planning outstanding ibl august 2013

Planning Outstanding

Inquiry Based

Learning

PrepareDAugust 2013

Dr Adrian Bertolini

Introduction

Intentions of Today

• To continue improving your practice of planning and developing engaging, authentic learning tasks and units that prepares students for an ever changing world

• To have you plan so as to develop independent learners

• To have begun to create the spine of the plan for a unit

What YOUR job is today

Be open, honest and participate

As the range of viewpoints and ideas are presented

Try them on, Think about them, Discuss them & Learn what you Learn!

Today’s workshop

Quick Review of the Planning Process

Can-Do List

Key Understandings and Essential Questions

Culminating Event and Checklist

Formative Rubric

Planning for Powerful Learning

#1: Built upon rituals and habitual practices

#2: Requires them to drive to the destination we set

#3: Design learning that provides choice, responsibility and purpose and

develops intrinsic motivation

Planning for Performance

Planning for Performance requires you to address 4 elements

WHAT – the goal, the destination understandings, skills and

knowledge

HOW – the process, activities, and the learning strategies

WHY – the purpose, the context for learning

OBSTACLES – the barriers, student misconceptions, student mindset

Flow of Planning

Identify Desired Results

Determine Acceptable Evidence

Plan Learning

Experiences and

Instruction

Setting the Destination


By the end of the Unit what do you want the students

• Know (Facts)

• Be Able to do (Skills)

• Understand (Deep Learning)

How do we know they got there?

What would constitute evidence that shows that the students:

• Know (Facts)




How will we get them there?

What activities, structures and learning approaches could we design to have the students successfully

• Know (Facts)



Plan Learning

Experiences and

Instruction

How will we get them there?

Also need to address:

Student Misconceptions

Practicing Skills

Feedback

Engaging them

Mindset

Plan Learning

Experiences and

Instruction

Planning Authentic Inquiry Units

“Inquiry is a systematic investigation or study into a worthy question, issue, problem or idea.”

www.galileo.org/inquiry-what.html

Authentic Learning is …“Construction of knowledge, through

disciplined inquiry, to produce discourse, products and performances and that have meaning beyond success in school.”

Wehlage, Newman & Secada

Care of www.inquiringmind.co.nz

http://www.galileo.org/inquiry-what.html

Spectrum of Inquiry-Based Learning

© University of Illinois – Bertram C. Bruce

Increasing Mastery of Learning

Greater sense of self responsibility

Greater capacity to work together

Immersion to form mental models and

understanding

I’m the Driver

They Drive

A Structure for Learning Tasks

Tuning In DesignEnd Goals

Plan toAchieve Goals

Action Reflection

1 2 3 4 5 6 87 109

Tuning In /Research

ActionDesign & Plan to Achieve Goals

Culminating Demonstratio

n

Celebrate / Evaluate

Feedback

Real, Practical and involve Community

Today’s workshop


Can-Do List



Formative Rubric

Defining the Destination

1 2 3 4 5 6 87 109

Tuning In /Research

ActionDesign & Plan to Achieve Goals

What are the skills and

understandings they must demonstrate by the end of

this unit?

Celebrate / Evaluate



Go through the AusVELS for the area you are wanting to develop a unit for and

Extract the content, understandings and skills from the AUSVELS pertinent to the unit and put it all in one document

Identify what the students should know and be able todo by the end of the unit


Example Grade 2 Design and Tech



Using this information, create a can do list of what you want the students to know and the skills you want them to display. It is written in the language of the student year level.


Can-Do List Grade 2 Design & Tech

I can:• Follow a simple design brief

• Sketch a design of my product

• Describe to my teacher my idea for a product

• List the materials I will need for my product

• List the main steps I will take to make my product

• Use tools safely

• Join materials in different ways

• Test and modify my product

• Explain why or why not my product sold


Today’s workshop


Can-Do List



Formative Rubric


Using your Can-Do List and the AusVELS

What are the actual key understandings you want the students to achieve by the end of the unit?

This involves creating an overall goal understanding that you want the students to achieve from completing this unit. This will frame it into a bigger picture of WHY this topic is important.

The next step is to unpack this understanding into a sequence of supporting understandings that logically lead to the key understanding.


Example Grade 4 History

AUSVELS Focus

The year 4 curriculum introduces world history and the movement of peoples. Beginning with the history of Aboriginal and Torres Strait Islander peoples, students examine European exploration and colonisation in Australia and throughout the world up to the early 1800s. Students examine the impact of exploration on other societies, how these societies interacted with newcomers, and how these experiences contributed to their cultural diversity.

By the end of Level 4, students explain how and why life changed in the past and identify aspects of the past that remained the same. They describe the experiences of an individual and group over time. They recognise the significance of events in bringing about change.


Example Grade 4 History

1. The movement of people around the world occurs for a range of reasons

2. The movement impacts on the existing culture, identity and society

3. The settling of Europeans in Australia had an enormous impact on the Aboriginal and Torres Strait Islanders

4. Understanding Australia’s social origins and cultural history allows us to understand and have empathy for the Aboriginal and Torres Strait Islander people.



Using your Can-Do List and Understandings

What could be inquiry questions you could now ask associated with each of the understandings?

What could be an overall essential question you could have that would guide the entire unit?

As you do this you must consider the real-life practical applications of the topic being covered. Make this as real-life as possible.


Today’s workshop


Can-Do List



Formative Rubric

Design a Culminating Event

Knowing what the students should understand, know, and be able to do …

Design a culminating event (end product, performance, event) that would allow the students to demonstrate their understandings.


What is learning in the 21st Century?

Grade 6 History


Year 7 Science – Chemical Science


Design a Step by Step Checklist

Imagine that you are a student and you are going to tackle this assignment / project. Start to create a checklist of the steps you would take to successfully deliver an excellent end result.

Plan Learning

Experiences and

Instruction

Year 7 Maths Checklist

Plan Learning

Experiences and

Instruction

Today’s workshop


Can-Do List



Formative Rubric

Assessment – Diagnostic, Formative, Summative

Research by John Hattie and Steven Dinham

“We are prepared to state categorically that if you focus on providing students with improved, quality feedback in individual classrooms, departments and schools you’ll have an almost immediate positive effect.”

In all areas where people are interested in performance, it is the embedded feedback

systems that allow the greatest improvement.

Formative Rubrics to develop skills

Shifting Teaching Practice Takes Time

"One of the most difficult lessons to master as we struggle to create effective change is to learn not to label something as bad just because it is different from what we are used to.“

Dr. William Glasser

Register for resources / updates

www.intuyuconsulting.com.au

planning outstanding ibl august 2013

Education

design learning

learning prepared

learning obstacles

learning strategies

learning approaches

powerful learning

authentic learning tasks

performance planning