be sensitive to the context and complexity · 2012-09-12 · when assessing plts... • be...

plts to structure challenging learning opportunities

:-)© Zoë Elder 2010

1

When Assessing PLTs...• Be integrated into the learning process

(rich task or challenge)

• Be sensitive to the context and complexity

• Promote self worth and development

• Be meaningful to, and owned by, learners

• Act as a bridge between learners

• Enable multiple comparisons and lenses

• Recognise collaboration

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Topic introduced

(Project & content introduced by

teacher)

Homework task (series of

questions/ research tasks)

Students find out more

about the topic (video/ text book/

internet)

Students answer key

questions co-constructed with

teacher

Mapping PLTS against existing project work might look like this...

Students follow self-designed pathway

(booklet/ text book questions etc) to produce

more information related to the topic.

Review learning so

far...

Homework task

Homework task

Students create group presentation

Homework task

Group presentations & assessment

TWTW CTSM SM

SM

SM IE

IE

IE

EPEP

EP

RL

RL

EP

RL

RLRL

RL

RLRL

IE

IE

IE

CT

CT

CT

EP

3

Developing self awarenessRoles & responsibilities

Team buildingCreative thinking

Indi

vidu

al &

gro

up p

roje

cts

Pres

enta

tions

Ass

essm

ent:

peer

& s

elf

Future-thinking

Problem solving

Provocations

Advanced knowledge

Exploration

Invest

igation

Cultural act

ivities

Enrichment

Inter/ intra-personal skills

Learning skills

New

technologies

Organisational skills

CreationAutonomous

Learner

Orientation

Individual

Developm

ent

Seminars Enrichment

In-d

epth

St

udy

CTTW

IE

SM

EP

RL

4

CHALLENGE -

SUBJECT EXPERTISE

What to look for...

1. Inspiration to apply intellectual initiative

and creative interpretation to subject study.

2. Proficiency is strengthened by the use of higher

order concepts and terminology in reading,

researching and talking about the subject.

3. Subject knowledge and skills are identified, and

then enhanced, through linking with other subjects

and with experience from their own lives.

4. Learners confidently use subject specific and

cross curricular skills in independent research

which is well supported by resources.

5

CHALLENGE -

DEVELOPMENT OF LEARNING

What to look for...

1. Strong understanding of how G&T learners

achieve excellent performance & of the range

of activities and techniques which contribute

to high attainment.

2. There is widespread and sustained use of

critical thinking skills and problem solving

together with regular opportunities to lead

and influence others.

3. Learners select and make decisions about

which strategies to use to improve their

achievement.

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CHALLENGE -

DEVELOPMENT OF LEARNING

What to look for...

1. G&T learners follow their own lines of enquiry

and critically evaluate their own learning.

2. They contribute to improving their curriculum

and to promoting the learning of others.

3. There are increased opportunities for learner

independence.

4. G&T learners use initiative and independent

thinking to deviate creatively from planned

activity.

5. Established self-review of all aspects of

progress in learning informs the setting of

personal targets.7

PLTS cards (created as part of an AST project)“Tickets to the learning zones”

8

PLTS Observation (of learning) swatch cards

(created as part of an AST project)9

PLTS dice: “letting fate take you on your journey...”

(created as part of an AST project)10

Intended Outcomes:

What do I want {name} to develop in

this subject?

What does {name} need to be like?

CREATIVE THINKING - makes connections/ works

with others to generate and consider

alternative ideas & approaches

Listens well to others, respects ideas of

others. Asks questions in equal measure to

suggesting ideas.

Opportunities:

What variety of

activities/ resources

can I use?

Multi-media starter

Open-ended ‘divergent’

thinking task

Unfamiliar objects to

stimulate thinking &

discussion

Mix groups according to

learning preferences

Sharing:

How will I share learning intentions/ outcomes?

(a) Subject specific (b) learning skills &

dispositions

Recognise achievement:

How will I know that {name} has achieved

the intended outcome?

Uses target ‘Creative thinking’ language

Makes connections between unrelated ideas

Has actively considered alternatives by

exploring different ways to achieve the

PERSONALISED PLANNING: CREATIVE THINKING EXAMPLE

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launchcontext setting

& challenge launch

input

enquiry

wider research

inputinput

skills

presentation

formulation&

rehearsal

inputcontent

assessment

input

content

Mapping PLTS against existing project work may reinforce a notion that learning is linear

content &

skills

reflection

inputcheck-in

RL

CT

IERL

SM

EP

TW

TW

RLCT

TW

IE

RL

CT

SM

EP

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launchcommunity building

&self

assessment

context setting & challenge

launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research

check-in facilitation

ideas generation

development

success criteria

facilitation

skills presentation

formulation

check-in convergence

divergenceinputdispositions

clarification

assessmentfacilitation

skills

check-in

check-in

USING PLTS to structure & assess quality collaborative learningoffers a more organic, connected process of learning

START

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&self

assessment

context setting

& challenge launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research

check-in input

ideas generation

development

success criteria

input

skills presentation

formulation



clarification

assessmentinput

skills

check-in

check-in

Using PLTS to structure & assess quality collaborative learning

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&self

assessment

context setting

& challenge launch

input

enquiry

TW

IE

RL

CTSM

EP

wider research

check-in input

ideas generation

development

success criteria

input

skills presentation

formulation



clarification

assessmentinput

skills

check-in

check-in

Using PLTS to structure & assess quality CREATIVE THINKING

CT

15


&self

assessment


launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research


ideas generation

development

success criteria

facilitation

skills presentation

formulation



clarification


skills

check-in

check-in

Using PLTS to structure & assess quality SELF MANAGEMENT

SM

16

facilitation

check-in


&self

assessment

context setting

& challenge launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research

check-in input

ideas generation

development

success criteria

input

skills presentation

formulation



clarification

assessmentinput

skills

check-in

check-in

Using PLTS to structure & assess quality INDEPENDENT ENQUIRY

IE

input

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&self

assessment


launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research


ideas generation

development

success criteria

facilitation

skills presentation

formulation



clarification


skills

check-in

check-in

Using PLTS to structure & assess quality TEAM WORK

TW

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&self

assessment


launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research


ideas generation

development

success criteria

facilitation

skills presentation

formulation



clarification


skills

check-in

check-in

Using PLTS to structure & assess quality EFFICIENT PARTICIPATION

EP

19


&self

assessment

context setting

& challenge launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research

check-in input

ideas generation

development

success criteria

input

skills presentation

formulation


divergenceinput

dispositions

clarification

assessmentinput

skills

check-in

check-in

Using PLTS to structure & assess quality REFLECTIVE LEARNING

RL

20

PPersonalised PLTS

Planning

P

P

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&self

assessment

context setting

& challenge launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research

check-in input

ideas generation

development

success criteria

input

skills presentation

formulation



clarification

assessmentinput

skills

check-in

check-in

Worked example: Geography & PLTS

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&self

assessment


launch

input

enquiry

TW

IE

RL

CT

SM

EP

wider research


ideas generation

development

success criteria

facilitation

skills presentation

formulation


divergence

input

skills & dispositions: What do I need to be like to be

an effective Geographer?


skills

check-in

check-in

Worked example: Geography Content & PLTS

content: What do I need know & understand about {topic}?

C C

C

C

C C

C clarification

Cs&d

s&d

s&d

s&d

s&d

s&d

s&d C

C

C

s&d

Ccontent

skills & dispositions

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be sensitive to the context and complexity · 2012-09-12 · when assessing plts... • be...

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