creating quality units of work - janiceatkin.com · om education consultant smoking 1/3 of students...
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janiceatkin.comE D U C AT I O N C O N S U LTA N T
Creating quality units of work
....AND REGAINING YOUR WEEKENDS! 26 April 2016
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Recipe for success
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First ingredient
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Understanding young people
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Heads or tails
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Smoking
1/3 of students in Year 10 are regular smokers. In high school, girls are more likely to smoke than boys.
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janiceatkin.comE D U C AT I O N C O N S U LTA N T
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Alcohol and other drug use
In a Year 10 class of 30 students: 8 will drink weekly or more frequently. 5 students will never have consumed alcohol. 1 student will regularly use marijuana.
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HARMFUL DRINKING
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Cyberbullying
10% of students report being cyberbullied on a frequent basis The most common forms of cyberbullying experienced are prank calls and exclusion online
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Mental illness
Suicide kills more teenagers and young adults than road crashes. Suicide rates are increasing for males and females aged 20-24 years
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Mental health and wellbeing
suicide leading cause of death for 15-24 year olds
Total BOD
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Sexual health and behaviours
For each student who is sexually active there is a student who is proud to say no to sex.
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janiceatkin.comE D U C AT I O N C O N S U LTA N T
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91 minutes per day
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video gaming – fastest growing spectator sport
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Reflecting on the “real world” of your students
• What challenges do they face?
• What do they value?
• What are they concerned about?
• What do they want to change?
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Second ingredient
What you have to teach
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Understand the curriculum intent
What are the key knowledge, understanding and skills that students
must learn?
What is your learning intention for each lesson?
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Regain your weekend
Make assessment an integral part of your teaching
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Why do we assess?
• To collect information about students’ learning
• To make judgments about: • quality of student learning • quality of our teaching
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Backward mapping?
To have clear intentions about your teaching, but also to: ...... information we need to collect about students’ learning.....
... and what that might look like in a lesson.
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What learning activities, tasks or performances .....
will provide students with an opportunity to demonstrate evidence of their learning?
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What might you observe students doing, saying or
producing that will support you to make an on-balance
judgement?
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Collecting evidence of learning
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What constitutes evidence?
• work samples • practical performances • group presentations • group and class discussions • responses to questions • observations of students working • in-class tasks • tests • take home assignments
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Considerations when selecting assessment tools
• time efficiency (both the students’ time and yours)
• reliability within a class • consistency of judgement across
classes
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Recording evidence
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Change is good
file://localhost/Users/janiceatkin/Desktop/Illawarra CNI workshop/7E_2016.docx
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Third ingredient
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Understand the teaching
http://www.slideshare.net/Cardet1/powerpoint-presentation-1-overview-of-learning-theories
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Pedagogy vs andragogy
http://www.slideshare.net/Cardet1/powerpoint-presentation-1-overview-of-learning-theories
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They want to
do something that
makes a difference now
What students told us ...
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What does that mean for you?
Give them real world problems to solve
and an audience to hear their solutions ...
make the learning feel essential!
janiceatkin.comE D U C AT I O N C O N S U LTA N T
help students think more critically about what it takes to create real change... ...for themselves
... for others ... and for their communities.
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What are the behaviours, decisions and actions that young people make that
you are trying to influence through teaching PDHPE?
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• What are the other contextual influences on these behaviours, actions and decisions?
• What skills and understandings can help a young person to deal with these influences?
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One last word ...
“to approach it as being just more of the same will ignore its potential to make an impact on the lives of children and young people today”
(Wright, 2014, p5)
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Questions?
