Edc3100 lecture 4

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Where we’ve come from

Where we’re going

Planning and context

Curriculum + Assessment + Pedagogy

Structure for planning

Source documents

Student learning constructs



Where we’re going




Source documents


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Learning path completeBlog registered, posts madeOnline artefact

Assignment 1

Building your PLN

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PLN

Module 1

What are ICTs?

ICTs and Pedagogy

Technological change

Toolbelt theory

Scootle

Societal changes

TPACK



Where we’re going




Source documents



Planning units with ICT integration

Module 2


Week 4

Module 2

Week 5

Week 8

Effective planning – A first stepDevelop your learning plan

Developing appropriate pedagogical practices

Start of Week 9 – Assignment 2 due



Where we’re going




Source documents


Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

Unit Plan

ACTIVITY:If you are planning to use ICTs then you need to consider issues for ICTs within each of these categories.

Context: The first step in preparing for planning units is to ensure you take into account your context. This should generally include information about:SchoolStudentsSpecial Events Staff



Where we’re going




Source documents


AligningCurriculum Intent, Pedagogy and Assessment

Student needs,

interests and achievement

What is taught?Syllabus, School Priorities,

System Priorities

What evidence will students produce?Using Standards (criteria) aligned to

curriculum will be used to assess

How do teachers teach?Pedagogy aligned to the type of

learning to be done



Alignment of

Structure (process) for planning




Where we’re going




Source documents


Identify Desired Results

• What should students know understand and be able to do? Select Syllabus content

Determine Acceptable Evidence

• How will we know if students have achieved the desired results and meet the standards? What will we accept as evidence of student understanding and proficiency?

Plan Learning Experiences

And Instruction

• What activities will equip students with the needed knowledge and skills? What strategies will teachers use? How will TPACK support choices?

The Backwards DesignProcess

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(Wiggins and McTighe, 2005)

Teaching is a means to an end.



Having a clear goal helps to focus our planning andguide purposeful action toward the intended result



Specifics of instructional planing –choices about teaching methods, sequence of lessons, and resourcematerials – can be successfullycompleted only after we identifydesired results and assessments andconsider what they imply.

Planning Units: The 3 basic questions

Within our context:

• 1. What curriculum will we use?

• 2. What evidence do students need to produce?

• 3. How will we foster learning that uses the curriculum to produce evidence?

Planning Units: The 3 basic questions

Within our context:

• 1. What curriculum will we use?

• 2. What evidence do students need to produce?

• 3. How will we foster learning that uses the curriculum to produce evidence?




Where we’re going




Source documents


Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum


What specifies?

What are we looking for?

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum


What specifies?


Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum


Syllabus objectivesStandardsICT general capabilities

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

Syllabus objectives

English, Maths, Science & History

Content descriptors

Australian Curriculum

http://www.australiancurriculum.edu.au

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

Syllabus objectives


Content descriptors


All other learning areas QSA Essential

Learnings


Knowledge & UnderstandingWays of working http://www.qsa.qld.edu.au/

20753.html

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

Standards


Achievement standardshttp://

www.australiancurriculum.edu.au

Standard elaborationsQSA

website

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

Standards


Achievement standards

All other learning areas QSA Essential

Learnings


Assessable elements

Standard elaborationsQSA

website

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

ICTs


ICT general capability


http://bit.ly/119lo9b

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

ICTs


ICT general capability


All other learning areas

http://bit.ly/119lo9b

ICTs cross-curriculum priorityhttp://www.qsa.qld.edu.au/7300.html



Where we’re going




Source documents


Two types of student learning:The underpinning that connects all our planning

Constructing knowledge

What do we want students to know and

understand – concepts, facts and/or procedures?

Transforming knowledge

What do we want students to be able to do when they apply and transform their

knowledge?

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

Syllabus objectives

= Student learning

Constructing

Transforming

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

Syllabus objectives

= Student learning

Constructing

Transforming

QSA Essential

Learnings

Knowledge &Understanding

Ways of

Working

Planning to Teach

student learning

lesson plan

unit plan

work program

curriculum

What specifies?

Syllabus objectives

= Student learning

Constructing

Transforming

QSA Essential

Learnings

Knowledge &Understanding

Ways of

Working

AustralianCurriculum

Content descriptors


Summary


Backwards design

Focus Questions

Identify desired results

Curriculum How do we select the curriculum?What are the things to look for?Constructing (Knowledge)– What should students know?Transforming (Skills and processes) – What should students be able to do?

Determine acceptable evidence

Assessment What will we expect as evidence of student understanding (Knowledge)What will we expect as evidence of proficiency (Skills and processes)

Plan learning experiences & instruction

Pedagogy How does my pedagogy develop activities that equip students with the needed Knowledge and Skills/Processes?What teaching strategies will be used?What ICTs can I use to facilitate achievement?

Edc3100 lecture 4

Education

planning units

student learningcurriculum

learning planweek

plan learning

effective planning

learning path completeblog

ict integration http

curriculum intent