Quality Learning Environment
Transcript: Quality Learning Environment Explicit quality criteria Engagement High expectations Example 1: Power in Advertising Unit Quality Learning Environment Outline Community Clip From the Rationale: 'Developing proficiency in English enables students to take their place as confident communicators, critical and imaginative thinkers, lifelong learners and informed, active participants in Australian society.' Changes: How will your faculty adapt? Choice: How do you implement choice? Empowering our students: Student Direction and Engagement Responsibility- Students need to take responsibility for their learning What is a quality learning environment? Social support Student self regulation Student direction EN5- 5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts EN5- 7D understands and evaluates the diverse ways texts can represent personal and public worlds (From Content) Develop and apply contextual knowledge • evaluate the ways personal perspective and language choices affect meaning and can be shaped by social, cultural and historical influences • understand that people's evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication Respond to and compose texts • explore and analyse ethical positions on a current issue, including the values and/or principles involved, in digital communication forums Example 1: Power in Advertising Unit Example 2: Year 9 Speeches What does a quality learning environment look like? What does it sound like? Comments about 9ENI Thoughts... 2.1 Explicit Quality Criteria: marking criteria, edit and drafting process, feedback from peers and ongoing feedback from teacher. 2.2 Engagement- use of ICT, creative, interactive, collaborative. 2.3 High Expectations- criteria is detailed, various advertisements were consulted, communication and encouragement from teacher. 2.4 Social Support- working in groups, supportive attitude from peers, marks are awarded for team work. 2.5 Students’ Self Regulation- given class time, can use own digital technology, complete in own time as well. 2.6 Student Direction- interesting, students choose who they would like to work with *, they choose the order to complete the assessment in their groups. *With a different class I may allocate students to groups depending on my knowledge of the students; their personalities, behaviour and social dynamics. Quality Learning Environment and PBL Students come to us with different backgrounds, issues etc, which for the most part we as teachers cannot control. What we can do, is aim to create a positive environment in the classroom and school setting with a focus on learning. (Professor Tim Lewis, University of Missouri) It is about the students and it makes our job easier! For the National Curriculum English Curriculum A passionate professor Students are issued an assessment notification sheet and are asked to write a speech on a topic from the list. Topics- eg. Facebook, The most important issue facing our world today... Criteria- marks awarded for speaking skills but mostly for content. Questions to Consider Conclusion Environment: teach appropriate behaviour- (links to PBL) Encouragement Diversity Research Pride Year 10 Assignment The National Curriculum Task Description A Student: EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning. Content: Respond to and compose texts: use voice effects, eg tone, volume, pitch, pauses and change of pace, for specific effects such as arguing a point of view or attempting to persuade an audience to a course of action. A Student: EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts. Class background: Year 10 Selective Task Type: Viewing/Representing Description Students are asked to create and film a television advertisement in groups of 2 or 3. They are to use advertising techniques to try to sell the product. It can be a serious ad or a mock ad. Speaking Assessment Outcomes In your opinion: Outcomes 'Stage statements' Programming (new or revising the old) Changes: How does it meet Quality Learning? Stage 5 Outcomes A student: EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies
Prezi Present
Prezi Video
Prezi Design
