General capabilities of the millenium learner implications for curriculum pedagogy and assessment
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General capabilities of the millenium learner: implications for curriculum, pedagogy and assessment. . AISSA National Curriculum Conference August 5-6, 2010 Dr. Katie Weir. Session Overview. Unpacking the “General Capabilities” from the National Curriculum

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General capabilities of the millenium learner implications for curriculum pedagogy and assessment

General capabilities of the millenium learner: implications for curriculum, pedagogy and assessment.

AISSA National Curriculum Conference

August 5-6, 2010

Dr. Katie Weir


Session overview

Session Overview

  • Unpacking the “General Capabilities” from the National Curriculum

  • Contrasting these to the new SACE Capabilities

  • Assessing capabilities in South Australia

  • Assessing capabilities: for whom and for what purpose?

  • Some approaches to assessing capabilities

  • Workshop: evaluating different approaches to assessing capabilities


The melbourne declaration

The Melbourne Declaration…

…identifies the General Capabilities as one of three broad categories of learning outcomes that the National curriculum should deliver to students.


According to acara

According to ACARA

National Curriculum Board (2009).The Shape of the Australian Curriculum. Author: Canberra.


The general capabilities

The General Capabilities

Literacy

Numeracy

ICT

Creativity

Thinking Skills

Self-Management

Social Competence

Teamwork

Ethical Behaviour

Intercultural Understanding


Unpacking these capabilities

Unpacking these capabilities

General Capability

Explanation/Comment

Communication in a variety of modes and using a range of tools and symbols (semiotic competency)

“…constitute the core of most intellectual activity”; includes critical thinking, problem solving, justifying, complex reasoning (aka upper levels of Bloom’s taxonomy)

“…is closely linked to innovation & enterprise…& requires intellectual flexibility, open-mindedness, adaptability and readiness to try new things”

Respect and tolerance of other cultures and backgrounds

  • Literacy, numeracy, ICT skills and understanding

  • Thinking Skills

  • Creativity

  • Intercultural Understanding


Unpacking these capabilities1

Unpacking these capabilities

General Capability

Explanation/Comment

Managing and evaluating learning; working independently and being responsible for personal behaviour and performance

Working in harmony, contributing, accepting roles and responsibilities, acceptance of difference, building social relationships

Operating successfully in a range of social situations, foster inclusivity, resolve conflict, initiate & manage relationships.

This includes the willingness and determination to think, judge and act according to a guiding set of moral and ethical principles

  • Self-management

  • Teamwork

  • Social Competence

  • Ethical Behaviuor


Contrasting the national approach to sa s new sace

Contrasting the National Approach to SA’s new SACE

National Curriculum

New SACE

Communication

Learning

Work

Personal Development

Citizenship

Literacy, numeracy, ICTs

Thinking Skills

Creativity

Self-management

Social Competence

Teamwork

Ethical Behaviour

Intercultural Understanding


Assessing and reporting the new sace capabilities

Assessing and Reporting the newSACE Capabilities

Ramsay, E. (2007). Capabilities Implementation Project: Report to the future SACE Steering Committee. Adelaide:DECS

IMPLICATIONS FOR TEACHERS????


For whom and for what purpose are we assessing capabilities

For whom and for what purpose are we assessing capabilities?

The rationale for making these capabilities more explicit in the curriculum is primarily linked to the changing nature of work. It also mentions the education of the whole child as part of the national charter.

So, are these being assessed and reported for employment opportunities, credentials for higher education or other selection and certification purposes? Which begs the question: How will these results be used by students, systems, employers, tertiary providers?


Some approaches to assessing capabilities

Some Approaches to Assessing Capabilities

  • Via a portfolio and student self-assessment

  • Through specified transdisciplinary assessment tasks/projects

  • By auditing what already exists and making capabilities more explicit in the curriculum

  • Through student-directed extracurricular activities and community service

  • Other?


Workshop activity

Workshop Activity

The aim of this activity is to evaluate each approach to assessing the general capabilities.

Working in groups of 4-5, each group will apply a critical thinking skill – the PMIQ – to look at the implications of each assessment strategy from different perspectives and to come up with pertinent questions about each approach.

Groups will report back to the whole forum and discuss which appears the best approach to take in different contexts and for different purposes.


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