Participation
This presentation is the property of its rightful owner.
Sponsored Links
1 / 9

Being explicit about learning PowerPoint PPT Presentation


  • 56 Views
  • Uploaded on
  • Presentation posted in: General

Participation. A Route to Engagement. A Highland journey 04-09. Dialogue. Handing on responsibility for learning. Engagement. Gathering evidence of learning. Thinking. Being explicit about learning. Focusing feedback on improvement.

Download Presentation

Being explicit about learning

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Being explicit about learning

Participation

A Route to

Engagement

A Highland journey

04-09

Dialogue

Handing on responsibility for learning

Engagement

Gathering evidence of learning

Thinking

Being explicit about learning

Focusing

feedback on

improvement

Embedding a Curriculum for Excellence in the classroom


Fostering the cfe capacities and raising achievement

Fostering the CfE capacities and raising achievement

Can we develop a simple and coherent model for learning, teaching and assessment that will foster the capacities of Curriculum for Excellence and help young people to take greater responsibility for their own learning?


Being explicit about learning

Participation

Dialogue

Engagement

Thinking

Fostering critical and creative thinkers

  • General aims

  • Develop a coherent conception of formative assessment

  • 2Explore the links between formative assessment and approaches to making thinking explicit as a powerful way of fostering the CfE capacities


Being explicit about learning

Teacher

Teacher

Teacher

Pupil

Pupil

Pupil

Reflective professionals and thinking children

The children and young people of Scotland need teachers who themselves exemplify the four capacities (BtC 1)

Raising achievement through purposeful dialogue


Being explicit about learning

Creative thinkers with

openness to new thinking and ideas

who can

think creatively and independently

link and apply different kinds of learning in new situations

communicate in different ways and in different settings

create and developsolve problems

Motivated young peoplewith

enthusiasm and motivation for learningdetermination to reach high standards of achievement

self respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambition

respect for otherscommitment to participate responsibly in political, economic, social and cultural life

an enterprising attituderesilienceself-reliance

Affective

Cognitive

Using the ‘indicative descriptions’ to understand the attributes and capabilities underpinning the four capacities. (cf BtC 3)

Information processors who can

develop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and cultures learn independently and as part of a group

use technology for learning

be self aware

Critical thinkerswho canmake reasoned evaluationsassess risk and take informed decisions

make informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

apply critical thinking in new contexts

Cognitive

Cognitive


Being explicit about learning

A coherent model

of learning, teaching and assessment

Participation

P

R

I

N

C

I

P

L

E

S

Thinking

Dialogue

Engagement


Being explicit about learning

A coherent model

of learning, teaching and assessment

Being explicit

about learning

P

R

A

C

T

I

C

E

Gathering evidence of learning

Peer and self-assessment

Focusing feedback on improvement


Being explicit about learning

A coherent model

of learning, teaching and assessment

Learning

how to learn

Being explicit

about learning

Participation

P

R

I

N

C

I

P

L

E

S

P

R

A

C

T

I

C

E

Pupils taking responsibility

for learning

Gathering evidence of learning

Peer and self-assessment

Thinking

Dialogue

Focusing feedback on improvement

CfE

dispositions and capacities

(critical and creative thinkers)

Engagement


A route to engagement sharing ideas and practices

A Route to Engagement: sharing ideas and practices

(i)Exploring the principles of formative assessment

Dialogue

To what extent are interactions in my classroom based on high quality dialogue?

  • Developing formative assessment practices

    Peer and self-assessment

    To what extent do I give structured and regular opportunities for peer and self- assessment

  • Creating autonomous learners

    Pupils taking greater responsibility for their own learning

    How do I show pupils that successful learning requires purposeful thinking and sustained effort on their part?


  • Login