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Conceptual Programming to enrich and deepen learning

Conceptual Programming to enrich and deepen learning. Karen Yager: Knox Grammar School and NSW ETA. “We have to know where we want to end up before we start out – and plan how to get there …” (1999, Tomlinson). Australian Curriculum Goals. Goal 1:

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Conceptual Programming to enrich and deepen learning

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  1. Conceptual Programming to enrich and deepen learning Karen Yager: Knox Grammar School and NSW ETA

  2. “We have to know where we want to end up before we start out – and plan how to get there …” (1999, Tomlinson).

  3. Australian Curriculum Goals • Goal 1: • Australian schooling promotes equity and excellence: promote personalised learning that aims to fulfill the diverse capabilities of each young Australian. • Goal 2: • All young Australians become: • successful learners • confident and creative individuals • active and informed citizens

  4. Australian Curriculum Expectations • A solid foundation in skills and knowledge on which further learning and adult life can be built. • Deep knowledge and skills enabling advanced learning, ability to create new ideas & translate them into practical applications. • General capabilities that underpin flexible thinking, a capacity to work with others, an ability to move across subject disciplines

  5. The Research • Inclusivity and positivity • Plan for Deep knowledge & Deep understanding • Integrate problematic knowledge and student direction • Process first then product • Provide opportunities for creativity • Coyle and Colvin (1999): The brain is phenomenally plastic, and that we construct ourselves through behaviour – “It’s not who you are, it’s what you do and where you do it.” • Hattie (2003) & Dinham (2008): The significance of deep knowledge, direct instruction and scaffolding the learning. • Westwell (2009): Creativity flourishes when connected to what is already known. • NSW Quality Teaching model based on best practice and effective research

  6. Quality Programming “The first thing that teachers will need to do is select and organise the essential knowledge, understandings, skills and values from the syllabus around central concepts or ideas…” Quality teaching in NSW Public Schools

  7. Quality Programming • Holistic and conceptual programming embedded in syllabus content, knowledge and skills focused on deep knowledge and deep understanding • Distillation from syllabus to the concept to key learning ideas to assessment to explicit teaching and learning strategies • Integrated assessment of, for, through and as learning – backward mapping • Explicit teaching strategies informed by ongoing data • Technology for learning

  8. Planning for Learning “Without designing around provocative questions and big ideas, teaching easily succumbs into an activity - or coverage - orientation without clear priorities.” Understanding by Design McTighe and Wiggins ASCD 1999

  9. Focus on learning • What do I want my students to learn? • Why does it matter? • What do they already know? • How will they demonstrate learning? • How will they get there? • How well do I expect them to do it?

  10. Conceptual Model Focus Topic/Outcomes Concept + Key Question or Essential Learning Statement Overarching idea of the unit (Deep knowledge) Key Ideas + Question What students will learn by the end of the unit (Deep knowledge) Key Ideas + Question Reflect intent of the outcomes and concept (Deep knowledge) Key Ideas + Question (Deep knowledge) Assessment for, as and through learning (Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria) Demonstration of key learning ideas Pre-testing/Pre-assessment (Background knowledge - connections to prior learning) Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz Teaching Strategies Learning Activities Explicit Literacy & Numeracy Strategies Teaching Strategies Learning Activities Integrated ICT Teaching Strategies Learning Activities Explicit / Systematic Building the Field Teaching Strategies Learning Activities Connected & Scaffolded Teaching Strategies Learning Activities Scaffolds / Models – annotated Resources

  11. The Conceptual Approach • A concept/s grounded in the syllabus • A concept that captures the deep learning that you want students to have by the end of the unit of work • A concept that is appropriate and relevant for the specified students at that moment in time • Informed by the continuum of learning • The concept has significance and endurance

  12. A Concept • Blend of abstraction and concreteness • Multidimensional • “A concept is not an isolated, ossified, and changeless formation, but an active part of the intellectual process” Vygotsky. • A concept is idea that has been turned, examined, polished and carries resiliency. • A synthesis of the key ideas • Represents depth rather than breadth

  13. Deep knowledge • Knowledge is deep when it concerns the central ideas or concepts of the KLA/s and when the knowledge is judged to be crucial to the topic or subject being taught.

  14. The Topic/Focus • Identify the topic or focus of the unit of work such as: • Poetry • Fiction • Close study of a novel • Cineliteracy • Shakespeare

  15. The Outcomes • Ask the question what do I want my students to learn by the end of the unit and select the relevant outcomes • Not too many! • Take into account the: • Continuum of learning • Timing of the unit of work • Scope and sequence

  16. The overarching question or learning statement • Pose an overarching key question or essential learning statement that encapsulates what students need to learn by the end of the unit • Differentiates the learning

  17. Key Learning Ideas • Now identify from the outcomes the key learning ideas • Two to three ideas that capture the learning, skills and knowledge

  18. Representation • Stage 5 : Representations of gender through a range of texts • Outcomes: 2, 3, 8, 9 & 10 • Concept: Representation • Question: How and why is gender constructed through texts? • Key Learning Ideas: • How and why cultural perspectives shape representation of gender • How language features are used to represent gender • Assessment Task: Discussion essay comparing at least two texts’ representation of gender

  19. Cultural Perspectives • Stage 5 : Anime • Outcomes: 2, 3, 6 & 10 • Concept: Cultural Perspectives • Question: How significant is cultural context in shaping our perspectives and our use of textual features? • Key Learning Ideas: • How cultural context shapes perspectives and ideas in texts • How filmic techniques in anime convey cultural perspectives • Assessment Task: Original text that reflects a cultural perspective.

  20. Conceptual Programming: Stage 5 English • Outcomes: 1, 4 & 6 • Naplan Data: Audience and structure noted as a concern • HSC Feedback: Boys struggling with Paper Section II - Writing • Concept: Craft: The qualities of an effective narrative – “Stories are the lifeblood of a nation” (Garth Boomer). • Key Question: How do we craft a narrative that is engaging and affective? • Key Ideas: • The power of imagery and figurative devices in writing to engage and move the reader – “Words are like ants...nothing can penetrate into the cracks and gaps of life as thoroughly or as fast as words can” (Orhan Pamuk). • How the structure of a narrative can enhance the quality of a narrative • The importance of close editing

  21. Conceptual Programming: Stage 5 English • Assessment Tasks: • Critical response to a text (Word document/Peer feedback using insert comment): Outcomes: 1 & 4 • Digital Narrative (Adobe Premier, Moviemaker or Presentation): Outcomes: 1, 4 & 6 – Focus on craft and structure • Resources: • Extracts from Winton, Gail Jones and Lanaghan • Annotated exemplars • A range of websites with models and exemplars • TaLe resources to support Naplan

  22. Contextualisation • Stage 6 : Module A: ELECTIVE 2: TEXTS IN TIME • Outcomes: 1, 2, 2A, 4, 10 • Concept: Contextualisation • Question: How have the social, historical and cultural contexts of both texts impacted on the crafting of the texts, the content, the different perspectives and your own reception of the texts? • Key Learning Ideas: • The explicit connection between context and its impact on the meaning • How texts are products of their time, dealing with issues that arise from the events, attitudes and values of the period in which they were composed • How the treatment of similar content in both texts that are composed different times and contexts may reflect changing values and perspectives

  23. Persuasion • Stage 4 Year 7 Term 1 • Students will learn about how words and images can be used persuasively to manipulate and position others. • Cross curriculum perspective of Sustainability • Naplan 2011

  24. Persuasion • Key learning ideas: • The features of a persuasive text • The purpose of persuasive texts • How language features and form can be used to persuasively promote points of view and position a responder. • Overarching question: How and why do composers create texts that promote persuasively points of view?

  25. Assessment for and of Learning • Nature of Task: The Australian Federal government has decided to be proactive in targeting these vulnerable locations. They have devised an Australia wide competition that invites proactive citizens to identify an environmentally significant and vulnerable location, and present a persuasive argument as to why the Federal Government should provide funding to ensure that this location is protected for the future. You have been selected to represent your school to identify the special location, predict a possible disaster and argue persuasively why the special place you have chosen should be protected. Your presentation must include: • A description of the unique place • A prediction of one or more possible man-made or natural disasters. • A persuasive case for why the place is special, and should be protected and preserved for future generations. • You can present your case using any medium of production such as: • A power point, slide show or prezi with images and footage • A podcast • A print document such as: a poster, pamphlet or letter. • Use your imagination and decide what medium would be the most effective and persuasive vehicle for your argument!

  26. Weeks 1-2 • Focus: What are the key features of persuasive texts? • Introduction to Persuasion • Students view and analyse: • Severn Suzuki’s speech delivered at UN Earth Summit 1992 focusing on the ideas and the purpose of the speech: http://www.youtube.com/watch?v=uZsDliXzyAY • EDF Energy Advertisements: http://www.youtube.com/watch?v=Xx3Y5RV9YR4&feature=related ; http://www.youtube.com/watch?v=z7JMBa6h7Eo&feature=related

  27. Weeks 1-2 • Students visit for Persuasion 101: http://prezi.com/62290/ • Power of Verbs and the Imperative Voice • Persuasion in 30 seconds • Students deliver a 30 second speech presenting their point of view on the merits of one vs. the other from the following list: • Solar power vs. electricity • Cars vs. walking • Book vs. Kindle • Plastic bags vs. green bags • Clothes dryer vs. Clothesline • Polarised debates • Class blog created as a platform or Voicethread - http://voicethread.com/

  28. Weeks 3 -4 • Focus: What is the purpose of persuasive texts? • Al Gore’s speech to Smith School World Forum on Climate Change: http://oxforddigital.tv/streaming/algore0709.php • ‘There will come Soft Rains’: Short Story by Ray Bradbury & a poem by Sara Teasdale http://www.youtube.com/watch?v=KBtE4jS8J24&feature=related • Bruce Dawe’s Poem ‘In the New Landscape’ • Blog or Voicethread to discuss the issue: ‘Global warming is a myth.’ • Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

  29. Weeks 3 -4 • The Naplan marking criteria is to be used to assess the exposition – self and peer marking - http://www.naplan.edu.au/writing_2011_-_domains.html • Impact of Emotive language and Modality • Cyber Grammar: http://www.cybergrammar.co.uk/index.php

  30. Weeks 5 - 6 • Focus: How can language features and form be used to persuasively promote points of view and position a responder? • The Power of Rhetoric • Point of view: The line of argument and the supporting evidence • Use of persuasive techniques • Notes and discussion on the features of effective rhetorical speeches. Students could visit http://en.wikipedia.org/wiki/Rhetoric • Assessment Task – ongoing • http://prezi.com/bnvpgr4u8pnh/cape-byron-symposium/

  31. Imagery • Essential Learning Goal: Students to appreciate why and how imagery has been crafted in writing. • Overarching Question: How and why do you enrich writing through imagery? • Outcomes: 1, 2, 3 & 4

  32. Imagery Key Learning Ideas: • The power of language to create evocative images • How writers craft and use imagery to convey meaning and provoke feelings • How technology can be used to enhance the meaning of a text

  33. Imagery Assessment of Learning: • Composing original multimedia text featuring imagery: 1, 3 & 4 • Evaluation of use of imagery: 1, 2 & 4

  34. Imagery Week 1: • The crafting of imagery – range of texts • A concept map using Freemind or a word cloud using Wordle - http://www.wordle.net/ • Visuword - http://www.visuwords.com/

  35. Crafting Imagery Week 2: • “Getting black on white” • 12-word novels • Twitter texts • An image that inspires • Found poem • Haikus

  36. Imagery in Poetry Week 3: • Robert Gray: critical response to his use of imagery – ‘Flames and Dangling Wire’ On a highway over the marshland. Off to one side, the smoke of different fires in a row, like fingers spread and dragged to smudge. It is the always-burning dump. • Romantic poets

  37. Imagery to Persuade Weeks 4 - 5: • Famous speeches: podcasts and vodcasts • Write and record an original speech no longer than two minutes • Youtube: Henry V’s Saint Crispin’s Day Speech & Barack Obama’s victory speech • Rhetoric: http://www.putlearningfirst.com/language/20rhet/20rhet.html • Imagery Competition

  38. Your Turn • What do I want my students to learn? • Why does it matter? • What do they already know? • How will they demonstrate learning? • How will they get there? • How well do I expect them to do it? Use the planning sheet or the Model

  39. How will they demonstrate learning?Quality Assessment

  40. “The quality of teaching and learning provision are by far the most salient influences on students’ cognitive, affective, and behavioral outcomes of schooling – regardless of their gender or backgrounds” (Rowe, 2003). • ‘Quality assessment has the greatest potential to improve the learning outcomes of all pupils’ (Hattie, 2003; Dinham, 2009).

  41. Pre-Assessment What do they already know? • The importance of building on prior knowledge • Unless new knowledge becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used effectively in new tasks, and does not transfer readily to new situations.

  42. Summative Assessment • Assessment of learningis assessment for accountability purposes, to determine a pupil's level of performance on a specific task or at the conclusion of a unit of teaching and learning. It can be a powerful diagnostic tool to inform and improve language learning with precision.

  43. Formative Assessment • Assessment for learning, acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process.

  44. Metacognition • Assessment as learning is about reflecting on evidence of learning. Students and teachers set learning goals, share learning intentions and success criteria, and evaluate their learning through dialogue and self and peer assessment.

  45. Assessment as Learning • Students gain a deeper understanding of their skills, knowledge, level of understanding and the expected standards. • Students develop ownership of the learning process. • They learn to plan for how to improve their skills and understanding.

  46. Quality Assessment • Embedded in the syllabus having clear, direct links with outcomes • Planned deliberately and integral to teaching • Balanced, comprehensive and varied: receptive and productive • Fair, inclusive, valid and reliable • Ongoing and sequential • Engaging and student-centered • Time efficient and manageable • Supported by models, scaffolds or annotated exemplars that demonstrate what is expected and what can be achieved • Reflects any adjustments made to teaching and learning

  47. CONCEPT/TOPIC OUTCOMES PRECISION: DATA & PRE-ASSESSMENT Reveals critical differences among students. Guides teachers’ decisions and planning EFFECTIVE ASSESSMENT Formative Summative GOAL & KEY LEARNING IDEAS PEER/SELF ASSESSMENT QUALITY FEEDBACK

  48. Designing an Assessment Task • Outcomes • Identification of concept, skills, knowledge and understanding to be assessed • Key Learning Ideas • Nature of Task: Descriptors • Explicit criteria: You will be marked on how well you… • Marking guidelines/rubric • Work samples and models

  49. The Verbs • Blooms revised taxonomy of knowledge (Anderson & Krathwohl, 2001) • Build the demands and higher-order expectations of the task by changing the verbs. • Apply, explain, evaluate, create, synthesise…

  50. Higher-order Tasks • Personalisation and differentiation • Moving towards student directed and open ended • Problem solving • Investigation • Collaborating and sharing • Teaching others • Evaluating and reflecting

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