Group Schools MY Workshop

1. (Insert appropriate images as selected from Image palette) Group Schools MY Workshop Friday, 15th August 2008 www.deet.nt.gov.au DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

2. Learning design that is meaningful to context Learner centred: • Who are my learner? • What do they already know? • What do I want them to know? • How do these learners best learn? Teacher as the Learning Designer: • What will the learning journey look like? • What resources do I have? • Who can help? • Who needs to be involved to make the learning more meaningful? Authentic assessment: • Evidence based • Informing the learner and others about progress

3. 5 Dimensions of Learning

4. Dimension 1 – Attitudes and Perceptions • The attitudes of learners, their peers and teachers influence learning. If students have negative attitudes towards learning and negative perceptions of themselves as learners, this will impact on the learning process. If teachers have negative attitudes about the content, the pupils, the learning environment, that will also impact on learning. • Teachers need to help generate positive attitudes towards learning for all students – this requires constant monitoring of the classroom environment and student progress, adapting the program to build in success and positive learning experiences for all learners.

5. Dimension 2: Acquire and Integrate knowledge • Dimension 2 focuses on ways to help students acquire and retain new knowledge. Learning requires both the acquisition of information and the ability to retrieve and reconstruct that information whenever necessary. • Within Dimension 2, two different kinds of knowledge are identified; these are “Declarative Knowledge” which includes facts, concepts and generalisations, and “Procedural Knowledge” which includes skills and processes. Teaching these different kinds of knowledge requires the use of different kinds of pedagogy.

6. Dimension 3 – Extend and Refine Knowledge Once new knowledge has been acquired and integrated, students need to develop in-depth understandings by extending and refining their knowledge. This is done through deeper consideration of the knowledge by:- analysing knowledge in ways that involve the application of more complex reasoning processes (higher order thinking) or- transforming the knowledge into another form, for example metaphoric expression through visual arts, theatre/drama or poetry.

7. Dimension 4 – Using knowledge meaningfully Learners will internalise knowledge more effectively when they are able to use it to perform a meaningful task, this is particularly pertinent for assessment. Meaningful (or authentic) tasks are those that use real life or life-like contexts for students to demonstrate their knowledge and skills within. Six different reasoning processes are identified in this dimension.

8. Dimension 5 – Habits of Mind • Art Costa has expanded on the Habits of Mind http://habits-of-mind.net/whatare.htm and he identifies sixteen. These are: • Persisting • Managing Impulsivity • Listening with understanding & empathy • Thinking flexibly • Thinking about thinking • Striving for accuracy • Questioning & posing problems • Applying past knowledge to new situations • Thinking & communicating with clarity & precision • Gathering data through all senses • Creating, imagining, innovating • Responding with wonderment & awe • Taking responsible risks • Finding humour • Thinking interdependently • Remaining open to continuous learning • Habits of Mind are the kinds of productive mental habits that successful learners utilise. A Habit of Mind means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known. • Within the original Dimensions of Learning framework, three major organisers were identified for HoM and these were: • Critical thinking • Creative thinking and • Self-regulated thinking.

9. 8 Learning Management Questions To give us a planning framework to ensure that we are covering all of the Dimensions of Learning the following 8 questions have been developed: • What do my learners already know? • Where do my learners need/want to be? • How do these learners best learn? • What resources do I have at my disposal? • What will constitute the learning journey? • Who will do what? • How will I check to see my learners are learning? • How will I inform the learners and others of the learners’ progress

10. 8 Learning Management Questions Phase 1 – Profiling: • What do my learners already know? • Where do my learners need/want to be? • How do these learners best learn? • D1: Attitudes and perceptions • D5: Habits of Mind DATA

11. 8 Learning Management Questions Phase 2 – Learning Design: • What resources do I have at my disposal? • What will constitute the learning journey? • D2: Aquire and Integrate knowledge • Extend and refine knowledge • Use knowledge meaningfully • Who will do what? $, community partnerships, equipment, technology The learning team

12. 8 Learning Management Questions Phase 3 - Ascertainment: • How will I check to see my learners are learning? • D4: Using Knowledge meaningfully Are the learners where they needed or wanted to be? (Q2) • How will I inform the learners and others of the learners’ progress evidence Reporting back

13. Phase 1 – Profiling – where do we get this data from? What do the learners already know Where do my learners need/want to be? How to these learners best learn?