School 2.0 - The Future Of Learning
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The document discusses the need for educational reform to effectively prepare children for future challenges, emphasizing collaboration, creativity, and critical skills. It outlines the assessment strategies at Elkanah Senior Primary School, including continuous assessments and cycle tests, focusing on learning outcomes and the integration of 21st-century skills. Additionally, it highlights the importance of real-world applications in student projects and the involvement of parents in the assessment process.
School 2.0 - The Future Of Learning
- 1. SCHOOL 2.0 Preparing children for 2020 and beyond Presented by Arthur Preston Principal: Elkanah Senior Primary School
- 4. Video source: The Future of Learning; Networked Society – Ericsson http://www.youtube.com/watch?v=quYDkuD4dMU
- 5. “Learning is just beginning.”
- 6. School as we know it, needs to change in order to meet the needs of the world today and in the future.
- 7. What is needed for future success? Collaboration Teambuilding / Learning to make Oral appropriate Communication choices Work ethic Creativity Source: http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf
- 8. Video source: The Future of Learning; Networked Society – Ericsson http://www.youtube.com/watch?v=quYDkuD4dMU
- 9. Dilemma: How to remain relevant and prepare our children for their future inside a system which has not yet fully embraced a new reality of learning. Image source : http://www.golfound.com/images/clip0002.JPG
- 11. No dilemma is without a solution…
- 12. ASSESSMENT 2013
- 13. Assessment Talk Elkanah House Senior Primary Presented by Jacky Louw Head: Curriculum & Assessment Elkanah Senior Primary School
- 14. "If we always do what we've always done, we will get what we've always got." Adam Urbanski
- 15. Assessment Overview Continuous Integrated Learning Assessment Task Cycle Tests
- 16. What are learning outcomes? • Every learning area has them • States what a learner should know, understand or be able to do • Knowledge, skills, attitudes and values are covered • They are weighted according to what is being covered that semester • This affects your child's average
- 17. Type of Outcomes Semester 1 Semester 2 Assessment Numbers, operations and 35 20 relationships Patterns, functions 20 10 and algebra Continuous Space and shape Not assessed 15 Assessment Measurement Not assessed 15 Data handling 15 10 Formal Cycle tests and ILT 30 30 Assessment
- 18. Continuous Assessment • Purpose is to collect information continually on a learner's achievement • Used to inform the teacher on what to focus on next • Used to improve their learning • Observations, discussions, practical demonstrations, written work, informal classroom interactions • Baseline assessment, self and peer assessment
- 19. Cycle Tests • Been in place for 6 years • One cycle per semester (term 1&2, term 3&4) • Written every 2 weeks • Maths, English, Afrikaans, Natural Science, Social Science, Xhosa • Grade 6 - have a test week in semester 2 • Apply Bloom's Taxonomy • Use ratio of Bloom’s levels to ensure a balanced assessment
- 20. Levels Grade 4 Grade 5 Grade 6 Evaluation Synthesis 10% 20% 20% Analysis Application 30% 30% 30% Understanding 30% 20% 20% Knowledge 30% 30% 30%
- 21. Levels Examples of Questions Conduct a debate with two teams about why a tuckshop should Evaluation be allowed in a school, keeping the food groups in mind. Create a short, advert suitable for a radio show that will Synthesis promote a new healthy cereal that has come on the market. Design a questionnaire that would gather enough information to Analysis know how to stock the tuckshop with a variety of healthy food. What would you ask shoppers in a supermarket if you were Application doing a survey of what food they eat? Understanding Write a simple, balanced menu for breakfast, lunch and supper. Knowledge Name the food groups and 2 items of food found in each one.
- 22. • Every cycle test goes through a drafting and moderation process • Set by teacher who heads up the learning area • Seen and commented on by: »colleagues in grade »Head of Assessment »Principal • Returned to examiner who makes changes if necessary
- 23. • Slip of paper listing learning points sent home • Treat it like an "exam" • Marked and returned the following week • Take home for parents to sign and return • Being absent on the day requires a doctor's note
- 24. Integrated Learning Task • Formerly known as IAT • Happens once a term • Timetable put on hold most of the time • "Integrated" therefore learning areas are combined • Same checking and moderation process as the Cycle Tests
- 25. • Collaborative in research but mostly individual in presentation • Real-world based where possible • Linked with curriculum requirements and 21st century skills
- 26. • 21st century skills? • Preparing for jobs not yet created, products not yet invented and for an ever-changing society • Ways of thinking: creativity, critical thinking, problem-solving, decision-making • Ways of working: communication, collaboration, co-operation, compromise • Skills for living in the world: citizenship, life and career, personal and social responsibility
- 27. ILT Example The "small field" at your school is often waterlogged and unusable, making it a dead space for you, the children, to enjoy. You need to give some creative thought as to what you would like to see happen to that space so that it can be used throughout the school day. • Spend 15 minutes walking around that area or sitting quietly on your own and give some thought as to what YOU would like to see happen in that space. Design a bird's eye view of the new layout of giving careful thought to who would like to use it and why. Remember proportion is important as well as using a key. SS mapping, self reflecting, decision making, prioritizing, spatial perception, planning, following instructions
- 28. • In a group, each of you need to explain your plan to your peers. They will draw up a list of positives and negatives for each plan so that the best design can be chosen to build a 3D model from. Oral work, self confidence, assertiveness, critical thinking, debating, compromising, evaluating, encouraging • Keep the objects and features in proportion. Use as much of the correct material as you can to build it. Use Afrikaans words to label all your objects and the material used. Measuring, estimation, delegation, perseverance, pulling their own weight, vocabulary building, making correct choices
- 29. • Research what a sales pitch is so that you can use this knowledge to present your model to the class. Watch the video on a sales pitch to also give you an idea. Each member of your group will need to be part of the presentation. Minimal key cards are allowed. Listening skills, observations, communication skills, research, following instructions, understanding, application, oral skills
- 30. FAQ's • How do I best prepare my child for their cycle test? Study skills book, Bloom's • Why are we using a 5 point scale and not a 7 like the JP and HS? • Why does the report not show a class or grade average? • Why did my child do so well last year but seem to be struggling now?
Editor's Notes
- #3: Many schools have become time machines transporting children back into the Industrial Age when children were taught to take instruction, act when instructed, take breaks when instructed – all broken into set allocations of time.