Leading through changeSupporting learning in the new QCE system

2009

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Learning goalTo explore the resources that are available to support professional conversations about best practices in teaching and learning in the new QCE system.

Success criteriaYou will know if you are successful if you are able to:• reflect on classroom practices

at your school that can be maintained

• reflect on classroom practices at your school that may need to be changed

• determine how to guide your school through the transition process.

The only constant in life is change.

What changes in the new QCE system?

What does best practice look like?Best practice includes an understanding of how to:1. use new features of the syllabuses

• 21st century skills• the taxonomy

2. prepare students for assessment

3. use resources to support teaching and learning• pedagogical framework• QCAA resources.

What QCAA resources are available?

• Syllabus• Syllabus resources

– teaching and learning plans (TLAPs)– sample assessment instruments– annotated sample responses

• Pedagogical framework• Additional QCAA resources

The syllabus — informing and supporting practice

Introduction to syllabuses through online courses

The syllabus — informing and supporting practice

Subject matter• understanding what has changed• understanding

similarities/differences

Unit planning• using assessment to plan• using the syllabus to plan• using a teaching, learning and

assessment plan (TLAP)• planning experiences to enhance

student learning

Assessment• understanding assessment

techniques• constructing assessment instruments • using an instrument-specific marking

guide (ISMG)

Teaching and learning• understanding best practices• understanding research-based

instructional strategies• sharing collective wisdom

Two features of the new syllabuses

• 21st century skills

• taxonomy

21st Century skills

21st Century skills in TLAPs

Connecting with practice

How will you encourage teachers to plan units so students: • develop personal, social and collaborative skills?• become critical and creative thinkers?• expand ICT and communication skills?

How are these practices already evident in classroom practices at your school?

Marzano and Kendall taxonomy and cognitive verbs

Taxonomy Skills to engage with knowledge Four levels of the cognition system

1. retrieval recognise, recall, identify

2. comprehension comprehend, define, explain

3. analysis processes analyse, interpret, categorise

4. knowledge utilisation appraise, evaluate, justify

Marzano and Kendall taxonomy and cognitive verbs

Cognitive verbs used in the objectives

Notional hours Unit objectives Subject matter Sample learning experiences

Teaching and learning — underpinning factors

Possible resources

Identify the possible time in notional hours.

Type the unit objective number/s that aligns to the corresponding subject matter.

Copy and paste the relevant core and/or elective subject matter from the syllabus.

If applicable, identify the topic or sub-topic title.

Develop sample learning experiences that use the procedural skills and cognitions required for students to demonstrate their understanding of the subject matter. Consider how these skills and cognitions will be taught.

e.g.

In groups, students read source documents that detail statistics related to the health outcomes of a specific population. Each group creates a graph to represent the outcomes and presents findings to the class. Through a class discussion, students identify possible determinants for these health outcomes.

Identify the specific underpinning factors (literacy, numeracy, 21st century skills) that will be used.

e.g.

Literacy:• text knowledge

Numeracy:• using percentages

21st century skills:• collaboration — focusing on participating and contributing

• critical thinking —focusing on analytical thinking and reasoning

List resources and/or links to resources that will be used as a dot point list.

Syllabus resources — support toolsAssessment details % Objectives to be assessed Conditions Date

Identify the assessment number and name, e.g. Formative assessment 1: Examination

Include school-specific detail, e.g. text being studied, context of assessment etc.

Identify the assessment weighting

Copy and paste the assessment objectives for this assessment from the syllabus.

From the syllabus, copy and paste the relevant assessment conditions.

Identify the due date or date range for this assessment.

How will you engage teachers to explicitly teach the building blocks and

the language of cognitive verbs?

Glossary of cognitive verbs

Pedagogical framework — a valuable tool

Planning for learning

Subject knowledge

Pedagogical knowledge

Knowledge of student learning

What strategies will enhance learning for my students during this lesson and at this phase of the unit?

SUBJECT MATTERactivating knowledgepreviewinglearning goals vocab instructionhinge questionsvisualskinestheticschunkingnote-taking

COGNITIONlabel the processprovide a modelgraphic organisersfeedbackpractice

Instructional strategies

PROCEDURESmodelexamine exemplarsguided practiceidentify errorscollaboratepracticeapplication

Focus on learning

Teaching and learning plans

Principal Toolkit 1

Beginning change conversations• preparing leaders• attitudes and perceptions• beginning change conversations• 21st Century skills• new taxonomy• pedagogy • considering practice

Focus on learningPrincipal toolkit 2

What do new assessment requirements mean for my instructional practice?

Pedagogical framework — a valuable tool

Preparing for assessmentStrategy 1

3-minute pauseEvery 10–15 minutes

Stop and give learners time to construct meaning by drawing an image or diagram

Preparing for assessmentStrategy 2

Learning goals

+

Success criteria

+

Feedback

Classrooms high in challenge, low in threat

Preparing for assessmentTeacher toolkit — strategies that check for understanding

QCAA information and resources

To support professional conversations that emphasise student learning.

QCAA resources • Principal toolkit 1 — professional learning activities

• Syllabus orientation — online modules

• Subject specific syllabus training

• Principal toolkit 2 — professional readings and guides

• Teacher toolkit 1 — checking for understanding factsheets

• Syllabus resources — online

Learning goalTo explore the resources that are available to support professional conversations about best practices in teaching and learning in the new QCE system.

Success criteriaYou will know if you are successful if you are able to:• reflect on classroom practices

at your school that can be maintained

• reflect on classroom practices at your school that may need to be changed

• determine how to guide your school through the transition process.

The only constant in life is change.

Stay informed

Information is available on the website:international.qcaa.qld.edu.au

Questions can be emailed to:InternationalSchools@qcaa.qld.edu.au