paula christophersen on ict & vels
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ICT and VELS:curriculum and assessmentSecondary curriculum leaders
1 May 2008
Paula ChristophersenICT Curriculum Manager
Victorian Curriculum and Assessment Authority
Discipl ine-basedLearning
Interdiscipl inaryLearning
Physical , Personal& Social Learning
VELS
Dim
en
sion
sD
omai
ns
Stra
nd
s
What has 3 main pillars, 16 components and 39 divisions?
Disciplinary/Interdisciplinary?
Declarative knowledge
Knowing about:- concepts
- relationships- properties- causality
- patterns of meaning
Declarative knowledge
Knowing about:- concepts
- relationships- properties- causality
- patterns of meaning
DISCIPLINES
INTERDISCIPLINARY & PPSProcedural knowledge
Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.
INTERDISCIPLINARY & PPSProcedural knowledge
Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.
Interdisciplinary learning is about …
Developing competencies such as:
• Organising Personal Learning
• Using ICT to solve problems, represent ideas, communicate knowledge ICT
• Designing and thinking creatively D,C,T
• Thinking critically Thinking Processes
• Knowing how to conduct authentic research (mathematical inquiry; historical reasoning, scientific inquiry)
Interdisciplinary learning is about
• Locating, accessing and filtering information to build knowledge
• Verifying new knowledge through argument, evidence and reflection
How and where are students going to ACQUIRE appropriate ICT (or Thinking Processes or Communication or …) knowledge and skills?
How and where are students going to APPLY appropriate ICT (or Thinking Processes or Communication or …) knowledge and skills?
Who is going to ASSESS student achievement in ICT (or Thinking Processes or Communication or …) ?
3 Interdisciplinary questions
Acquisition option 1Other domains are the context for learning
ICT standalone ‘subject’ is the centre of learning: taught by an ICT ‘expert’
Outcome 1: students acquire ICT knowledge and skills using ‘real’ data for a ‘real’ purpose
Outcome 1: students acquire ICT knowledge and skills using ‘real’ data for a ‘real’ purpose
Outcome 2: students then continue to apply these ICT knowledge and skills in other domains
Outcome 2: students then continue to apply these ICT knowledge and skills in other domains
This approach requires coordination between ICT teachers and other domain teachers to best match the specific domain learning needs with appropriate ICT knowledge and skills. It is important that students are working with authentic tasks when acquiring and applying ICT knowledge and skills.
Acquisition option 2
Other domains are the centre for learning ICT and domain-specific knowledge and skills
ICT knowledge and skills acquired and applied in other domains
Outcome: students acquire and apply ICT knowledge and skills in domain-specific areas
Outcome: students acquire and apply ICT knowledge and skills in domain-specific areas
This approach lends itself to a mentoring system, where ICT teachers work with all other teachers in determining learning programs that can be supported by ICT and by providing ICT support to students and teachers.
Acquisition option 3
ICT knowledge and skills are acquired and applied in a range of domains
ICT knowledge and skills acquired and applied in other domains and in a standalone ICT ‘subject’
This approach is similar to option 1, except that some of the teaching of specific ICT knowledge and skills is undertaken by domain-specific teachers.
Outcome 1: students acquire and apply ICT knowledge and skills in domain-specific areas
Outcome 1: students acquire and apply ICT knowledge and skills in domain-specific areas
Outcome 2: students acquire and apply ICT knowledge and skills in a standalone ‘subject’ using ‘real’ data
Outcome 2: students acquire and apply ICT knowledge and skills in a standalone ‘subject’ using ‘real’ data
English
Humanities
The Arts
Mathematics
Science
Civics and Citizenship
Health & Physical Education
Interpersonal development
Personal Learrning
LOTE
ICT can be used to:
Develop understandings of concepts in other areas of learning
Demonstrate understandings
Share understandings
ICT dimensions
ICT for visualising thinking
ICT for creatingICT for communicating
Visualising thinking tools:
• help represent abstract information in concrete forms
• depict relationships between facts and concepts
• depict relationships between new information and prior knowledge
• are construction tools for the mind
Focus of dimension:assist thinking
processesreflect on the
thinking strategies used to develop understanding.
www.austhink.com
SIMILARITIES DIFFERENCESDIFFERENCES
Double Bubble Template
http://www.intel.com/education/seeingreason/
visualthesaurus.com
http://web.singnet.com.sg/~axon2000/
http://learninggames.wordpress.com/2008/02/22/physics-phun/
ICT perceptions
Visualise your perceptions of ICT
How can this be used?
ICT for creating
Process data to create solutions to problems and information products that demonstrate understandings related to all areas of learning.
Manage their ‘knowledge bank’ of files
Manage time and resources (human and physical).
PARTICIPATION IN MOST POPULAR SPORTSby Australian children aged 5–14 years – 2003
0
5
10
15
20
25
Partic
ipatio
n rate
(%
)
Boys
Girls
Source: ABS, Children's Participation in Cultural and Leisure Activities, Australia, April 2003
Creating online class newspaper
Team monthly publication: email or web-based
• What domains?• What level?• What ICT knowledge and skills?
…apply a range of techniques, equipment and procedures that minimise the cost, effort and time of processing ICT solutions and maximise the accuracy, clarity and completeness of the information. Their products demonstrate a clear sense of purpose and respect for the audience…
ICT for communicating
Present ideas and understandings to audiences.
Communicate with known and unknown participants.
Support knowledge-building among teams.
Communications technology
– blogs– wikis– Podcasts / vodcasts – Forums– Search engines– sharepoints
RocketInfo
SportQuest
Search string: leonardo da vinci
Goal: what did Leonardo da Vinci’s design of an aeroplane look like?
Search string: leonardo da vinci aeroplane (AND)
Search string: intitle:leonardo da vinci aeroplane design
What key words?
Learning program considerations
What domains?
What are the learning goals (and what evidence?)
Who will be responsible for acquisition, application, assessment?
How will students be assessed, for what purpose, and when?
What will be the variety of teaching and learning styles?
Stages of backward design
Identify desired results
Identify desired results
Determineacceptableevidence
Determineacceptableevidence
Plan learningexperiences
and instructions
Plan learningexperiences
and instructions
J McTighe and G Wiggins
Identify desired results
Identify desired results
Establish goals what standard element?
What will the students understand? What questions will foster inquiry?
What key knowledge and skills will students acquire?
Prompting multi -domain planning
What should students need to know and be able to do?
Key driving domain/s
What types of thinking are
required to acquire the desired
results?
Thinking Processes
How can ICT
enrich students learning?
ICT
How should the
students act? How can they build
stronger relationships?
Interpersonal Development
How will students inform me (others) about what they
know and can do?
ICT
Communication
What learning
styles are appropriate? What learning plans are
appropriate?
Personal Learning
Determineacceptableevidence
Determineacceptableevidence
How will I know if the standards are met?
What tasks will provide the opportunity for evidence to be demonstrated?
When we assess, what are we measuring?
20 cm
Is a question/task worth asking?
Will it help discriminate performance?
Will it help provide the evidence to demonstrate the standard element?
Google ImageSource: B Peck, VCAA
Determining evidence for a reporting period
must evidence
should evidenc
e
What ‘standard cells’ are your targets?
1
2
3
4
5
6
7
8
9
Breadth: a little of a lot Depth: a lot
of little
Plan learningexperiences
and instructions
Plan learningexperiences
and instructions
What learning experiences will help students achieve the desired goals?
What sequence will the learning activities follow?
In some schools ...
• Teacher centred
• single media
• isolated work/content
• information delivery
• passive learning
• factual
• reactive responses
• student-centred
• multimedia
• collaborative work
• information exchange
• active learning
• critical thinking
• proactive
For all schools ...
In many schools ...
• Little or no teacher interaction during computer activities
• computers ancillary to pedagogy of traditional instruction
Questions to consider
• What new skills and attitudes do teachers need in order to empower them to integrate computer-based tools effectively into the learning environment?
• What support structures offer teachers the opportunities to make the necessary pedagogical changes?
• What school cultures are most supportive of teacher change?
