised Taxonomy L HOT
Thinker's Keys
Six Hats-DATT
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Creating Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key
Evaluating Brick Wall Key, Decision Making Matrix, PMI, Prioritising.
Analysing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key.
Applying Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.
Understanding Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration).
Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.
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• A good teacher makes you think even when you
  dont want to.
• (Fisher, 1998, Teaching Thinking)

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Blooms Taxonomy Lower order thinking

• REMEMBERING
• Recognise, list, describe, identify, retrieve,
  name .
• Can the student RECALL information
• What thinking strategies/tools will assist
  learners to REMEMBER?

• Code Breaker

knowing about and using the relationship of
spoken sounds to the graphic and visual symbols
used to represent those sounds
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• Meaning Maker
• understanding the way texts are constructed to
  make meaning.

• UNDERSTANDING
• Interpret, exemplify, summarise, infer,
  paraphrase ..
• Can the student EXPLAIN ideas or concepts?
• What thinking strategies / tools will assist
  learners to EXPLAIN?

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• Text user
• understanding the options involved in using a
  text to convey particular meanings effectively

• APPLYING
• Implement, carry out, use
• Can the student USE the new knowledge in another
  familiar situation?
• What thinking strategies / tools will assist
  learners to USE new knowledge??

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• Higher Order thinking
• ANALYSING
• Compare, attribute, organise, deconstruct
• Can the student DIFFERENTIATE between constituent
  parts?
• EVALUATING
• Check, critique, judge, hypothesise ...
• Can the student JUSTIFY a decision or course of
  action?
• CREATING
• Design, construct, plan, produce ...
• Can the student GENERATE new products, ideas or
  ways of viewing things?

• Text-analyst (Critical Literacy) knowing about
  and using the cultural and ideological bases on
  which texts are produced and used (including how
  texts influence and position readers, and
  listeners).
• deciding to endorse the position taken by a text
  or presenting an alternative position.

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Blooms Taxonomy, Literacy, and The Knowledge
Dimension
Cognitive process Factual Conceptual Procedural Metacognitive
Remembering Code Breaking
Understanding Meaning making
Applying Text Using
Analysing Text Analysing
Evaluating Text Analysing
Creating Text Analysing
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• He who learns but does not think is lost
• (Chinese Proverb)