The What and The How

 What we teach is currently prescribed by the Victorian Curriculum Assessment Authority (VCAA)  AUSVELS provide teachers with a set of curriculum documents outlining what we need to teach

 AusVELS is based on the VELS triple-helix structure of three interconnected areas of learning called strands. There are 3 strands  Domains are distinct bodies of knowledge, skills and behaviours within each strand  Content descriptions/Learning Focus statements and Achievement Standards/Standards for each domain are organised into dimensions.

 Task  In pairs (and without the assistance of technology) attempt to put together the overview of AUSVELS starting with Strands, then domains and finally dimensions.

 ICT for Visualising Thinking  ICT for Communicating  ICT for Creating

 ICT is an interdisciplinary domain which means that  IT could be taught as a stand along subject  IT could be taught as an interdisciplinary subject in any other subjects  Consider the implication of 1-1 programs and all students having access to their own device in the classroom. Where do you think this leads the direction of IT delivery and assessment?

 Start Year  Mid Year 7 – 6.5  Start Year  Mid Year 8 – 7.5  Start Year  Mid Year 9 – 8.5  Start Year  Mid Year 10 – 9.5  End Year

 Assessing using the standards  Access the following website gressionpoints/ICTProgressionPoints.pdf and look at the standards for Level 6 – 10  Discuss with your partner how this fits in with the way in which you were taught or have seen ICT taught at school. What is the difference with todays students?

 TASK: Take a moment to look through the AUSVELS documents and look at the ICT domain and the three dimensions associated with this domain. Come up with some ways in which you could assess these dimensions at a Year 7 Level

 Regardless of what school you are at, or where they are currently at with the implementation of AUSVELS what we teach will always be prescribed by a curriculum and assessment authority.

 This is the bit that we control, and has the biggest impact on student learning outcomes  What we bring to the classroom on a personal level is unique to each of us as humans.  Having a consistent lesson structure that we use to deliver our lessons helps students know what to expect in each of our lessons

 A lesson structure that utilises nine teaching strategies that have been researched and proven to improve student learning outcomes  Based heavily on the work of Robert Marzano  According to John Hattie – without any explicit teaching students should expect an effect size growth of.40

 Task  Investigate the Following  Robert Marzano  John Hattie  Meta Analysis  Effect Sizes

StrategyEffect Size Identifying similarities and Differences1.61 Summarizing and Note Taking1.00 Reinforcing effort and providing recognition.80 Homework and Practice.77 Non-linguistic representations.75 Cooperative Learning.73 Setting objectives and providing feedback.61 Generating and Testing hypotheses.61 Questions, cues and advance organisers.59

 Goal  Setting Objectives  Reinforcing Effort  Access Prior Knowledge  Questions, cues and advance organisers  Non visual representations  Identifying similarities and differences  Cooperative Learning  New Information  Summarising and Note taking  Homework and Practice  Apply New Information  Identify similarities and differences  Cues, questions and advanced organisers  Generate and Test Hypothesis  Homework and Practice  Goal Review  Setting objectives  Reinforcing effort  Homework

 We are in a situation where we generally have access to the most up-to date technology in the school  Excel spreadsheet to record scored reflections  Internet and Data show to generate non linguistic representations  Utilising Wikis and to set up and monitor homework tasks  Specific software as graphic organisers

 It doesn’t matter what it is that you choose to use, but consider a consistent approach to your delivery of curriculum so that there are no surprises  Consider  How the room is set up  How students enter the room  How you mark the roll  Your homework expectations  How you write your notes up on the board  How you expect students to take notes  How students enter the room  Your classroom management plan

 Homework Task One  Access and read the following article about Flipped learning conversation-689.php  Research Two more articles about Flipped Learning  Write a 500 word report  100 words per article summarising the other two articles  300 word summary giving your views on the topic of flipped learning  Due date: 20/3/2014