Curriculum framework implementation
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Curriculum Framework Implementation. Outcomes Focused Education. Curriculum Framework Implementation. Start with a focus on Meeting Student Needs. This requires a number of decisions:. Information.

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Curriculum Framework Implementation

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Curriculum framework implementation

Curriculum Framework Implementation

Outcomes Focused Education


Curriculum framework implementation1

Curriculum Framework Implementation

Start with a focus on Meeting Student Needs. This requires a number of decisions:

Information

  • Decide what Technology & Enterpriseoutcomes you wish students to demonstrate (Details are Ref: CF, pp. 294-300 & CEO Progress Map, p. 3-4).

  • Decide what key aspects of each of these outcomes you wish students to demonstrate (Ref: CEOProgress Map, pp. 9-10).

Materials, Informationand Systemsprovide a vehicle/context for students to apply the components of theTechnology Process of investigating, devising, producing and evaluation, and...

Even though Enterprise,Technology Skillsand Technology & Societyare explicitly spelt out in the CEO Progress Map (pp. 20-22)… in the learning and teaching programthey will typicallybe embedded and demonstrated by studentswithin the Materials, Information and Systems outcomes. They should not be demonstrated in isolation. These outcomes focus on the organisational abilities, technology skills, and attitudes students bring to the Technology Process.

Technology Process

Enterprise

Materials

Technology & Society

Systems

Technology Skills


Curriculum framework implementation

  • Decide what Overarching Learning Area Outcomes you wish students to experience.

  • The CF makes direct and indirect links to the Technology and Enterprise Outcomes (pp. 316-317).

  • eg: Overarching Learning Outcomes (OLOs) 1 to 10has a direct link to the Technology Process.

  • In OLO 1 the use of language to communicate and negotiate ideas and solutions is an important part of the technology process.

  • eg: OLO 6 and 10 has a direct link to the Enterprise outcome.

  • Lateral thinking and creativity are key aspects also of the Enterprise outcome.

  • The successful demonstration by students of these Technology and Enterprise Outcomes provide evidence of the successful demonstration of those Overarching Learning Outcomes.


Curriculum framework implementation

Decide what values you want students to demonstrate and what links you will make to other Learning Area Outcomes (CF provides examples ofLinksto other Learning Outcomes on pages 318 – 319 and Values is referenced on page 325).

  • eg: The Value:Self Acceptance and Respect of Self

  • 2.3 Ethical Behaviour and Responsibility.

  • 2.5 Initiative and Enterprise

  • are key aspects of the Enterprise outcome.

  • Links with other Learning Areas

  • eg:Technology and Enterprise links with English in the following ways:

  • The collection, evaluation and communication of information is important in the Technology Process, which relies primarily on skills and understandings developed in the English learning area, and

  • The outcomes in Technology and Enterprise are enhanced by the inclusion of technology-related language.


Curriculum framework implementation2

Curriculum Framework Implementation

  • Decide where the students are at in relation to the outcomes. What do they know, understand, value and can do? What do they want to know, understand, value and to do?

Mind Mapping

Quiz's

pre-testing

Think, pair & share

brainstorming

Keep records

Call Out

questioning

Activate prior learning


Curriculum framework implementation

Curriculum Framework Implementation

  • Given what they know, understand, value and can do … Decide what knowledge, skills and values students need to know to make progress and demonstrate successfully the key aspects of the outcomes.

What content will you shed?

what content will you keep?

Process Skills

problem-solving

investigating

devising

negotiating

co-operative learning

constructive process

metacognition

creativity

learning to learn

action and reflection

decision making

knowledge production

transference

Social Skills

behaving responsibly

resolving conflict

consensus building

Summarising

paraphrasing

clarifying

assertiveness

interviews

extending ideas

accepting differences

encouraging

group maintenance

equal participation

ThinkingSkills

defining

classifying

generalising

inferring

analysing

cause & effect

compare & contrast

synthesising

valuating

prioritising

sequencing

inductive/deductive

attributing

Given that an outcomes focused approach emphasises the learning andteaching of transferable skills for life long learning, a shift in thinking is required, from an emphasis on content and the final product to a balanced approach of process and content.

This requires the learning, teaching and assessment of:

we need to teach these skills


Curriculum framework implementation3

Curriculum Framework Implementation

Second Layer Decisions: Providing Learning Opportunities

Devise a learning experiencesuitable for the student’s phase of development to enable them to demonstrate the outcomes and its key aspects.

  • So far, we have made decisions regarding:

  • what outcomes and what key aspects we wish the students to demonstrate?

  • what links we will make to the OLOs?

  • what links we will make to other LAOs and what values we wish the students to demonstrate?

  • we have determined where the students are at (what they know, understand, value and can do), and

  • what knowledge, skills and values they need to know in order to make progress?

    So we need to:

  • The CF also explains that learning experiences should connect with students’ existing knowledge, skills and values while extending and challenging their current ways of thinking and acting (CF pp. 310-313).

  • We need to provide students with an opportunity to critically review and reflect on their current understanding

  • eg: through strategies like ‘think, pair and share’,’brainstorming’ and ‘callout’.

The CF articulates learning experiences most students should have at each phase of development (p.301-309) ... and as students progress through the developmental phases (K-12, Band 1-8) it is important that students are provided with challenges that entail increasing levels of complexity. The CF gives four developmental phases (p. 310-313):

  • Through explicit teaching, modelling, guidance and classroom practice

  • By providing real life experiences, and by devising

  • Open-ended tasks to give students the opportunity to negotiate the learning and assessment experiences with teachers.

  • Learning experiences should enable students to observe, select and use the actual processes, products, skills and values that are expected of them.

Late Adolescence/Young Adulthood

Typically Years 10 to 12 (Ref: p 5 Progress Map)

Middle Childhood

Typically Years 3 to 7

  • Learning experiences should be meaningful and encourage both action and reflection on the part of the learner.

Early Childhood

Typically K to Year 3

  • By providing astudent instruction sheet containing the task, outcomes, criteria, and its standards (rubrics).

  • Learning experiences should be motivating and their purpose clear to the student.

Early AdolescenceTypically Years 7 to 10

  • Providing opportunities for students to select the ways of solving their own challenges and problems

  • Allow them to adopt their preferred learning styles

  • Learning experiences should respect and accommodate differences between learners.

  • Through student self and peer assessment, student and teacher journals or diaries

  • Using co-operative learning strategies

  • Learning experiences should encourage students to learn both independently and collaboratively.

  • The school and the environment setting should be safe and conducive to effective learning.


Curriculum framework implementation

Curriculum Framework Implementation

Implement thelearning and teaching strategies.

Gather Information: formative and summative assessment.

Learning &TeachingStrategies

  • co-operative learning

  • graphic organisers

  • Blooms taxonomy

  • metacognition

  • multiple intelligences

  • performances

  • presentations

  • modelling

  • exhibitions & projects

  • brain-based learning

  • role-playing

  • surveying

  • video tapes/web quests

  • constructivist theory

  • Assessment Strategies

  • observation notes

  • anecdotal records

  • criteria checklist

  • Progress Map (p. 5, CEO Progress Map)

  • Rubrics (p. 18,CEO Progress Map)

  • student self assessment

  • peer assessment

  • open-ended tasks

  • student-teacher conferences

  • teacher made tests

  • portfolios

  • student logs and

  • teacher journals

  • negotiated evaluation

  • pen & paper test

  • standardised tests

  • performance assessment


Curriculum framework implementation

Gather Information

Communicating Information

Information that has been gathered, analyzed and interpreted is then communicated to the student, teacher, parent or the wider community..

Analyse and Interpret information

Communicate information

In Analysing & Interpreting Information Gathered

We need to consider if these sources of evidence demonstrate the successful achievement of the outcome … and with the aid of a Progress Map at what band or level of achievement … ?

In Gathering Information

We need to consider what sources of evidence do I have?

Spiraling on again: Setting New Goals

We then need to set new goals and undertake further learning and teaching taking into account student needs and their band or level of achievement of the outcome.


Curriculum framework implementation

Analysing information

about individual student learning

Interpreting information

about individual student learning

Making on-balance judgments

over a period of time

In a range of contexts

Gathering information

about individual student

achievement of outcomes

consistency of achievement

autonomy of achievement

To make an

on-balance

judgment about

achievement of

outcomes

Communicating and reporting

information about individual student learning


Curriculum framework implementation

Making an on balance judgmentwe must consider:

  • Variety of Assessment

  • Over a period of time

  • Multiple Kinds of Evidence

  • Multiple Assessors

  • Consistency of achievement

  • Autonomy (independent achievement)

  • Streamline from the Outcomes: (what key aspects, what knowledge, skills or values are demonstrated?)


Curriculum framework implementation

Planning and Assessment in an Outcome Focused Approach

First Layer Decisions:Meeting Student Needs

  • Decide what Technology & Enterpriseoutcomes you wish students to demonstrate.

  • Decide what key aspects of each of these outcomes you wish students to demonstrate.

  • Decide what Overarching Learning Area Outcomes you wish students to demonstrate.

  • Decide what values you want students to demonstrate and what links you will make to other Learning Area Outcomes.

  • Decide where the students are at in relation to the outcome. What do they know, understand, value and can do? What do they want to know, understand, value and to do?

  • Decide what knowledge, skills and values students need to know to make progress and demonstrate successfully the key aspects of the outcomes.

    Second Layer Decisions: Providing Learning Opportunities

  • Devise learning opportunities suitable for the student’s phase of development to enable them to demonstrate the outcomes and its key aspects.

    - Identify the range of learning, teaching and assessment strategies for students to demonstrate understanding (Formative Assessment & Metacognition).

    - Make the criteria for success explicit to students (Rubrics).

    Third Layer Decisions: Learning, Teaching and Assessment Strategies

  • Implement learning and teaching opportunities.

  • Gather Information: Formative and summative assessment. How will the students be involved i.e. self assessment, peer assessment? What negotiation or consultation with students will occur?

  • Analyse and Interpret information: Making 'on-balance' judgements using a progress map to determine the students' stage of development.

  • Communicate information

    Spiralling on Again: Setting New Goals to Meet Student Needs


Curriculum framework implementation

The changing role of assessment in education!

  • Metacognition

  • Students need an opportunity to self reflect on their own experience … an opportunity to think about there thinking. eg: How can I do it better next time?

  • Dewey said: ‘we do not learn from the experience but by processing the experience’.

Next Slide

Formative Assessment: Responding to student needs

Formative assessment provides information about a student learning while students are ‘in the process of learning’. Formative assessment is a learning and teaching strategy.

Valid feedback enables the student to take control of their learning by being able to focus on strengths and weaknesses, set realistic goals and identify the skills needed to improve learning and achieve the outcome.


Curriculum framework implementation

  • Planning and Assessment in an Outcome Focused Approach

    Decisions:Meeting Student Needs

  • Decide what Technology & Enterpriseoutcomes you wish students to demonstrate.

  • Decide what key aspects of each of these outcomes you wish students to demonstrate.

  • Decide what Overarching Learning Area Outcomes you wish students to demonstrate.

  • Decide what values you want students to demonstrate and what links you will make to other Learning Area Outcomes.

  • Decide where the students are at in relation to the outcome. What do they know, understand, value and can do? What do they want to know, understand, value and to do?

  • Decide what knowledge, skills and values students need to know to make progress and demonstrate successfully the key aspects of the outcomes.

    Providing Learning Opportunities

  • Devise learning opportunities suitable for the student’s phase of development to enable them to demonstrate the outcomes and its key aspects.

    - Identify the range of learning, teaching and assessment strategies for students to demonstrate understanding (Formative Assessment & Metacognition).

    - Make the criteria for success explicit to students (Rubrics).


Curriculum framework implementation

Next Slide

  • To develop a rubric, we can use the evidence guides of the CEO Progress Map

  • eg: to demonstrate the Information outcome at Band 3 students need “to consult a wider range of resources to locate information” .

  • The evidence guides can be rewritten to show different degrees of quality, understanding or proficiency when an aspect of the outcome is:

  • emerging,

  • developing or

  • demonstrated.


Curriculum framework implementation

  • Planning and Assessment in an Outcome Focused Approach

    First Layer Decisions:Meeting Student Needs

  • Decide what Technology & Enterpriseoutcomes you wish students to demonstrate.

  • Decide what key aspects of each of these outcomes you wish students to demonstrate.

  • Decide what Overarching Learning Area Outcomes you wish students to demonstrate.

  • Decide what values you want students to demonstrate and what links you will make to other Learning Area Outcomes.

  • Decide where the students are at in relation to the outcome. What do they know, understand, value and can do? What do they want to know, understand, value and to do?

  • Decide what knowledge, skills and values students need to know to make progress and demonstrate successfully the key aspects of the outcomes.

    Providing Learning Opportunities

  • Devise learning opportunities suitable for the student’s phase of development to enable them to demonstrate the outcomes and its key aspects.

    - Identify the range of learning, teaching and assessment strategies for students to demonstrate understanding (Formative Assessment & Metacognition).

    - Make the criteria for success explicit to students (Rubrics).

Learning, Teaching and Assessment Strategies

  • Implement learning and teaching opportunities.

  • Gather Information: Formative and summative assessment. How will the students be involved i.e. self and/or peer assessment? What negotiation or consultation with students will occur?

  • Analyse and Interpret information: Making 'on-balance' judgements using a progress map to determine the students' stage of development.

  • Communicate information

    Spiralling on Again: Setting New Goals to Meet Student Needs


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