Essential curriculum resources for review and action Paula
Christophersen VCAA 3 April 2006 Slide 2 Purposes of VELS Students
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. Slide 3 The Humanities
Discipline-based learning strand Physical, personal and social
learning strand Interdisciplinary learning strand Structure of VELS
Slide 4 Session overview VCAA support for teaching and learning
VCAA support for teaching and learning VCAA support for assessment
VCAA support for assessment Slide 5 Slide 6 Slide 7 Slide 8
Inquiry-based learning Student-centred learning Student-centred
learning Focuses on how we know rather than what we know Focuses on
how we know rather than what we know Develop information processing
and problem-solving skills Develop information processing and
problem-solving skills Students construct their own knowledge
Students construct their own knowledge Making a difference ICT
Slide 9 Slide 10 Teaching and learning strategies setting the scene
Slide 11 Student characteristics ICT savvy Twitch speed rather than
conventional speed Slide 12 Student characteristics hyperlink Page
1Page 100 Multi/parallel processing Linear/singular processing
Slide 13 Student characteristics 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 Images rather than text Slide 14 Student
characteristics connectednes s standalone Slide 15 Digital what?
Digital natives Digital immigrants Slide 16 Teaching and learning
strategies Slide 17 Teaching and learning Experts see patterns and
meanings not apparent to novices. 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 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' 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.) 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.)How People
LearnHow People Learn Source:
http://www.thirteen.org/edonline/concept2class/inquiry/ Source:
http://www.thirteen.org/edonline/concept2class/inquiry/ Slide 18
Concept organisers Brain does not store information in lines or
columns Brain does not store information in lines or columns Brain
stores information by patterns and association Brain stores
information by patterns and association Slide 19 ICT for
visualising thinking 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.
Visualising thinking tools help structure different forms of
thinking about content Slide 20 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
Slide 21 ICT for visualising thinking assist thinking processes
reflect on the thinking strategies used to develop understanding.
ICT for developing understandingsICT for internalising Slide 22
Spreadsheets are useful for representing reflecting on calculating
data Building spreadsheets requires: abstract thinking rule making
analysis visualthesaurus.com
http://www.intel.com/education/seeingreason/ Slide 23 Visualise
your thinking now Visualise your perceptions of libraries Slide 24
Slide 25 Sample units Sample units on VCAA website VCAA VCAA Units
on: Slide 26 Slide 27 Slide 28 Slide 29 Slide 30 Slide 31 Slide 32
Assessment 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. Assessment is part of the
learning process Purposeful assessment considers both: process (how
the learning takes place) product (what was learnt) Slide 33
Interdisciplinary Students are better able to: develop develop
demonstrate demonstrate use 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 Slide 34 Integrated
assessment 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. Thinking
Processes use a range of question types... Use a range of
appropriate strategies of reasoning and analysis to evaluate
evidence and consider their own and others points of view
Communications use the communication conventions, forms and
language appropriate to the subject to convey a clear message
across a range of presentation forms Slide 35 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. Slide 36 Making
connections: globalisation only makes the rich get richer ICT for
communicatin g Slide 37 globalisation is ahas aexamplecanare/is
Generic classifications of concept Attributes of concept Specific
and prototypic instances of concepts Qualities of concept Dynamic
aspects of concepts Making connections: globalisation only makes
the rich get richer ICT for visualising thinking Ideas adapted from
Dr D Whitehead, University of Waikato, N Z Slide 38 CONCEPT FRAME
ABOUT GLOBALISATION Is a SequenceAttributes a process Is
SequenceAttributes opportunistic important international trade Can
SequenceActions Groups increase money flow Has has a have
SequenceAttributes an effect on product prices global consumers
Examples Sequence Examples Group Nokia Shell Toyota Ford Making
connections: globalisation only makes the rich get richer ICT for
visualising thinking Slide 39 By Gudrun Firth Globalisation only
makes the rich get richer ICT for creating Slide 40 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 Slide 41 Slide 42
[email protected] 9651 4378 ICT Curriculum
Manager Victorian Curriculum and Assessment Authority 41 St Andrews
Place EAST MELBOURNE 3002
