module 8 using pisa and pisa-style assessment materials to enhance...
TRANSCRIPT
Module aim• Develop colleagues’ understanding of how
PISA and PISA-style questions can be adapted to produce high-quality learning activities/classroom resources.
• Support a more expansive pedagogy for teachers with the aim of increasing high-quality learning opportunities for learners.
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Module objectives• Learn how to adapt PISA and PISA-style
questions into high-quality classroom activities including literacy and numeracy.
• Gain an awareness of a range of strategies which learners can use to promote independent learning.
• Gain an insight into how to devise activities which promote in learners higher-order skills, e.g. analysis, synthesis, problem-solving and evaluation.
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Discussion point
What are the common characteristics (trends/skills/themes) within PISA and PISA-style assessment materials.
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Maybe you mentioned . . . High degree of literacy required to access the question – some questions require a great deal of reading.
An image – picture, diagram, table or graph –as a stimulus for understanding context.
Require high degree of problem solving skills.
Rich contexts from real life and cross-curricular themes.
Some questions are challenging learners to think.
Require evaluation, interpretation and inference.
Some questions require high degree of numeracy.
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How do you use the text, images and information with learning strategies to develop/promote
higher-order skills?
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Group task
Look at the task sheets which are based on the following learning strategies:a)Source squareb)Concept cartoon©
c)KWL/KWHL chartd)Question placemat.
© Naylor S and Keogh B (2010)Used with permission from Millgate House Education.
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Generic questions for consideration
For each resource, consider:
• what skills could be promoted?• what outcomes would you like to have?• to what extent do you think they could
engage learners?• to what extent have you used these
particular strategies in your own teaching?
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Other strategies that would promote higher-order skills
Here are some examples.• Diamond ranking. • Talk partners. • Writing journals.• QuAD grids.
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Adapting and enhancing existing resources
Examine the resource that you have brought with you to the session.
Apply at least one of the learning strategies encountered today to create a resource that will support the higher-order skills in your everyday learning and teaching.
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Evaluating own learning and thinking
Share with a partner:• three new things you have
learnt• something you have found
easy or difficult• something you need to
improve• something you would like to
learn next.
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Reference list• OECD (2009) Take the test: sample questions from
OECD’s Pisa assessments. Available at: www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf(Accessed: 23 February 2013).
• Welsh Government, DfES (2012) A guide to using PISA as a learning context. Available at: http://dera.ioe.ac.uk/13915/1/120229pisabookleten.pdf(Accessed: 23 February 2013).
• Welsh Assembly Government (2010) How to develop thinking and assessment for learning in the classroom. Available at: www.wales.gov.uk/docs/dcells/publications/110111howtodevelopeen.pdf (Accessed: 23 February 2013).
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Further reading• Naylor, S. and Keogh, B. (2010), Concept Cartoons©
Project. Millgate House Education. Available at: www.millgatehouse.co.uk/projects/concept-cartoons-project
• Welsh Government (2013), National Literacy and Numeracy Framework. Available at: learning.wales.gov.uk/docs/learningwales/publications/130123nlnfinformationdocumenten.pdf
• Welsh Assembly Government (2008), Skills framework for 13 to 19-year-olds in Wales. Department for Children, Education, Lifelong Learning and Skills: Cardiff.
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