La Trobe Session 7 Thursday 30 August 2007

Introduction and Re-cap (5 min)

Last session

• Multiple Intelligence
• The 'Great Techno Debate'
• Assessment Tasks
• Due dates:
  
• The due date for both Major and Minor Assignments is Friday 2nd of November. No assignments will be accepted after this date. Please refer to the La Trobe University policies on submission of work for all other queries.
  
• Email from Ian Bentley
• "Hi Mark
  I had an email from Chris Brew saying that you wanted to know the date marks were due to Beverley Macfarlane at the end of the year. The deadline date is 23 November 2007..."
  
• Google Doc's
• Rubrics
• Feedback: Use the comments at the bottom of the blog please.
  

This session

• Designing across strands
• Podcasting
  

Behaviour

• Striving for accuracy
• Ensuring all assignment guidelines are followed
  

http://vids.myspace.com/index.cfm?fuseaction=vids.individual&videoI...

Warm up ( 2 min )

A projectile is fired with a trajectory equation of , where H is the vertical height and x is the horizontal displacement (both measured in metres). What is the maximum height and at what horizontal displacement does it occur? Sketch the path of the projectile.

Extension: What area of study/course could this question be asked.

Learning Activities

1. Designing units across 'strands' (90 min)

Task 1: Understanding the benefits.

• Handout 7: de Bono's Six Thinking Hats. Thinking Analytically.
  

Task 2: Being creative.

• A page from the newspaper/online. Choose an article/ advertisement.
• Choosing your outcomes. Backward Design.
• Create an outline for a short unit of work that links across 2 or more areas of study and is based on an article currently in the news . Unit to be between 3 and 5 lessons.
• Enter your information into the Google doc, Designing across strands, look at this document first to see what is required.
  
• Delivering your unit through a podcast.
• Make a simple podcast using iMovie.
  

Task 3:Assessing each others units

• View each others podcasts and contributions on Google and assess using the rubric given.
  

2. Teaching rounds and assessment tasks (10 - 15 min)

Discussion:

• Contributions for major assessment tasks.
• Reviewing the minor assessment tasks rubric.
• Classroom management.
  

Review

What form of review could we use..

Professional reading for next week

Thinking Tools

• Tony Ryan's Thinking Keys
  

La Trobe Session 6 Thursday 23 August 2007

Introduction and Re-cap (5 min)

Last session

• Rich Assessment Tasks
• Introduction to Multiple Intelligence
  

This session

• More on MI
• Designing across strands

Correspondence: Links to blog and Google doc on Designing across strands.

Behaviour

• Listening with understanding and empathy:"is commonly defined as one's ability to recognize, perceive and directly feel the emotion of another. As the states of mind, beliefs, and desires of others are intertwined with their emotions, one with empathy for another may often be able to more effectively define another's mode of thought and mood. Empathy is often characterized as the ability to "put oneself into another's shoes", or experiencing the outlook or emotions of another being within oneself, a sort of emotional resonance.

from http://en.wikipedia.org/wiki/Empathy

• Reflective writings
  

Survey quotes: Comments about content knowledge

"I know them all evenly, which is only a little, so I need to go over everything a little just as a refresher"

"CAS & Graphics calculators Brush up on course content Linking outcomes to assessment/hurdle tasks"

"specialist stuff, vectors mainly"

"I certainly need to review circular functions."

Warm up ( 2 min )

The following diagram shows a car rolling down a slope. The car has a mass of 1.2 × 10^3 kg and the slope is at 15° to the horizontal. The acceleration due to gravity is 10 m s^−2.


If the total resistance force acting on the car has a magnitude of 1000 N, calculate the acceleration of the car.

Learning Activities

1. Multiple Intelligence....continued (60 min)

Review: Comparing Multiple Intelligences from Online Test and Self Assessment.

Task 1: Remember

• List all the Multiple Intelligence's you can recall.
  

Task 2: Understand

• Handout 1: Matching Intelligence with skills
  
• Categorise each of the descriptions according to MI
  

Task 3: Apply

• Handout 2: Matching Intelligence with Occupation
  
• Classify each of the occupations listed according to MI.
  

Task 4: Analyse

• Handout 3: Silent Card Shuffle Take 2.
• Identify the missing cards and write down the descriptor(s) that should be in their place.
  

Task 5: Evaluate

• Handout 4: Blooming Smarts Master Planning Matrix.
  
• Recommend a maths based activity for each Intelligence. You are free to decide which area of maths and are not obliged to make all activities for the same area of study.

• Handout 5: Sample using 'a' Blooming Smarts Master Planning Matrix. There is lots of versions floating around.
  

Task 6: Create

• Handout 6: Butchers paper, coloured markers.
  
• Group drawing and creativity. Invent a mascot for your table to act as a metaphor for Multiple Intelligence. Give 'em a name, it'll be cute...
  

Task 7: Listening with understanding and empathy

• Write a reflective piece about your thoughts on Multiple Intelligences.
  

BREAK for 5 minutes

Intermission

(Safari...)

2. Designing units across 'strands' (30 min)

Task 1: Understanding the benefits.

• Handout 7: de Bono's Six Thinking Hats.
  

Task 2: Choosing your outcomes. Backward Design.

Task 3: Being creative.

• A page from the newspaper. Choose an article/ advertisement.
  
• Plan a short unit of work that links across 2 or more areas of study and is based on an article in the news . Unit to be between 3 and 5 lessons.
• Enter your information into the Google doc, Designing across strands, look at this document first to see what is required.
  
• You are not allowed to choose from an area of study that is Data based, i.e this means no statistics.
  
• Tony Ryan's Thinking Keys
  
• Thinking Toolbox
  
• 'Hooking' the students in.
  

Task 4: Assessing

• How, when, what, why?

Task 5: Delivering your unit through a podcast.

• Make a simple podcast using iMovie.
  
• I'll demonstrate how easy it is???
  

Review (5 min)

Time for any remaining questions and review of todays workshop.

Professional reading for next week

Edward de Bonos Six Thinking Hats

Applied Learning

La Trobe Session 5 Thursday 16 August 2007

Introduction and Re-cap (5 min)

Last session we looked at the assessment tasks for this semester. Did everyone receive a copy of the hints for the major assessment task?

We also investigated Backward Design. Has anyone started the major assignment using this process? If so what outcomes are you going to address?

In this workshop we will be looking at Rich assessment Tasks and Multiple Intelligences. You will also have the opportunity to create a podcast and contribute to wikipedia.

Survey quotes:

How do you rate the workshops overall (so far)?

"Need better connectivity to Macs for faster completion of class exercises"

"We are wasting a bit too much time on computers that end up not working"

What is your opinion concerning the setting of homework, at university level, that is not outlined in the unit assessment criteria?

"I think if it serves a learning purpose and it isn't too demanding in terms of time, then it is fine. Some people seem a bit fussy about what is or isn't on the course outline etc - are they worried that if they put in some extra effort they might learn something extra? Imagine how bad it would be if we actually learned more than was outlined at the start of the semester! We might end up being better than average teachers - terrible!"

"i think university students should be mature enough to do the required amount of work by them self."

"no homework, please! i'm already full of study"

"it could have been outlined more clearer, when the assignments have to be due so we have a clear indication."


Warm up ( 2 min )

If A = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20},
B = {3, 6, 9, 12, 15, 18} and
C = {4, 8, 12, 16, 20}, find:

(a) A ∪ B

(b) B ∩ C

(c) A \ C


Learning Activities

1. Designing and Assessing Rich Assessment Tasks (60 min)

Task 1: Understanding the term Rich Assessment Task?

• Handout 1: Y Chart Rich
  

• Handout 2: A to Z Assessment
  

Task 2: Designing RAT's

The Design Rationale

• Design question 1: Is the purpose of the task assessment FOR, AS or OF learning?
• Design question 2: Which domains, dimensions, standards and levels did the teaching and learning program focus on?
• Design question 3: Which domains, dimensions, standards and levels will this assessment task focus on?
• Design question 4: What specific knowledge, skills and behaviours will this task focus on?
• Design question 5: How will I design the task? What will be the task’s key features?
• Design question 6: What key features of student performance am I expecting to see? What evidence am I looking for?
  

Task 3: Evaluating RAT's

• Handout 3: Analyse the selection of RAT's on your table and try and place them along the scale shown below
  

Task 4: Creating and Contributing

• Handout 4: Changing Proxies and Podcast
  
• Create a Podcast that could be used to inform others about Rich Assessment Tasks. RAT Podcast
  
• Contribute to Wikipedia to produce a document that best informs others about Rich Assessment Tasks. Wiki Podcast
  

BREAK for 5 minutes

2. Multiple Intelligences (30 min)

Task 1: Understanding & Analysing

• Handout 5: Silent Card Shuffle. Order the text according to MI's, abilities, skills and occupations.

Task 2: Applying

• On the sheet of paper provided write your name and what you think your dominant MI is.
  

• Multiple Intelligences

Task 3: Evaluating.

• Use the link below and investigate what MI you have
  

• Online MI Testing
  

Task 4: Reviewing and clarifying.

• Useful ? Discuss..
  

Review (5 min)
Time for any remaining questions and review of todays workshop.

Professional reading for next week

More on MI as well as designing units across the 'strands' in VCE.

Use this Multiple Intelligence link and the VCAA website to think about how these 2 areas could be combined.

La Trobe Session 4 Thursday 9 August 2007

Introduction (2 min)
In this workshop we will be looking at the assessment tasks that are due later in the semester. (Still waiting on confirmation of due dates from Chris Brew and Ian Bentley. This doesn't mean you shouldn't make a start already). In particular we will be discussing what the criteria for these tasks actually mean and also producing a rubric for the Minor Assignment.
We will also be looking at Backward Design and how it can be incorporated into your learning and teaching practice.

Warm up and re-cap (5 + 5 min):

A die is rolled twice.
a. Draw a lattice diagram to show all of the possible outcomes.
b. Find the probability of rolling a 2, then a 1.
c. Find the probability of getting a total of 7.

Surveys that have been submitted so far..

Survey 1
Survey 2
Survey 3
Survey 4

Learning Activities

1. ‘Unpacking’ the assessment tasks (20 + 20 + 5 min)

Task 1: Understanding the Major Assignment.

Instructions

• Handout 1 Major and Minor Assignments.
• Students to read and discuss this document in terms of understanding what each criteria is asking for. Include comments and examples where possible.
• Group discussion and document editing using Major Assessment Task Edited Version.
• Allocation of marks for each criteria.
  

Task 2: Understanding the Minor Assignment and developing the rubric.

Instructions

• Discuss the process of group writing using Google. When it can be used in the classroom. How can it be set up?
• Look at the criteria and discuss. Writing on text. Similar to step 3 from Task 1 above. Email to students.
• Open minor assessment rubric. Decide on ratings system and criteria.
• Student to access the minor assessment rubric . Edit this document by including in the appropriate rows and columns what each criteria and rating will look like to them.
  

Task 3: Reviewing and clarifying.

Instructions

• Re-group and discuss these criteria. Are they accurate and appropriate? What changes do we need to make.
  

BREAK for 5 minutes

2. Backward Design (25 + 25 min)

Instructions

Read all individual instructions carefully before beginning your tasks.
You can also use the internet to research terminology and key words/phrases you are unfamiliar with.

A Backward Design Template

Backward Design Step 1 (2 person task)

• Complete Step 1 from the template. you can use the above link if you would prefer a digital copy to share.
• Use the section from the study design provided to decide on the knowledge, skills and behaviours.
• Prepare a 2 min presentation on what your activity involved and how did it link with your step in the design process.
• You can email me any material you may wish to use with the projector. Just put the step number in the subject.

Backward Design Step 2 (4 person task)

• Complete the activity Deep Understanding of Assessment Tasks as part of your investigation into Step 2.
• Prepare a 2 min presentation on what your activity involved and how did it link with your step in the design process.
• You can email me any material you may wish to use with the projector. Just put the step number in the subject.
  

Backward Design Step 3 (8 person task)

• Complete the activities Gaining Evidence FOR Learning (4 people) and What do I know about this student? (4 people) as part of your investigation into Step 3.
• Each group is to prepare a 2 min presentation on what your activity involved and how it linked with your step in the design process.
• You can email me any material you may wish to use with the projector. Just put the step number in the subject.
  

Backward Design Step 4 (12 person task)

• Complete the activities Giving Effective Written Feedback (2 people), Quality Questions (6 people) and Strategies for Assessment AS Learning (4 people) as part of your investigation into Step 4.
• Each group is to prepare a 2 min presentation on what your activity involved and how it linked with your step in the design process.
• You can email me any material you may wish to use with the projector. Just put the step number in the subject.

Backward Design Step 5 (2 person task)

• Complete the activity Creating Rubrics as part of your investigation into Step 5.
• Prepare a 2 min presentation on what your activity involved and how it linked with your step in the design process.
• You can email me any material you may wish to use with the projector. Just put the step number in the subject.

Warm down (5 min)

Find the cost of each of the following.
(a) 300 newspapers at 80 cents each


(b) 110 kg of steak at $8.50/kg


(c) 59.25 hours work at $16/hour


Review (5 min)
Time for any remaining questions and re-cap of todays workshop.

Professional reading for next week

Multiple Intelligences

Have a go at this...Online MI Testing, bring your results with you next week.

Resources and links used in this workshop

White board and markers x 2
Major Assessment Task Edited Version
Handout Set 1 Major and Minor Assignment and Criteria
Handout Set 2 Backwards Curriculum Design
Handout Set 3 Investigating the 5 Steps in Backward Design
Assessment Professional Learning Modules