Petals For HOD PT
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Transcript of Petals For HOD PT
PETALS
PRINCIPLES OF ENGAGED LEARNING
OBJECTIVESOBJECTIVES
Build a shared understanding of Build a shared understanding of Engaged LearningEngaged Learning
Develop common language and Develop common language and understanding of the understanding of the PPEETTAALLSSTMTM frameworkframework
Apply the Apply the TLLM EcosystemTLLM Ecosystem to to support teachers in bringing support teachers in bringing about engaged learningabout engaged learning
You will be able to …You will be able to …
Use the PETALSUse the PETALSTMTM framework as a framework as a common language for engaged common language for engaged learninglearning
Apply the PETALSApply the PETALSTMTM dimensions in dimensions in designing and planning lessons for the designing and planning lessons for the school-based curriculum innovationschool-based curriculum innovation
Share (2 minutes)Share (2 minutes)
What is What is knowingknowing??
What is What is learninglearning??
What is What is understandingunderstanding??
What is … …?What is … …?
Learning is a constructed process Learning is a constructed process – individual and social– individual and social
Learning is an active and messy Learning is an active and messy processprocess
Learning is a process by which we Learning is a process by which we acquire new skills and knowledgeacquire new skills and knowledge
© Susan Clayton, UbD Workshop Slides Jun 2008
What is … …?What is … …?
Understanding is the Understanding is the capacity to use current capacity to use current knowledge, concepts, and skills to illuminate knowledge, concepts, and skills to illuminate new problems or unanticipated new problems or unanticipated issuesissues... ...Genuine understanding has been ... ...Genuine understanding has been achieved when an individual is able to apply achieved when an individual is able to apply knowledge to new situations, without applying knowledge to new situations, without applying such knowledge erroneously or such knowledge erroneously or inappropriately; and if he or she can inappropriately; and if he or she can spontaneously, without specific instruction to spontaneously, without specific instruction to do so.do so.
Teaching for Understanding in the Disciplines- and Beyond by Howard Gardner and Veronica Boix-Mansilla
Hence … …Hence … …
Process of understanding is different Process of understanding is different from process of knowing , from process of knowing , understanding has to be earned, not understanding has to be earned, not givengiven
BUTBUTYou can’t go to understanding You can’t go to understanding
without knowing something!! without knowing something!!
What is … …?What is … …?
Is Learning= Knowledge + Is Learning= Knowledge + Understanding? Understanding?
Setting the CONTEXTSetting the CONTEXT
What is TLLM?What is TLLM?
Why TLLM?
What is Engaged Learning?
The journey so far?TSLN
I & ETLLM
TeacherQuality of Interaction
Learner
……the TSLN journey continues…the TSLN journey continues…
Grounds-up Initiatives,Grounds-up Initiatives,Top-down SupportTop-down Support
PETALSPETALSTM TM FrameworkFramework
PETALSPETALSTMTM Framework Framework
Pedagogy
Core IdeasCore Ideas
Pedagogy: Pedagogy: Sets of Sets of learning strategieslearning strategies
Key considerations:Key considerations:Student ReadinessStudent ReadinessLearning StylesLearning StylesExisting KnowledgeExisting Knowledge
Pedagogy
PETALSPETALSTMTM Framework Framework
Experienceof learning
Core IdeasCore Ideas
Experience of LearningExperience of Learning: Design : Design experience to deepen students’ experience to deepen students’ understanding of what they have understanding of what they have learnt, help students to transfer learnt, help students to transfer their learning and take their learning and take ownership of their learningownership of their learning
Key Considerations:Key Considerations:Stretch thinkingStretch thinkingSee connectionsSee connectionsSelf directed to learnSelf directed to learn
Experience of
Learning
PETALSPETALSTMTM Framework Framework
Tone ofenvironment
Core IdeasCore Ideas
Tone of Environment: Tone of Environment: Creating a Creating a physical and physical and emotionalemotional environment that environment that supports learningsupports learning
Key Considerations:Key Considerations:SafeSafePurposefulPurposefulRespectfulRespectful
Toneof
Environment
The learning environment The learning environment has expandedhas expanded
How do we How do we create a safe, create a safe, purposeful purposeful
and respectful and respectful virtual virtual learning learning environment?environment?
Toneof
Environment
http://straitstimes.com/Singapore/Story/STIStory_268256.html#
PETALSPETALSTMTM Framework Framework
Assessment
Core IdeasCore Ideas
Assessment: Assessment: Gathering and Gathering and interpreting interpreting information of information of learners’ achievement learners’ achievement of knowledge, skills of knowledge, skills and valuesand values
SummativeSummative versus versus FormativeFormative Assessment Assessment
Assessment
AoL & AfLAoL & AfL
Assessment of learning equates to summative Assessment of learning equates to summative assessment. Process of summing up or assessment. Process of summing up or checking what has been learned at the end of checking what has been learned at the end of a particular stage of learning.a particular stage of learning.
Assessment for learning equates to formative Assessment for learning equates to formative assessment. Assessment that helps students assessment. Assessment that helps students learn.learn.
(Weeden, Winter and Broadfoot, (Weeden, Winter and Broadfoot, 2002)2002)
Assessment
Assessment for LearningAssessment for Learning
Assessment for Learning is the process of Assessment for Learning is the process of seeking and interpreting evidence for use seeking and interpreting evidence for use by learners and their teachers to decide by learners and their teachers to decide where the learners are in their learning, where the learners are in their learning, where they need to go and how best to get where they need to go and how best to get there.there.
Assessment
Core IdeasCore Ideas
Align to Align to learning and teachinglearning and teaching
Provide Provide regularregular, , timelytimely and and constructiveconstructive feedback to feedback to improve students’ learningimprove students’ learning
Make clear assessment Make clear assessment criteriacriteria
Give students Give students choicechoice in in selecting assessment tasksselecting assessment tasks
Assessment
Core IdeasCore Ideas
Feedback provided should be Feedback provided should be
Aligned to the assessment Aligned to the assessment criteria and used to help criteria and used to help students improvestudents improve
Timely Timely
Relevant Relevant
Assessment
PETALSPETALSTMTM Framework Framework
Learningcontent
Core IdeasCore Ideas
Learning Content: A Learning Content: A component where students component where students learn learn relevantrelevant and and meaningfulmeaningful knowledge, knowledge, skills and attitudesskills and attitudes
Key Considerations:Key Considerations:MeaningfulMeaningfulRelevantRelevant
LearningContent
Understanding by DesignUnderstanding by Design(ASCD and Grant Wiggins & Jay McTighe(ASCD and Grant Wiggins & Jay McTighe))
UbD is a 3-stage UbD is a 3-stage modelmodel
UbD is guided by a UbD is guided by a back-ward design back-ward design principleprinciple
Stage 1Big Ideas
UnderstandingsEssential Questions
Stage 2AssessmentEvidence on
Learning, outcomes
Stage 3ActivitiesEngaging
The Learner
Build a commonlanguage
PETALPETALTMTM Framework Framework
The EndThe End