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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
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
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?
