July 2014 archive

ATC21S – Empirical progressions

Teachers need to become systematic observers.

Developmental Progressions
Teachers a an use developmental progressions to:
Monitor the development of student skills
Identify the point of intervention
Identify learning strategies
Look ahead to plan goals

Social skills for successful collaborative problem solving
Participation skills
-Action
-Interaction
-Task completion skills
Perspective-taking skills
-Responsiveness
-Audience awareness skills
Social regulation skills
-Metamemory skills
-Transactive memory skills
-Negotiation skills
-Initiative skills

Cognitive processing skills for successful collaborative problem solving
Planning, exploring and collating skills
-Problem analysis
-Goal setting
-Resource management
-Planning complexity
Executing and monitoring skills
-Forward search
-Breadth-first search
-Depth-first search
-Backward search
-A means-ends-analysis
-Systematicity
-Information acquisition skills
Flexibility skills

Learning skills

Perspective-taking skills

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Patrick Griffin Article – The Changing Role of Education and Schools

Notes:
Expediture on education and health represents an investment in human capital, because they raise earnings, improve health and add to person’s quality of life. Also results in productivity growth.

Wonder if the politicians are keeping up to date with this current research!!

Ways of Thinking
creativity and innovation
critical thinking
problem solving
learning to learn
development of metacognition

Ways of Working
communication
collaboration
team work

Tools for Working
information and communication technology (ICT) skills literacy

Living in the World
local and global citizenship
life and career development
personal and social responsibility
KSAVE: knowledge, skills, attitudes, values, ethic

Ways of Learning and ways of teaching considered in development of assessment strategies

2 skills chosen for development
1. Collaborative Problem Solving
2. Learning in a digital world

Collaborative Problem Solving
recognise perspectives of other persons in group
participate as a member of the group by contributing knowledge, experience and expertise
recognise need for contributions and how to manage them
identify structure and procedure involved in resolving a problem
as a team member, build and develop knowledge and understanding

Learning in a Digital World
learning as a consumer of information
learning as a produced of information
learning in the development of social capital
learning in the development of intellectual capital

Implications for Pedagogy
increase higher order thinking and problem solving

Assess
What students do, say, make or write

Manipulation of the learning environment – classroom management, intervention strategies, resources used to facilitate learning
All this is guided by a developmental framework of student learning

Policy Implications of Assessment
1. Assessment
2. Generalisation
3. Intervention
4. Resource Allocation
5. Policy development

Assessment data must be based on skills not scores, and must have the capacity to reflect readiness to learn, rather than achievements or deficits.

Assessment for change informs learning and teaching; assessment for current state informs policy.

#ATC21S
@ATC21S
https://www.coursera.org/course/atc21s