Design and Assessment of Innovative and

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Information about Design and Assessment of Innovative and
Education

Published on January 6, 2009

Author: aSGuest9372

Source: authorstream.com

Slide 1: M.Hamilton, 2007 Eastern Metropolitan Region Culture in Context Innovation and Creation Generating Data Student Learning Rubric : M.Hamilton, 2007 Student Learning Rubric Learner at the Centre Leadership Implementation and integration of student learning initiatives Organisational and learning environment Performance and development culture : M.Hamilton, 2007 Design and Assessment of Innovative and Creative Learning Opportunities within the Context of the Victorian Essential Learning Standards and the Creation of a Performance and Development Culture Victorian Essential Learning Standards : M.Hamilton, 2007 Victorian Essential Learning Standards Purpose Learning Focus Standards Principles of Learning and Teaching (PoLT) What is Learning? : M.Hamilton, 2007 What is Learning? In order to achieve the purpose and pedagogy underpinning the VELS, knowledge cannot be understood as fixed and external to the learner Learning is : M.Hamilton, 2007 Learning is “a complex co-emergent process of holistic development enabled through the construction of meaning, taking place within a community that is dynamic and robust in adapting to changing circumstances”. (Hamilton, 2005) Contemporary World View : M.Hamilton, 2007 Contemporary World View The emerging contemporary world view understands everything as interconnected. This world- view does not see physical life as disconnected, separate entities, but as entities that are interrelated. Interdependence (Macey 1983) : M.Hamilton, 2007 Interdependence (Macey 1983) “What had appeared before as separate entities dissolve into flows, and are seen to be patterns in these flows- Patterns that sustain each other by means of their relationships and exchanges. Atoms, cells, plants, people, societies……. Interdependence : M.Hamilton, 2007 Interdependence All are dynamic patterns, or open systems within systems. They influence each other so deeply that it is hard to decide where one leaves off and the other begins” (Macy, 1983, p 119). “engage and enhance their own and each other’s capacities” (p 31). This requires “power with” rather than “power over” These systems must all: : M.Hamilton, 2007 These systems must all: Have Flexibility and Intelligence and Integrate and Differentiate in order to survive Enactivism : M.Hamilton, 2007 Enactivism Biological theory of cognition: “Cognition is effective action that will enable a living being to continue its existence in a definite environment that brings forth its world”. (Maturana & Varela, 1992, p. 29-30). Education : M.Hamilton, 2007 Education Education: It is a process by which, “learners might become fully alive human beings who contribute to a society of the common good” (Groome, 1998, p. 72) The Whole Person : M.Hamilton, 2007 The Whole Person Groome speaks of a “humanitas pedagogy” (p. 103) that inspires people to be creative. This must necessarily engage the heart as well as the head so as the whole person, cognitive and affective, is developed in a life- giving way. Education : M.Hamilton, 2007 Education ‘Developed’ implies something already exists The word education means “to draw out (e-ducare)” (Groome, 1998, p. 200) Open questions Student performance over time Qualitative data : M.Hamilton, 2007 Qualitative data Generated over time Involves rich description and the explicit opportunity to demonstrate understanding in many ways How many way can we offer students to demonstrate their understanding? Design of Learning Opportunities : M.Hamilton, 2007 Design of Learning Opportunities Design is paramount Some schools have design but no standards Some schools have dynamic standards but no design that enables authentic, holistic learning The Victorian Essential Learning Standards enable dynamic assessment Assessment : M.Hamilton, 2007 Assessment The word Assessment comes from assidere – to sit beside (Lorna Earl, 2003) The reason for assessment is to improve student learning Assessment: Lorna Earl (2003) : M.Hamilton, 2007 Assessment: Lorna Earl (2003) Assessment: Lorna Earl (2003) : M.Hamilton, 2007 Assessment: Lorna Earl (2003) Slide 20: M.Hamilton, 2007 Assessment begins with a Scope and sequence of Standards which Encourage teachers to Scaffold learning experiences to ensure Success for all students in Meaningful Enriching Negotiable Tasks We need to ensure that : M.Hamilton, 2007 We need to ensure that ASSESSMENT does not become an endangered species by being preyed upon by REPORTING Dynamic Assessment : M.Hamilton, 2007 Dynamic Assessment Assessment that describes what a student is able to do Language is important Therefore we need a common understanding and language Slide 23: M.Hamilton, 2007 Past: individual teachers creating pathways for numbers of students Present: groups of teachers creating pathways for individual students Language of the the Standards : M.Hamilton, 2007 Language of the the Standards At Level 4 a student is able to: work effectively in different teams and take on a variety of roles, work cooperatively to allocate tasks and develop timelines and accept responsibility for their role and tasks. A student is also able to: : M.Hamilton, 2007 A student is also able to: explain the benefits of working in a team and provide feedback on their own and the team’s performance. Does the Design of the Learning Opportunity : M.Hamilton, 2007 Does the Design of the Learning Opportunity Allow the student to: 1. Describe these behaviours academically? 2. Describe their use in an authentic situation? 3. Enable them to personally demonstrate their ability to work in team in an authentic situation? How is performance described and recorded over time? : M.Hamilton, 2007 How is performance described and recorded over time? Developing appropriate rubrics that link explicitly to the Standards Moderation by the team linking to assessment maps Recording over the duration of the unit This enables validity and reliability There needs to be considerable whole school discussion when developing rubrics and in the assessment process How do we as educators enable a school culture where qualitative data is valued? : M.Hamilton, 2007 How do we as educators enable a school culture where qualitative data is valued? We act as we think! : M.Hamilton, 2007 We act as we think! Culture of Learning : M.Hamilton, 2007 Culture of Learning engages and enhances our own and each other’s capacities Exhibits “power with” rather than “power over” Slide 31: M.Hamilton, 2007 What understanding of Leadership, Organisation and Learning is consistent with the metaphor we have chosen for our school?

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