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Learning Designbeyond the school gate
bringing together the
‘what’ and ‘how’of teaching and learning for improved learner engagement and achievement
South Australian DECD Teaching and Learning Services1
User notes
Materials required:
• Bubble gum and bubble blowers• Copies of TfEL Framework guide
For copyright reasons, no film clips are embedded in this PowerPoint. Instead the URLs are provided. Schools will need internet access to view the film clips.
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Today, together, we will wear 3 hats
I am a learner
'What do I need to do to build my skills so I can help others build theirs?'
I am responsible for other people’s learning
'How can what I learn today impact on the learning of my colleagues, my students and the people I lead?'
I need to be a project leader of learning
'How do I continually challenge myself to build engaged and inquisitive learners?'
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In this session, we will…
make visible the thinking behind intentional and responsive learning experiences
engage in rigorous thinking discuss this thinking together…
...by using a creative example (in an engaging way) from beyond the school gate
© Hawkexpress,‘Human Brain Evolution’, used under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) licence
Image: 'paint the mutha green' http://www.flickr.com/photos/53611153@N00/328623714 http://creativecommons.org/licenses/by/2.5/
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So how will we
get there?
How will we know if they
got it?
What do we want them
to learn?
The ‘what’ – curriculum
The ‘how’ – pedagogy
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So what exactly is Learning Design?
bringing together the
‘what’ and ‘how’of teaching and learning for improved learner engagement and achievement
South Australian DECD Teaching and Learning Services
Engaging with the Australian Curriculum – History in DECD through Learning Design
Year 4-5
http://youtu.be/LkrdSg9qBYo
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Learning Design
• Think deeply about the intended learning for students as well as drawing on what they already bring.
• Find ways to connect the curriculum with the learners so they are truly engaged in their learning.
• Design learning experiences that are rich in assessment processes which both inform the teaching and students’progress.
Doing this thinking together
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Learning DesignDesigning the teaching and learning plan
TfEL 1.6 Design, plan and organise for learning and teaching.
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Making meaning of Learning Design using a learning experience from beyond the school gate
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Image: 'paint the mutha green' http://www.flickr.com/photos/53611153@N00/328623714http://creativecommons.org/licenses/by/2.5/
Blowing bubbles Let’s have a go together!
A fun activity for most children/ adults for generations around the world... past and present.
Some make a career of it!
Image: '12 of 365' http://www.flickr.com/photos/47628938@N04/5348165967http://creativecommons.org/licenses/by/2.5/
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• Bubbles, a phenomenon of nature, have always been around, but the sport of playing with bubbles didn’t really exist before the invention of soap.
• Pears, in 1886, first used the image of bubbles to advertise their soap product.
• Bubble gum as we know it was invented in 1923 by Walter Diemer, with $1.5m sales in first year.
• The Wrigley company is one of the single biggest users of mint worldwide: it employs 16,000 people and has retail sales for gum of $2 billion a year in the US alone.
• Chewing gum is included in field and combat rations for the Australian Armed Forces.
Why focus on bubbles?
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'I've done something with my life. I've made kids happy around the world.' Walter Diemer
Image: 'Blowfly blowing bubbles' http://www.flickr.com/photos/25027666@N02/5440718262http://creativecommons.org/licenses/by/2.5/
Image: 'Day 21/365' http://www.flickr.com/photos/12589166@N03/4294077758http://creativecommons.org/licenses/by/2.5/
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Learning DesignStep 1What is the intended learning and why is it important?
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Bubble blowing: Why is this learning important as a human being?
• How would kids’ lives be different without this skill, knowledge, understanding?
• What could kids not do?
• Where do we see this learning demonstrated in our everyday lives?
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TfEL Domain 4: Personalising and connecting the learning.
Image: 'more bubbles' http://www.flickr.com/photos/59039250@N00/3781067597http://creativecommons.org/licenses/by/2.5/
Share initial meaningsWhat is the intended learning and why is it important?
The Learning: Bubble blowing
What this means to me…• an important part of children’s social
development• important for fine motor skill
development in children, especially special needs students
• enables the development of other skills.
The big ideas, essential questions and understandings in this for me…• an important development strategy• takes persistence and practice• fun • high intrinsic value• creates a sense of wonder.
Where could this learning lead to? Image: 'Pompas2' http://www.flickr.com/photos/67871380@N00/3466132355http://creativecommons.org/licenses/by/2.5/
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Look at the different learning areas. For example, for Science, look at the Organisation and the Foundation–Year 10 Curriculum to find year level descriptions, content descriptions and achievement standards that could provide a connection.
http://www.australiancurriculum.edu.au/English/Content-structurehttp://www.australiancurriculum.edu.au/Science/Curriculum/F-10
Read the relevant Australian Curriculum references
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RECAP Step 1• Getting to shared understanding is
important.
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Learning DesignStep 1What is the intended learning and why is it important?
TfEL 4.1 Build on learners understandings.
Are these our students?
'Inspire me! What tomorrow will bring'
http://www.youtube.com/watch?v=qB_UFUHEppg
What do these students have in common with ours?
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Process – What about our kids? What do they bring?
Think of students in your class/school.
What do they have in their virtual backpack when they come to school every day?
• strengths/skills • experiences/knowledge• understandings/misconceptions.
How will this impact on their ability to learn (to blow bubbles)?
How do we capture and enable this to be shown?
Image: 'boy, with back pack, running' http://www.flickr.com/photos/73645804@N00/3927296355http://creativecommons.org/licenses/by/2.5/
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Interest – key to learningThe greatest resource available to
teachers!
'Persistence and effort. Research has shown that when a student has interest in a task, he or she is likely to expend more effort and persist longer at that task. Interest has been shown to lead to more persistent motivation and greater effort in a range of learning tasks.’
Edelson & Joseph, 1991, p.9
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You are my class: What do you bring?
Demonstrating existing understandings, skills and knowledge
Bubble challenge:Have a go at blowing the biggest bubble you can!
Image: 'more bubbles' http://www.flickr.com/photos/59039250@N00/3781067597http://creativecommons.org/licenses/by/2.5/
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Notice self
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How else could I find out what you bring?
TfEL 4.1 Build on learners’ understandings.Key actions - StudentsRecord what they know and understand by writing, drawing or other ways that show it best.
Image: 'reflections (A)' http://www.flickr.com/photos/75771006@N00/82015664http://creativecommons.org/licenses/by/2.5/
Do you engage or retreat...or even really care?
4.1 Personalise and connect learningBuild on learners’ understandings
TfEL Ways to…> Ideas for practiceTfEL Framework guide pp. 65 and 66 tan panels: ideas for practiceSupport this with key actions and language from the guide
Reflection partners: Students work with a partner to reflect on their learning. Useful starters are: ‘I know what I’m learning about because...’, ‘I could use this learning elsewhere by...’, ‘This is my understanding...This is how I got to it...’, ‘I came to this conclusion because...’, ‘I heard you say...Is this what you meant...?’.
Starting from scratch: Pose brainteasers to create new challenges for students. Some triggers might include: • Structures in nature-what use are they to
us?• Light-who needs it?• Taste-how do we change it?• What can’t we measure?After students choose a brainteaser, ask them what they make of it, what is the big concept, how much do they already know about it, and how many ways can their thinking go. Have fun with all the interpretations and build new knowledge together.
What is one reflection question you could ask students to reflect on for this learning?
What’s a brainteaser you could pose to create new challenges for your students?
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RECAP
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Step 2• Interest is key to learning.
• We can build growth mindsets by affirming and acknowledging effort.
• Challenge builds positive learner identify.
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What could the intended learning look like at this level?
Learning DesignStep 3
What could the intended learning look like at this level?
What does ‘at this level’ mean?
How will students know what is high quality learning? What examples have we seen of high quality learning at this level?
What intended learning is not evident in the achievement standard?
How do you find this learning?
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What does ‘at this level’ mean?
Image: 'truman blowing bubbles, army family day' http://www.flickr.com/photos/11134789@N00/1424815915http://creativecommons.org/licenses/by/2.5/
Image: 'Blowing Bubbles' http://www.flickr.com/photos/12692384@N00/427430186http://creativecommons.org/licenses/by/2.5/
Image: '12 of 365' http://www.flickr.com/photos/47628938@N04/5348165967http://creativecommons.org/licenses/by/2.5/
Image: 'Day 253/365' http://www.flickr.com/photos/85795462@N00/4255378353http://creativecommons.org/licenses/by/2.5/
Image: 'IMG_7748' http://www.flickr.com/photos/32957828@N00/4318446962http://creativecommons.org/licenses/by/2.5/
http://farm1.static.flickr.com/86/248707291_81ea813de7_m.jphttp://creativecommons.org/licenses/by/2.5/
How will students knowwhat comprises high quality learning?
Image: 'Little Pencil free creative commons' http://www.flickr.com/photos/40645538@N00/4564378252http://creativecommons.org/licenses/by/2.5/
High quality learning
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Examples of high quality learning
Click on the links below for examples of high quality bubble blowing learning:
Clip 1: Small girl making huge bubbles with sticks and stringhttp://www.youtube.com/watch?v=JS6s8Fc-3sw&feature=relatedClip 2: Blowing bubblegum bubbles within bubbleshttp://www.youtube.com/watch?v=L40E_DM_bWg&feature=BFa&list=UU-7Mvj4V2JuV-URjKpfjo-Q
Clip 3: Glass blowinghttp://www.youtube.com/watch?v=h81cmT6UKFI
What other learning will be taking place not evident in achievement standards?
Persistence, collaboration, peer teaching, peer support, absorption, fine motor development, creative thinking/ designing, experimentation, prediction, hypothesising, recording and evaluating, the use of ICT
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RECAP Step 3• Let our kids in on the secret of
what high quality learning is.
• Not all of the intended learning is evident in the Achievement Standards in the Australian Curriculum.
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Learning DesignStep 4
TfEL 4.3 Apply and assess learning in authentic contexts
What evidence will enable us to assess the intended learning?
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• What are the multiple ways learners can show their learning?
• Does feedback cause thinking and learning dialogue?
• What opportunities are there for self and peer assessment?
Process - What evidence will enable us to assess the intended learning?
Process - Assessment of learning
Watch Iowa State Fair - Bubble gum blowing contest: http://www.youtube.com/watch?v=nLWxVTydW5E
• Is this one assessment strategy enough?• How else could we assess this learning?
Think about the 3 key questions from the previous slide.
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Process – Checking for understanding
WHY?
'… knowing that six or seven students understand is not the same as knowing that 32 do…'
Fisher D & Frey N, 2007, p.48
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4.3 Personalise and connect learningApply and assess in authentic contexts
TfEL Ways to…> Ideas for practiceTfEL Framework guide pp. 73 and 74 tan panels: ideas for practice
Round table conference: This is a forum for students to immerse themselves in their heart, hand and mind interests and share their passion with others. Each student plans and gives a presentation/demonstration on an issue/activity in which they feel knowledgable and confident. The panel members can be peers and/or adults, from within the school or across the broader community. Dialogue is question-driven and spontaneous.
Learning shots: Students use digital cameras to capture ‘learning moments’ throughout a unit of work. Students develop captions for each shot that describe their thinking and progress made at each stage. Post these on the wall to create a ‘Learning moments’ wall collage. (Ensure that permission for photographs to be taken has been obtained from parents/guardians.)
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RECAP
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Step 4• Feedback should cause thinking
and move the learning forward.
• Do our assessment practices provide our students with multiple ways to demonstrate their understanding?
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Learning DesignStep 5How will we engage, challenge and support their learning?
TfEL 2.4 Challenge students to achieve high standards with appropriate support
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The teacher’s role…
• ignite the passion
• draw out or provoke existing understanding
• awaken the craving to understand
Image: 'Beyond The Flame' http://www.flickr.com/photos/63114962@N08/7188971603http://creativecommons.org/licenses/by/2.5/
'…people learn constantly from what they see others
do, and from what they are helped to do for
themselves…'
Smith F, 2006, p. 123
2.4 Challenge students to achieve high standards with appropriate support
Essence: The teacher has high expectations and guides each student to achieve his/her personal best.
Image: 'Below' http://www.flickr.com/photos/54304913@N00/353198202http://creativecommons.org/licenses/by/2.5/
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Process - 2.4 Challenge students to achieve high standards with appropriate supportTfEL guide, p.40 Key action - teacher
Share my excitement and my own learning examples with my students
Key action - studentBelieve in myself, use my learning strengths and have a go —I can do it.
Idea for practiceLearning wall
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Language to use to challenge studentsDo you understand it well enough to teach it to someone else?
This element is not demonstrated if:All tasks are geared towards final summative tests, without formative assessment to guide student progress.
Practice checkHow do I challenge individuals and acknowledge initiative and progress?
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RECAP
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Box 5• Engagement beyond compliance.• Expect to have an impact on
achievement.• Stretch ALL our learners.
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Learning DesignStep 6Designing the teaching and learning plan
TfEL 1.6 Design, plan and organise for learning and teaching.
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RECAP
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Box 6• Bringing together the thinking from the
steps in the learning process.• Having a greater understanding of
what we are teaching, why we are teaching, and how we do this effectively.
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In summary
South Australia’s approach is unique. We believe our teachers and leaders can do this!
This is staged learning: we are working toward automaticity in our thinking.
This new process requires deep, collaborative and, sometimes, messy thinking and builds on what we already do—and do well.
Best when learning with your peers/colleagues in PLCs, learning teams or faculty groups.
Things to think about after today:• What extra ‘ingredients’ can you use to engage students in rich
learning experiences? • How can you do this thinking ‘together’?
Supporting resources
Online:www.decd.sa.gov.au/teachingandlearning/pages/Leadersresource/44209 and http://dlb.sa.edu.au/ac
and the Leader’s Resource DVD
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References
Edelson DC & Joseph DM (2004) ‘Motivating Active Learning: A Design Framework for Interest-Driven Learning’, Proceedings of the 6th international conference on Learning sciences, International Society of the Learning Sciences, pp. 166–173, available at http://www.designbasedresearch.org/reppubs/edelson-joseph.pdf (accessed 14 August 2012)
Fisher, D & Frey, N (2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom, ASCD, Alexandria, VA
OECD (2009) Creating Effective Teaching and Learning Environments: First results from TALIS, OECD Publishing, available at http://www.oecd.org/dataoecd/17/51/43023606.pdf (accessed 6 August 2012)
Smith F (2006) ‘Insult to Intelligence: The bureaucratic invasion of our classrooms’, available at www.arvindguptatoys.com/arvindgupta/insult.pdf (accessed 6 August 2012)
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