THE PRINCIPLE OF ALIGNMENT

1. THE PRINCIPLE OF ALIGNMENT EDA 122

2. ALIGNMENT OUTCOMES PROCESS

3. ALIGNMENT PRODUCT PROCESS OUTCOMES WHAT WHEN WRONG?

4. ALIGNMENT Balance system Deep learning What we teach. (methods, assessment, reporting results, (climate) What we teach. (methods, assessment, reporting results, climate) Surface learning

5. BIGGS MODEL

6. DISTINGUISH BETWEEN DEEP AND SURFACE LEARNING

7. ACHIEVING ALIGNMENT • Setting learning outcomes Make use of active verbs (leads us to design activities to achieve the outcome) Levels of achievement • Selecting learning and teaching activities Learning styles, active participation • Assessing and grading the student Assess the outcome, approach to assessment

8. STUDY THE EXAMPLE IN TERMS OF • THE IMPETUS BEHIND THE LESSON OUTCOME- THE ACTION VERB AND • WHAT IS EXPECTED OF THE LEARNER?

9. Mastering the skill will enable learners to concentrate on the HOW and not merely WHAT to think. When writing a lesson outcomes an action verb is the impetus to how the outcome should be demonstrated. In the following example the meaning of an action verb is clarified in terms of what is expected of the learners. • THE LEARNERS SHOULD BE ABLE TO PRESENT THEIR FINAL PRODUCT BY MEANS OF MAKING A CREATIVE DRAWING OF THE DIFFERENT PARTS OF A MACHINE. • THE LEARNERS SHOULD BE ABLE TO DRAW A LINE BETWEEN TWO POINTS. • In the first case it indicates the learner’s ability to synthesis previous knowledge into one diagram where as in the second outcome learners should be able to apply their previous knowledge in connecting the two points. When using active verbs identify the context in which the outcome must be demonstrated.

10. Identify active verbs Example Learning outcome Assessment standard : Do investigations and collect data: Investigate the possiblities and the usage of materials and find out how it works. Lesson outcome: Learners will be able to gather data on the increase of temperature over a period of time; and compare the temperature over the different seasons. Activity: Measure the temperature over the different seasons and determine the average of the temperature. Assessment: Learners will be assessed on how they noted the data in the tabels as well as the interpretations that they make in terms of the temperature differences.

11. How do I address: • Learners higher cognitive thoughts? • All three domains of the learner? • The critical Outcomes? THROUGH ASKING THE RIGHT QUESTIONS ON THE RIGHT LEVELS

12. EVALUATION COMPARE SYNTHESIS DESIGN ANALYSE TABULATE APPLICATION APPLY COMPREHENSION INTERPRET KNOWLEDGE RECALL COGNITIVE DOMAIN/ADAPTED VERSION CREATIVE 40% 60%

13. COGNITIVE

14. PSYCHOMOTOR

15. Criteria for the first team.

16. AFFECTIVE

17. THEME: POLLUTION 1. List differents types of pollution 2. Distinguish between water- and air pollution 3. Predict what will happen if air pollution is not stopped 4. Analyse the current situation and identfy the most dangerous type of pollution 5. Design a plan on how to improve the current state of the atmosphere 6. Critically evaluate your plan against the criteria set for what the % must be for human to survive in RELATIONSHIP AND PROGRESSION

18. PSYCHOMOTOR

19. HOLISTIC ASSESSMENT • Domain: cognitive, affective, psychomotor; • Different approaches to assessment; • Different assessment methods; • Learner must be developed in totality, must develop life skills (see critical outcomes).