Skills for a Changing World Programme

Skills for a Changing World Programme

Materials Review Workshop12 – 13 November 2008Bloemfontein

Expected deliverables

Agreed strategies for refining the submitted and outstanding drafts of materialsAgreed outline of an integrated assessment task Refinement of the writing process Evaluation of the workshop

Overview of workshop

Day One - ReviewWhere are we?Peer review of selected sectionsSummary of findingsDiscussion of key issues identified

Overview of workshopDay Two-Integration and ProcessIntegration challengesIntegration strategiesIntegrated assessment taskRefined view of materials development processNext steps

Vision of the programme

Create a comprehensive programme that provides students with key cognitive and practical competencies required to participate successfully in post-school education programmes and appropriate levels of the world of work. Break the cycle of poverty.

How do we focus on the essential knowledge and skills?

Let’s get a fresh perspective

The whack pack cards can help to trigger new ways of thinking about our challenge

Side one – insightContains an illustrated insight about innovation from the ancient philosopher Heraclitus

Side two – strategyContains an interpretation of the insight in the form of a creativity strategy.A short story illustrates the strategy

In pairs – here is what you do 1. Pick a card from the deck. It gives you an

opportunity to find new answers to the question we posed.

2. Read the insight and the strategy sides carefully.3. Brainstorm: The information will trigger ideas for

our context. Think of as many ideas as you can. They don’t have to make sense. Don’t worry how practical they are. Give free reign to your thinking.

4. Reflection and sharing: What new insights have you gained about our challenge? Be ready to share them with the group.

Where are we in the process?

Progress report by module coordinatorsProgress of programme as a whole

Issues emerging from the progress reports

Accessibility of the materialsMediation of the materials

Facilitator guideTraining of facilitators

How much material? Can we use existing resources?Use of technologyCoherence of parts/sections - strategyLength of modules in terms of pages e.g. MathsWriting takes longer than anticipated

Peer review activity - what to focus on

What are your first impressions?What do you like? Examples of what you think works wellWhat concerns you?What are key problems?What suggestions do you have for improving the section.

Peer review – suggested approach

1. Individually scan the text and jot down first impressions.

2. Identify examples of good learning text and problem areas.

3. List problem areas.4. Share your impressions with your partner.5. Make suggestions for how the materials

might be improved. Be prepared to share these with the group.

Reflection on day one

What have we achieved today?What new insights have you gained about the programme?What questions are still unanswered?

Let’s calculate student’s workload

1. How many notional hours are allocated to your module?

2. What activities make up these notional hours?

3. Allocate hours to each of the activities

Contact sessions: 10h

Assessment

Activities in workbook:

45h

12 credits=120 hours

Assignments: 10hPortfolio: 35h

Reading text:20h

From Household Food Security Programme

About learning outcomes

A Learning Outcome is a statement of an intended result of learning and teaching. It describes knowledge, skills and values that learners should acquire by the end of a programme.

(From National Curriculum Statement, Life Orientation, DoE)

About assessment standards and criteria

Assessment Standards are criteria that collectively describe what a learner should know and be able to demonstrate at a specific grade. They embody the knowledge, skills and values required to achieve the Learning Outcomes. Assessment Standards within each Learning Outcome collectively show how conceptual progression occurs from grade to grade.

(From National Curriculum Statement, Life Orientation, DoE)

Integrated assessment

Assess a number of outcomes together –’coherent chunks of learning’Combine theory and practice Assess across the subject within a specific fieldAssess across different subjectsUse a combination of assessment methods and instruments

Interrogating examples of integration (see accompanying Word document)

Is this a good example of integration? Why?What suggestions do you have for improving the activity?

Questions to guide the selection and design of learning and assessment activities

1. What is the purpose of the activity?2. What level of knowledge and skills are the learners

expected to learn? (Knowledge, comprehension, application, analysis, synthesis, evaluation)

3. Is the activity pitched at the right level?4. Does the student know why s/he should do this

activity? 5. Are the instructions clear and will the learners know

exactly what to do?6. Does the feedback provide the students with a means

of checking their progress?7. Is the activity realistic in terms of time allocation and

the resources required to do the activities?

Learning/assessment activities in your modules – where can you make linkages?

This is a module/section activity

Interrogate your learning and assessment activities What linkages can you make?Be prepared to share your ideas with the group.

Building in quality

Writing team approach: writers, subject experts, critical readers, editors, module coordinators, project coordinatorCooperative course design Orientation and induction of the writing teamSupport materials for the writing teamReview of draft materials by selected reviewers: critical readers, instructional design specialists

Materials development process – next steps for writers

1. Writers complete outstanding sections and update existing sections based on review.

2. Writers submit sections to module coordinators who compile and consolidate the module.

3. Draft modules are posted on the website for feedback from writers. Allow for 2 weeks.

Materials development – refining the modules

4. Overview editor consolidates at programme level

5. Module coordinators check and make input as necessary.

6. Layout and graphics7. Language editing8. Module coordinators check and make

necessary changes9. Proofreading

Reflection on day two

What have we achieved today?What new insights have you gained about your module?What questions are still unanswered?