New Pedagogies for Deep Learning A GLOBAL PARTNERSHIP

New Pedagogies for Deep Learning A GLOBAL PARTNERSHIP Victorian (Australian) Exemplar Template / Workbook

TITLE [ IMAGE ] SCHOOL NAME TEACHERS INVOLVED 2016

Our School Name School location (suburb/town) School region Year levels (circle) Prep-6 ; Prep-12; 7 -12; Other Student population/ demographics Enrolments, ♂/♀, indigenous, ICSEA/SFO No. of teaching staff

Task Summary What was done? (2 -3 lines on what the task / learning experience involved) Year level(s) involved: Students involved : (number, defining characteristics) The length of the task / learning experience

The Collaborative Inquiry Cycle

Assess Problem of practice/ opportunity: [What were you trying to achieve/address by deepening the content? ] Victorian curriculum: [What curriculum standards were incorporated? ] Assessment methods used: Pre-assessment: [List assessment approaches/attach tools] Formative approaches: [List assessment approaches/attach tools] Summative assessment: [List assessment approaches/attach tools] (What assessments will you use to determine what is the learners’ understandings are against the standards before the task) (What assessments will be used to help learners see progress/receive feedback as they are learning? ) (What assessments will be undertaken to determine students’ achievement against the curriculum standards)

Pre-Assessment: Deep Learning Competencies (6 Cs) Tick/highlight which C is being assessed: CREATIVITY COMMUNICATION CITIZENSHIP SCORING: 1 - Limited evidence CRITICAL THINKING CHARACTER COLLABORATION 2 - Emerging 3 - Developing 4 - Accelerating 5 - Proficient Student name/ identifier Male/Female Student prerating [Type in dimension 1] e. g. Coherent communication [Type in dimension 2] e. g. dimension 3] Designed for audiences [Type in dimension 4] [Type in dimension 5] Student A M 5 [score from 1 -5] [qualifying comment on why the student was placed in this proficiency level] [score] [qualifying comment on why the student was placed in this proficiency level] Student B Student C Student D Student E Student F [score] [qualifying comment on why the student was placed in this proficiency level]

Pre-assessment: Student Achievement Student name or Identifier Male/ Female Pre-Assessment Evidence against curriculum standards Student A [M] [score i. e. Level 4, exceeded standard, A, 85% etc. ] Student B Student C Student D Student E Student F [why you have assigned this level of achievement]

Supporting Evidence: Insert /embed students’ pre-sample(s) of work Student A Student B Student C Student D Student E Student F

Design

Learning Design – Pedagogical Practices Pedagogical practices implemented: Rating: What evidence led you to select this rating? Limited / Emerging / Accelerating / Advanced

Learning Design - Learning Partnerships Learning partnerships used: Rating: What evidence led you to select this rating? Limited / Emerging / Accelerating / Advanced

Learning Design – Learning Environments Learning environments used: Rating: What evidence led you to select this rating? Limited / Emerging / Accelerating / Advanced

Learning Design – Leveraging Digital technologies used: Rating: What evidence led you to select this rating? Limited / Emerging / Accelerating / Advanced

What makes this task / learning experience ‘deep’? Consider any of these questions as possible prompts to your response How did the task / learning experience … • Afford students genuine opportunities to demonstrate the six C’s? • • Encourage connections between learning concepts? Encourage application of learning concepts in the real world? Activate students voice or agency over learning? Increase choice in learning opportunities? Increased student metacognition i. e. understanding of how they learn? Accelerate learning progress? Change relationships between student and its peers/teachers/external partners? Leverage technology to extend learning? • How is this approach different to ‘traditional approaches’ to teaching this content?

Implementatio n What was the deepening (learning) process? Interventions e. g. pedagogical practices, partnerships, digital technologies, learning environments • • • A We started by …. Students already knew. . We wanted them to know/do. . B deepening • Students began to …. • We introduced x, y and z • We wanted them to. . deepening • • C The students were now. . . As teachers, we. . etc.

Measure, Reflect and Change

Post-Assessment: Deep learning competencies (6 Cs) Tick/highlight which C is being assessed: CREATIVITY COMMUNICATION CITIZENSHIP SCORING: 1 - Limited evidence CRITICAL THINKING CHARACTER COLLABORATION 2 - Emerging 3 - Developing 4 - Accelerating 5 - Proficient Student name/ identifier Male/Female Student postrating [Type in dimension 1] e. g. Coherent communication [Type in dimension 2] e. g. dimension 3] Designed for audiences [Type in dimension 4] [Type in dimension 5] Student A M 5 [score from 1 -5] [qualifying comment on why the student was placed in this proficiency level] [score] [qualifying comment on why the student was placed in this proficiency level] Student B Student C Student D Student E Student F [score] [qualifying comment on why the student was placed in this proficiency level]

Post-assessment: Academic Impact Student name or Identifier Male/ Female Post-Assessment Evidence Student A [M] [score i. e. Level 4, exceeded standard, A, 85% etc. ] [why did you assign this level of achievement to this student] Student B Student C Student D Student E Student F

Supporting Evidence: Insert /embed students’ post-sample(s) of work Student A Student B Student C Student D Student E Student F

Learners’ Reflections These questions are a guide to prompt student reflections • • • What teaching strategies did your teacher use that enabled learning for you? Achievement – What do you know that your didn’t know before? How have you developed in terms of the 6 Cs? What digital tools have you had the opportunity to use? Was their a light bulb moment for you? What are you most proud of? How did places and spaces influence your learning? What were some of the challenges you experienced What were some of the benefits/opportunities? Who was an important partner in your learning and why?

Teachers’ Reflections These questions are a guide to prompt reflections What were some of the challenges you faced? How did you handle these challenges? What might you do differently next time? What were some of your successes? What did you observe, hear or see in student work? What did you learn about yourself / your students / their families / the wider community that you would take into consideration for future planning? • Have your students’ interests changed as a result of their learning? • What in the school enabled your success e. g. collaborative teaching, open learning spaces, 1: 1 digital access, a professional development opportunity • • •

Learning Partners’ Reflections Learning partners e. g. parents, industry , community, cultural organisations, global , other schools These questions are a guide to prompt reflections • • How did you become involved? What role did you play in the learning? e. g. mentor, champion, resources Did you have a meaningful role beyond celebration and affirmation? What value, expertise or knowledge did you add to the learning experiences? What did you learn from being involved? What is your understanding of the purpose? Will this partnership continue?

Change / Reflect On Next Steps These questions are a guide to prompt reflections • What was your most important learning ? • What would you do again? • What would you do differently in the future? • What will you now consider when you are designing learning for your students? • Is there anything you want others to know about the learning experience that hasn’t already been captured?

Credits, acknowledgements and permissions [credits and acknowledgements] [Permissions have been sought for all images, audio, video footage and student work featured in this presentation]. Consent forms can be found at http: //www. education. vic. gov. au/about/programs/bullystoppers/Pages/lolconsent. aspx