Curriculum Framework Implementation

Outcomes Focused Education

Curriculum Framework ImplementationCurriculum Framework Implementation

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

MaterialsMaterials, InformationInformation and SystemsSystems provide a vehicle/context for students to apply the components of the Technology Process of investigating, devising, producing and evaluation, and...

Even though EnterpriseEnterprise, Technology SkillsTechnology Skills and Technology & Technology & SocietySociety are explicitly spelt out in the CEO Progress Map (pp. 20-22) … in the learning and teaching program they they will typically be embedded and demonstrated by students within 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.

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

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

Overarching Statement Learning Outcomes

Technology & Enterprise

1. Students use language to understand, develop and communicate ideas and information and to interact with others.

Direct 1 Indirect 2-7 The use of language to communicate and negotiate about ideas and solutions is an integral part of the technology process.

2. Students select, integrate and apply numerical and spatial concepts and techniques.

Direct 1 to 6 The technology process requires the selection and application of concepts and techniques such as measuring, calculating and estimating.

3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

Direct 1, 3 Indirect 2, 4, 5, 7 The skills of investigation and evaluation are developed through the technology process. Information handling is central to the selection, organisation and transmission of information.

4. Students select, use and adapt technologies.

Direct 1 to 7 The technology process focuses on the selection, use, development and adaptation of a range of technologies to meet needs and realise opportunities.

5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make patterns.

Direct 1 to 6 Indirect 7 Identification and investigation of patterns, structures and relationships are fundamental to implementation of the technology process and the use, modification and development of systems.

6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

Direct 1, 4, 5 Indirect 2, 3, 7 Through the technology process, problems are identifi ed and ideas and designs are created and initiated. Models or prototypes are made, evaluated and changed.

7. Students understand and appreciate the physical, biological and technological world and have the knowledge and skills and values to make decisions in relation to it.

Direct 1, 2, 4 Indirect 5, 7 Understanding and appreciating the technological world and employing skills and understandings to make decisions about the development and use of technologies is fundamental to the tech nology process.

8. Students understand their cultural, geographic and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia.

Indirect 1 to 7 Understandings of cultural, geographical and historical contexts are applied when using the technology process to develop solutions.

9. Students interact with people and cultures other than their own and are equipped to contribute to the global community.

Indirect 1, 3, 7 Through examination of the role of technology in society and application of technology processes students can contribute to the global community through the development of solutions.

10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others.

Direct 1, 5 Indirect 2, 3, 4, 7 Development of solutions requires creativity and engagement with the intellectual work of others.

11. Students value and implement practices that promote personal growth and well being.

Direct 7 Indirect 6 The development of enterprise and an understanding of the role of technology in society contribute to a sense of well-being.

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 10 has 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.

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.

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

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.

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?

Curriculum Framework ImplementationCurriculum Framework Implementation

ThinkingThinking SkillsSkillsdefiningclassifyinggeneralisinginferringanalysingcause & effectcompare & contrastsynthesisingvaluatingprioritisingsequencinginductive/deductiveattributing

Process SkillsProcess Skillsproblem-solvinginvestigatingdevisingnegotiatingco-operative learningconstructive processmetacognitioncreativitylearning to learnaction and reflectiondecision makingknowledge productiontransference

Social SkillsSocial Skillsbehaving responsiblyresolving conflictconsensus buildingSummarisingparaphrasingclarifyingassertivenessinterviewsextending ideasaccepting differencesencouraginggroup maintenance

equal participation

Curriculum Framework ImplementationCurriculum 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.

Given that an outcomes focused approach emphasises the learning and teaching 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:

Second Layer Decisions: Providing Learning Opportunities Devise a learning experiencelearning experience suitable for the student’s phase of development to enable them to demonstrate the outcomes and its key aspects.

Curriculum Framework ImplementationCurriculum Framework Implementation

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).

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

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 be meaningful and encourage both action and reflection on the part of the learner.

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

Learning experiences should respect and accommodate differences between learners.

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.

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

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

Allow them to adopt their preferred learning styles

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

Using co-operative learning strategies

Early ChildhoodEarly ChildhoodTypically K to Year 3

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): Middle ChildhoodMiddle Childhood

Typically Years 3 to 7

Late Adolescence/Young AdulthoodLate Adolescence/Young AdulthoodTypically Years 10 to 12 (Ref: p 5 Progress Map)

Early AdolescenceEarly Adolescence Typically Years 7 to 10

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’.

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:

Learning & Teaching Strategies 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

Implement the learning and teaching strategies.

Gather Information: formative and summative assessment.

Curriculum Framework ImplementationCurriculum Framework Implementation

In Gathering In Gathering InformationInformation

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

In Analysing & In Analysing & Interpreting Information Interpreting Information

GatheredGathered

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 … ?

Communicating Communicating InformationInformation

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

Spiraling on again: Spiraling on again: Setting New Goals 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.

Gather Information

Analyse and Interpret information

Communicate information

Making on-balance judgments

Gathering information about individual student achievement of outcomes

Analysing information about individual student learning

Interpreting information about individual student learning

Communicating and reporting information about individual student learning

In a range of contextsIn a range of contexts

To make anTo make anon-balanceon-balancejudgment aboutjudgment aboutachievement ofachievement ofoutcomesoutcomes

over a period of timeover a period of time

consistency of achievementconsistency of achievement

autonomy of achievementautonomy of achievement

Making an on balance judgment we 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?)

First Layer Decisions: Meeting Student Needs Decide what Technology & Enterprise outcomes 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 informationSpiralling on Again: Setting New Goals to Meet Student Needs

Planning and Assessment in an Outcome Focused Approach

The changing role of The changing role of assessment in assessment in

education!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’.

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.

Next Slide

Planning and Assessment in an Outcome Focused ApproachDecisions: Meeting Student Needs Decide what Technology & Enterprise outcomes 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).

A RUBRIC enables teachers to be explicit and gives a student a way forward on thecontinuum

Information Outcome Band 3“EMERGING”

BAND 3“DEVELOPING”

BAND 3"DEMONSTRATED"

BAND 3 BAND 4limited range of resources tolocate information

adequate range ofresources to locateinformation

consult a wider range ofresources to locateinformation

with assistance begins tocompare and contrastinformation stated from differentsources and presented indifferent ways

shows little understandingthat the information and wayit is presented andtransmitted will varysomewhat according to theaudience and purpose

understandingdeveloping that theinformation and wayit is presented andtransmitted will varysomewhat accordingto the audience andpurpose

recognise that theinformation and way it ispresented and transmittedwill vary somewhataccording to the audienceand purpose

begin to evaluate basically theeffectiveness of information andpresentations from differentsources e.g. effectiveness ofadvertising; musicalpresentations

use little techniques ofpresenting and transmittinginformation according toaudience and purpose e.g.when a picture, written word,talk or tape might be mostappropriate for a young orolder audience.

use some techniquesof presenting andtransmittinginformationaccording toaudience andpurpose

use different techniques ofpresenting andtransmitting informationaccording to audience andpurpose

begin to use procedures anddefined methods/plans toprocess information and createinformation products.

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.

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Planning and Assessment in an Outcome Focused ApproachFirst Layer Decisions: Meeting Student Needs Decide what Technology & Enterprise outcomes 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 informationSpiralling on Again: Setting New Goals to Meet Student Needs