Edc3100 lecture 4
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Transcript of 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
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http://www.flickr.com/photos/ecmp355/6802375649/
Where we’ve come from
Where we’re going
Planning and context
Curriculum + Assessment + Pedagogy
Structure for planning
Source documents
Student learning constructs
![Page 4: Edc3100 lecture 4](https://reader033.fdocuments.net/reader033/viewer/2022061217/54b52e8e4a7959027f8b4586/html5/thumbnails/4.jpg)
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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
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http://www.flickr.com/photos/ecmp355/6802375649/
Where we’ve come from
Where we’re going
Planning and context
Curriculum + Assessment + Pedagogy
Structure for planning
Source documents
Student learning constructs
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Planning units with ICT integration
Module 2
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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
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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
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
Unit Plan
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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
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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
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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
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Curriculum + Assessment + Pedagogy
Alignment of
Structure (process) for planning
Student learning constructs
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http://www.flickr.com/photos/ecmp355/6802375649/
Where we’ve come from
Where we’re going
Planning and context
Curriculum + Assessment + Pedagogy
Structure for planning
Source documents
Student learning constructs
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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.
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(Wiggins and McTighe, 2005)
Having a clear goal helps to focus our planning andguide purposeful action toward the intended result
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(Wiggins and McTighe, 2005)
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.
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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?
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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?
Curriculum + Assessment + Pedagogy
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http://www.flickr.com/photos/ecmp355/6802375649/
Where we’ve come from
Where we’re going
Planning and context
Curriculum + Assessment + Pedagogy
Structure for planning
Source documents
Student learning constructs
![Page 29: Edc3100 lecture 4](https://reader033.fdocuments.net/reader033/viewer/2022061217/54b52e8e4a7959027f8b4586/html5/thumbnails/29.jpg)
Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
Curriculum + Assessment + Pedagogy
What specifies?
What are we looking for?
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
Curriculum + Assessment + Pedagogy
What specifies?
What are we looking for?
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
What are we looking for?
Syllabus objectivesStandardsICT general capabilities
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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
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
What specifies?
Syllabus objectives
English, Maths, Science & History
Content descriptors
Australian Curriculum
All other learning areas QSA Essential
Learnings
http://www.australiancurriculum.edu.au
Knowledge & UnderstandingWays of working http://www.qsa.qld.edu.au/
20753.html
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
What specifies?
Standards
English, Maths, Science & History
Achievement standardshttp://
www.australiancurriculum.edu.au
Standard elaborationsQSA
website
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
What specifies?
Standards
English, Maths, Science & History
Achievement standards
All other learning areas QSA Essential
Learnings
http://www.australiancurriculum.edu.au
Assessable elements
Standard elaborationsQSA
website
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
What specifies?
ICTs
English, Maths, Science & History
ICT general capability
Australian Curriculum
http://bit.ly/119lo9b
![Page 39: Edc3100 lecture 4](https://reader033.fdocuments.net/reader033/viewer/2022061217/54b52e8e4a7959027f8b4586/html5/thumbnails/39.jpg)
Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
What specifies?
ICTs
English, Maths, Science & History
ICT general capability
Australian Curriculum
All other learning areas
http://bit.ly/119lo9b
ICTs cross-curriculum priorityhttp://www.qsa.qld.edu.au/7300.html
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http://www.flickr.com/photos/ecmp355/6802375649/
Where we’ve come from
Where we’re going
Planning and context
Curriculum + Assessment + Pedagogy
Structure for planning
Source documents
Student learning constructs
![Page 41: Edc3100 lecture 4](https://reader033.fdocuments.net/reader033/viewer/2022061217/54b52e8e4a7959027f8b4586/html5/thumbnails/41.jpg)
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?
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Planning to Teach
student learning
lesson plan
unit plan
work program
curriculum
What specifies?
Syllabus objectives
= Student learning
Constructing
Transforming
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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
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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
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Summary
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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?