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ICT and VELS : curriculum and assessment Secondary curriculum leaders 1 May 2008 Paula Christophersen ICT Curriculum Manager Victorian Curriculum and Assessment Authority
What has 3 main pillars, 16 components and 39 divisions?
Disciplinary/Interdisciplinary? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],DISCIPLINES INTERDISCIPLINARY   &   PPS Procedural knowledge Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.
Interdisciplinary learning is about … ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],Interdisciplinary learning is about ,[object Object],[object Object]
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 1 Other 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 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 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 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 creating ICT for communicating
Visualising thinking tools: ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],www.austhink.com
Double Bubble Template SIMILARITIES DIFFERENCES DIFFERENCES
 
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 ,[object Object],[object Object],[object Object]
 
 
Creating online class newspaper ,[object Object],[object Object],[object Object],[object Object],… 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 ,[object Object],[object Object],[object Object],[object Object]
Communications technology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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 Determine acceptable evidence Plan learning experiences and  instructions J McTighe and G Wiggins
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 I CT  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  ap propriate? What  learning plans are  appropriate? Personal Learning
 
 
 
 
Determine acceptable evidence 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? Is a question/task worth asking? Will it help discriminate performance? Will it help provide the evidence to demonstrate the standard element? Google Image Source: B Peck, VCAA 20 cm
Determining evidence for a reporting period must evidence should evidence
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 learning experiences and  instructions What learning experiences will help students achieve the desired goals? What sequence will the learning activities follow?
In some schools ...  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],For all schools ...
In many schools ... ,[object Object],[object Object]
Questions to consider ,[object Object],[object Object],[object Object]
Paula Christophersen [email_address]

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Paula Christophersen On Ict & Vels

  • 1. ICT and VELS : curriculum and assessment Secondary curriculum leaders 1 May 2008 Paula Christophersen ICT Curriculum Manager Victorian Curriculum and Assessment Authority
  • 2. What has 3 main pillars, 16 components and 39 divisions?
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  • 6. 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
  • 7. Acquisition  option 1 Other 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 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.
  • 8. 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 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.
  • 9. 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 2: students acquire and apply ICT knowledge and skills in a standalone ‘subject’ using ‘real’ data
  • 10. 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
  • 11. ICT dimensions ICT for visualising thinking ICT for creating ICT for communicating
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  • 14. Double Bubble Template SIMILARITIES DIFFERENCES DIFFERENCES
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  • 19. ICT perceptions Visualise your perceptions of ICT How can this be used?
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  • 27. 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?
  • 28. 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?
  • 29. Stages of backward design Identify desired results Determine acceptable evidence Plan learning experiences and instructions J McTighe and G Wiggins
  • 30. 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?
  • 31. 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 I CT 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 ap propriate? What learning plans are appropriate? Personal Learning
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  • 36. Determine acceptable evidence How will I know if the standards are met? What tasks will provide the opportunity for evidence to be demonstrated?
  • 37. When we assess, what are we measuring? Is a question/task worth asking? Will it help discriminate performance? Will it help provide the evidence to demonstrate the standard element? Google Image Source: B Peck, VCAA 20 cm
  • 38. Determining evidence for a reporting period must evidence should evidence
  • 39. 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
  • 40. Plan learning experiences and instructions What learning experiences will help students achieve the desired goals? What sequence will the learning activities follow?
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