Be sensitive to the context and complexity · • Be sensitive to the context and complexity ......
Transcript of Be sensitive to the context and complexity · • Be sensitive to the context and complexity ......
plts to structure challenging learning opportunities
:-)© Zoë Elder 2010
1
When Assessing PLTs...• Be integrated into the learning process
(rich task or challenge)
• Be sensitive to the context and complexity
• Promote self worth and development
• Be meaningful to, and owned by, learners
• Act as a bridge between learners
• Enable multiple comparisons and lenses
• Recognise collaboration
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3
Topic introduced
(Project & content introduced by
teacher)
Homework task (series of
questions/ research tasks)
Students find out more
about the topic (video/ text book/
internet)
Students answer key
questions set by teacher
Mapping PLTS against existing project work
Students follow structured
pathway (booklet/ text book questions etc) to
produce more information related
to the topic.
Review learning so
far...
Homework task (finishing
off)
Homework task (writing
up notes)
Students create group presentation
Homework task (finishing
off)
Group presentations & assessment
TWTW CTSM SM
SM
SM IE
IE
IE
EP EP
EP
RL
RL
EP
3
Developing self awarenessRoles & responsibilities
Team buildingCreative thinking
Indi
vidu
al &
gro
up p
roje
cts
Pres
enta
tions
Ass
essm
ent:
peer
& s
elf
Future-thinking
Problem solving
Provocations
Advanced knowledge
Exploration
Invest
igation
Cultural act
ivities
Enrichment
Inter/ intra-personal skills
Learning skills
New
technologies
Organisational skills
CreationAutonomous
Learner
Orientation
Individual
Developm
ent
Seminars Enrichment
In-d
epth
St
udy
4
Developing self awarenessRoles & responsibilities
Team buildingCreative thinking
Indi
vidu
al &
gro
up p
roje
cts
Pres
enta
tions
Ass
essm
ent:
peer
& s
elf
Future-thinking
Problem solving
Provocations
Advanced knowledge
Exploration
Invest
igation
Cultural act
ivities
Enrichment
Inter/ intra-personal skills
Learning skills
New
technologies
Organisational skills
CreationAutonomous
Learner
Orientation
Individual
Developm
ent
Seminars Enrichment
In-d
epth
St
udy
CTTW
IE
SM
EP
RL
4
CHALLENGE -
SUBJECT EXPERTISE
What to look for...
1. Inspiration to apply intellectual initiative
and creative interpretation to subject study.
2. Proficiency is strengthened by the use of higher
order concepts and terminology in reading,
researching and talking about the subject.
3. Subject knowledge and skills are identified, and
then enhanced, through linking with other subjects
and with experience from their own lives.
4. Learners confidently use subject specific and
cross curricular skills in independent research
which is well supported by resources.
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CHALLENGE -
DEVELOPMENT OF LEARNING
What to look for...
1. Strong understanding of how G&T learners
achieve excellent performance & of the range
of activities and techniques which contribute
to high attainment.
2. There is widespread and sustained use of
critical thinking skills and problem solving
together with regular opportunities to lead
and influence others.
3. Learners select and make decisions about
which strategies to use to improve their
achievement.
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CHALLENGE -
DEVELOPMENT OF LEARNING
What to look for...
1. G&T learners follow their own lines of enquiry
and critically evaluate their own learning.
2. They contribute to improving their curriculum
and to promoting the learning of others.
3. There are increased opportunities for learner
independence.
4. G&T learners use initiative and independent
thinking to deviate creatively from planned
activity.
5. Established self-review of all aspects of
progress in learning informs the setting of
personal targets.7
PLTS cards (created as part of an AST project)“Tickets to the learning zones”
8
PLTS Observation (of learning) swatch cards
(created as part of an AST project)9
PLTS dice: “letting fate take you on your journey...”
(created as part of an AST project)10
PERSONALISED PLANNING: CREATIVE THINKING EXAMPLE
11
Intended Outcomes:
What do I want {name} to develop in
this subject?
What does {name} need to be like?
CREATIVE THINKING - makes connections/ works
with others to generate and consider
alternative ideas & approaches
Listens well to others, respects ideas of
others. Asks questions in equal measure to
suggesting ideas.
PERSONALISED PLANNING: CREATIVE THINKING EXAMPLE
11
Intended Outcomes:
What do I want {name} to develop in
this subject?
What does {name} need to be like?
CREATIVE THINKING - makes connections/ works
with others to generate and consider
alternative ideas & approaches
Listens well to others, respects ideas of
others. Asks questions in equal measure to
suggesting ideas.
Opportunities:
What variety of
activities/ resources
can I use?
Multi-media starter
Open-ended ‘divergent’
thinking task
Unfamiliar objects to
stimulate thinking &
discussion
Mix groups according to
learning preferences
PERSONALISED PLANNING: CREATIVE THINKING EXAMPLE
11
Intended Outcomes:
What do I want {name} to develop in
this subject?
What does {name} need to be like?
CREATIVE THINKING - makes connections/ works
with others to generate and consider
alternative ideas & approaches
Listens well to others, respects ideas of
others. Asks questions in equal measure to
suggesting ideas.
Opportunities:
What variety of
activities/ resources
can I use?
Multi-media starter
Open-ended ‘divergent’
thinking task
Unfamiliar objects to
stimulate thinking &
discussion
Mix groups according to
learning preferences
Sharing:
How will I share learning intentions/ outcomes?
(a) Subject specific (b) learning skills &
dispositions
PERSONALISED PLANNING: CREATIVE THINKING EXAMPLE
11
Intended Outcomes:
What do I want {name} to develop in
this subject?
What does {name} need to be like?
CREATIVE THINKING - makes connections/ works
with others to generate and consider
alternative ideas & approaches
Listens well to others, respects ideas of
others. Asks questions in equal measure to
suggesting ideas.
Opportunities:
What variety of
activities/ resources
can I use?
Multi-media starter
Open-ended ‘divergent’
thinking task
Unfamiliar objects to
stimulate thinking &
discussion
Mix groups according to
learning preferences
Sharing:
How will I share learning intentions/ outcomes?
(a) Subject specific (b) learning skills &
dispositions
Recognise achievement:
How will I know that {name} has achieved
the intended outcome?
Uses target ‘Creative thinking’ language
Makes connections between unrelated ideas
Has actively considered alternatives by
exploring different ways to achieve the
PERSONALISED PLANNING: CREATIVE THINKING EXAMPLE
11
launchcontext setting
& challenge launch
input
enquiry
wider research
inputinput
skills
presentation
formulation&
rehearsal
inputcontent
assessment
input
content
Mapping PLTS against existing project work may reinforce a notion that learning is linear
content &
skills
reflection
inputcheck-in
TW
IE
RL
CT
SM
EP
12
launchcontext setting
& challenge launch
input
enquiry
wider research
inputinput
skills
presentation
formulation&
rehearsal
inputcontent
assessment
input
content
Mapping PLTS against existing project work may reinforce a notion that learning is linear
content &
skills
reflection
inputcheck-in
RL
CT
IERL
SM
EP
TW
TW
RLCT
TW
IE
RL
CT
SM
EP
12
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentfacilitation
skills
check-in
check-in
USING PLTS to structure & assess quality collaborative learningReinforces a more organic, connected process of learning
START
13
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentinput
skills
check-in
check-in
Using PLTS to structure & assess quality collaborative learning
14
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentinput
skills
check-in
check-in
Using PLTS to structure & assess quality collaborative learning
14
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CTSM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentinput
skills
check-in
check-in
Using PLTS to structure & assess quality CREATIVE THINKING
CT
15
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CTSM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentinput
skills
check-in
check-in
Using PLTS to structure & assess quality CREATIVE THINKING
CT
15
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentfacilitation
skills
check-in
check-in
Using PLTS to structure & assess quality SELF MANAGEMENT
SM
16
facilitation
check-in
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentinput
skills
check-in
check-in
Using PLTS to structure & assess quality INDEPENDENT ENQUIRY
IE
input
17
facilitation
check-in
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentinput
skills
check-in
check-in
Using PLTS to structure & assess quality INDEPENDENT ENQUIRY
IE
input
17
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentfacilitation
skills
check-in
check-in
Using PLTS to structure & assess quality TEAM WORK
TW
18
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentfacilitation
skills
check-in
check-in
Using PLTS to structure & assess quality TEAM WORK
TW
18
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentfacilitation
skills
check-in
check-in
Using PLTS to structure & assess quality EFFICIENT PARTICIPATION
EP
19
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinput
dispositions
clarification
assessmentinput
skills
check-in
check-in
Using PLTS to structure & assess quality REFLECTIVE LEARNING
RL
20
PPersonalised PLTS
Planning
P
P
21
launchcommunity building
&self
assessment
context setting
& challenge launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in input
ideas generation
development
success criteria
input
skills presentation
formulation
check-in convergence
divergenceinputdispositions
clarification
assessmentinput
skills
check-in
check-in
Worked example: Geography & PLTS
22
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergence
input
skills & dispositions: What do I need to be like to be
an effective Geographer?
assessmentfacilitation
skills
check-in
check-in
Worked example: Geography Content & PLTS
content: What do I need know & understand about {topic}?
clarification
s&d
Ccontent
skills & dispositions
23
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergence
input
skills & dispositions: What do I need to be like to be
an effective Geographer?
assessmentfacilitation
skills
check-in
check-in
Worked example: Geography Content & PLTS
content: What do I need know & understand about {topic}?
C C
C
C
C C
C clarification
C
C
C
C
s&d
Ccontent
skills & dispositions
23
launchcommunity building
&self
assessment
context setting & challenge
launch
input
enquiry
TW
IE
RL
CT
SM
EP
wider research
check-in facilitation
ideas generation
development
success criteria
facilitation
skills presentation
formulation
check-in convergence
divergence
input
skills & dispositions: What do I need to be like to be
an effective Geographer?
assessmentfacilitation
skills
check-in
check-in
Worked example: Geography Content & PLTS
content: What do I need know & understand about {topic}?
C C
C
C
C C
C clarification
Cs&d
s&d
s&d
s&d
s&d
s&d
s&d C
C
C
s&d
Ccontent
skills & dispositions
23