PETALS

PRINCIPLES OF ENGAGED LEARNING

OBJECTIVESOBJECTIVES

Build a shared understanding of Build a shared understanding of Engaged LearningEngaged Learning

Develop common language and Develop common language and understanding of the understanding of the PPEETTAALLSSTMTM frameworkframework

Apply the Apply the TLLM EcosystemTLLM Ecosystem to to support teachers in bringing support teachers in bringing about engaged learningabout engaged learning

You will be able to …You will be able to …

Use the PETALSUse the PETALSTMTM framework as a framework as a common language for engaged common language for engaged learninglearning

Apply the PETALSApply the PETALSTMTM dimensions in dimensions in designing and planning lessons for the designing and planning lessons for the school-based curriculum innovationschool-based curriculum innovation

Share (2 minutes)Share (2 minutes)

What is What is knowingknowing??

What is What is learninglearning??

What is What is understandingunderstanding??

What is … …?What is … …?

Learning is a constructed process Learning is a constructed process – individual and social– individual and social

Learning is an active and messy Learning is an active and messy processprocess

Learning is a process by which we Learning is a process by which we acquire new skills and knowledgeacquire new skills and knowledge

© Susan Clayton, UbD Workshop Slides Jun 2008

What is … …?What is … …?

Understanding is the Understanding is the capacity to use current capacity to use current knowledge, concepts, and skills to illuminate knowledge, concepts, and skills to illuminate new problems or unanticipated new problems or unanticipated issuesissues... ...Genuine understanding has been ... ...Genuine understanding has been achieved when an individual is able to apply achieved when an individual is able to apply knowledge to new situations, without applying knowledge to new situations, without applying such knowledge erroneously or such knowledge erroneously or inappropriately; and if he or she can inappropriately; and if he or she can spontaneously, without specific instruction to spontaneously, without specific instruction to do so.do so.

Teaching for Understanding in the Disciplines- and Beyond by Howard Gardner and Veronica Boix-Mansilla

Hence … …Hence … …

Process of understanding is different Process of understanding is different from process of knowing , from process of knowing , understanding has to be earned, not understanding has to be earned, not givengiven

BUTBUTYou can’t go to understanding You can’t go to understanding

without knowing something!! without knowing something!!

What is … …?What is … …?

Is Learning= Knowledge + Is Learning= Knowledge + Understanding? Understanding?

Setting the CONTEXTSetting the CONTEXT

What is TLLM?What is TLLM?

Why TLLM?

What is Engaged Learning?

The journey so far?TSLN

I & ETLLM

TeacherQuality of Interaction

Learner

……the TSLN journey continues…the TSLN journey continues…

Grounds-up Initiatives,Grounds-up Initiatives,Top-down SupportTop-down Support

PETALSPETALSTM TM FrameworkFramework

PETALSPETALSTMTM Framework Framework

Pedagogy

Core IdeasCore Ideas

Pedagogy: Pedagogy: Sets of Sets of learning strategieslearning strategies

Key considerations:Key considerations:Student ReadinessStudent ReadinessLearning StylesLearning StylesExisting KnowledgeExisting Knowledge

Pedagogy

PETALSPETALSTMTM Framework Framework

Experienceof learning

Core IdeasCore Ideas

Experience of LearningExperience of Learning: Design : Design experience to deepen students’ experience to deepen students’ understanding of what they have understanding of what they have learnt, help students to transfer learnt, help students to transfer their learning and take their learning and take ownership of their learningownership of their learning

Key Considerations:Key Considerations:Stretch thinkingStretch thinkingSee connectionsSee connectionsSelf directed to learnSelf directed to learn

Experience of

Learning

PETALSPETALSTMTM Framework Framework

Tone ofenvironment

Core IdeasCore Ideas

Tone of Environment: Tone of Environment: Creating a Creating a physical and physical and emotionalemotional environment that environment that supports learningsupports learning

Key Considerations:Key Considerations:SafeSafePurposefulPurposefulRespectfulRespectful

Toneof

Environment

The learning environment The learning environment has expandedhas expanded

How do we How do we create a safe, create a safe, purposeful purposeful

and respectful and respectful virtual virtual learning learning environment?environment?

Toneof

Environment

http://straitstimes.com/Singapore/Story/STIStory_268256.html#

PETALSPETALSTMTM Framework Framework

Assessment

Core IdeasCore Ideas

Assessment: Assessment: Gathering and Gathering and interpreting interpreting information of information of learners’ achievement learners’ achievement of knowledge, skills of knowledge, skills and valuesand values

SummativeSummative versus versus FormativeFormative Assessment Assessment

Assessment

AoL & AfLAoL & AfL

Assessment of learning equates to summative Assessment of learning equates to summative assessment. Process of summing up or assessment. Process of summing up or checking what has been learned at the end of checking what has been learned at the end of a particular stage of learning.a particular stage of learning.

Assessment for learning equates to formative Assessment for learning equates to formative assessment. Assessment that helps students assessment. Assessment that helps students learn.learn.

(Weeden, Winter and Broadfoot, (Weeden, Winter and Broadfoot, 2002)2002)

Assessment

Assessment for LearningAssessment for Learning

Assessment for Learning is the process of Assessment for Learning is the process of seeking and interpreting evidence for use seeking and interpreting evidence for use by learners and their teachers to decide by learners and their teachers to decide where the learners are in their learning, where the learners are in their learning, where they need to go and how best to get where they need to go and how best to get there.there.

Assessment

Core IdeasCore Ideas

Align to Align to learning and teachinglearning and teaching

Provide Provide regularregular, , timelytimely and and constructiveconstructive feedback to feedback to improve students’ learningimprove students’ learning

Make clear assessment Make clear assessment criteriacriteria

Give students Give students choicechoice in in selecting assessment tasksselecting assessment tasks

Assessment

Core IdeasCore Ideas

Feedback provided should be Feedback provided should be

Aligned to the assessment Aligned to the assessment criteria and used to help criteria and used to help students improvestudents improve

Timely Timely

Relevant Relevant

Assessment

PETALSPETALSTMTM Framework Framework

Learningcontent

Core IdeasCore Ideas

Learning Content: A Learning Content: A component where students component where students learn learn relevantrelevant and and meaningfulmeaningful knowledge, knowledge, skills and attitudesskills and attitudes

Key Considerations:Key Considerations:MeaningfulMeaningfulRelevantRelevant

LearningContent

Understanding by DesignUnderstanding by Design(ASCD and Grant Wiggins & Jay McTighe(ASCD and Grant Wiggins & Jay McTighe))

UbD is a 3-stage UbD is a 3-stage modelmodel

UbD is guided by a UbD is guided by a back-ward design back-ward design principleprinciple

Stage 1Big Ideas

UnderstandingsEssential Questions

Stage 2AssessmentEvidence on

Learning, outcomes

Stage 3ActivitiesEngaging

The Learner

Build a commonlanguage

PETALPETALTMTM Framework Framework

The EndThe End