the principle of alignment eda 122. alignment outcomes process
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THE PRINCIPLE OF ALIGNMENT
EDA 122
ALIGNMENT
OUTCOMES
PROCESS
ALIGNMENT
OUTCOMES
PROCESS
PRODUCT
WHAT WHEN
WRONG?
ALIGNMENT
Balance system
What we teach.(methods,
assessment, reporting results,
climate)
What we teach.(methods,
assessment, reporting results,
(climate)
Deep learning
Surface learning
BIGGS MODEL
DISTINGUISH BETWEEN DEEP AND SURFACE LEARNING
ACHIEVING ALIGNMENT
• Setting learning outcomes Make use of active verbs (leads us to design activities to
achieve the outcome)Levels of achievement
• Selecting learning and teaching activitiesLearning styles, active participation
• Assessing and grading the studentAssess the outcome, approach to assessment
STUDY THE EXAMPLE IN TERMS OF
• THE IMPETUS BEHIND THE LESSON OUTCOME- THE ACTION VERB AND
• WHAT IS EXPECTED OF THE LEARNER?
• Mastering the skill will enable learners to concentrate on the HOW and not merely WHAT to think. When writing a lesson outcomes an action verb is the impetus to how the outcome should be demonstrated. In the following example the meaning of an action verb is clarified in terms of what is expected of the learners.
• THE LEARNERS SHOULD BE ABLE TO PRESENT THEIR FINAL PRODUCT BY MEANS OF MAKING A CREATIVE DRAWING OF THE DIFFERENT PARTS OF A MACHINE.
• THE LEARNERS SHOULD BE ABLE TO DRAW A LINE BETWEEN TWO POINTS.
• In the first case it indicates the learner’s ability to synthesis previous knowledge into one diagram where as in the second outcome learners should be able to apply their previous knowledge in connecting the two points. When using active verbs identify the context in which the outcome must be demonstrated.
ExampleLearning outcome Assessment standard : Do investigations and collect data: Investigate the possiblities and the usage of materials and find out how it works.
Lesson outcome: Learners will be able to gather data on the increase of temperature over a period of time; and compare the temperature over the different seasons.
Activity: Measure the temperature over the different seasons and determine the average of the temperature.
Assessment: Learners will be assessed on how they noted the data in the tabels as well as the interpretations that they make in terms of the temperature differences.
Identify active verbs
How do I address:
• Learners higher cognitive thoughts?
• All three domains of the learner?
• The critical Outcomes?
THROUGH ASKING THE RIGHT QUESTIONS ON THE RIGHT
LEVELS
COGNITIVE DOMAIN/ADAPTED VERSION
EVALUATION COMPARE
SYNTHESIS DESIGN
ANALYSE TABULATE
APPLICATION APPLY
COMPREHENSION INTERPRET
KNOWLEDGE RECALL
40%
60%
CREATIVE
COGNITIVE
Knowledge Recognition or recalling of ideas
Name list state define
Comprehension Requires an understanding of facts
Compare discuss match illustrate
Application Where the learners can use theory in a new situation
Solve predict draw differentiate
Analysis The breakdown of content into parts and discovery the relationship between parts
Analyzed identify
Synthesis Recombination of part into a whole
Organise design synthesis
Evaluation Judgment about the theory
Evaluate assess critise defend
PSYCHOMOTOR
Imitation Early stages of development of complex skill and involves the repetition of an action
Begin come try do
Manipulation Continues to repeat a specific skill until it becomes a habit
Need gather execute improve
Exactness Skill has been acquired and the execution of the skill is fast and occurs smoothly
Achieve progress accelerate
Articulation Needs a higher level of exactness
Adapt change reorganize
Spontaneity The response is automatic individual starts to experiment. Inisiates new ideas new motor manipulations
Arrange construct create design refine
Criteria for the first team.
AFFECTIVE Acceptance
receivingAcceptance refers to eagerness to accept or give attention
Ask follow choose describe recognize
Reaction responding
Reaction refers to the active involvement of the learner
Agree answer follow request
Appreciation /value
The learner sees the value of the activity theme module the motivation to execute
Defend choose accept take
Organizing This is about the organization of values into the system sees the relation between the situation and the integration
Compare order participate
Characterizing Refers to the person being charactererised by his values develops a consistent value system
Behave defend advocate demonstrate
THEME: POLLUTION
1. List differents types of pollution2. Distinguish between water- and air pollution3. Predict what will happen if air pollution is not stopped4. Analyse the current situation and identfy the most dangerous
type of pollution5. Design a plan on how to improve the current state of the
atmosphere6. Critically evaluate your plan against the criteria set for what
the % must be for human to survive in
RELATIONSHIP AND PROGRESSION
PSYCHOMOTOREarly stages of development of complex skill and involves the repetition of an action
Begin come try doTry and make a microscopic slide of an epidermis
Continues to repeat a specific skill until it becomes a habit
Need gather execute improveTry again and make one with no air bubbles of the epidermis
Skill has been acquired and the execution of the skill is fast and occurs smoothly
Achieve progress accelerateMake one with no air bubbles and with only a few cells
Needs a higher level of exactness
Adapt change reorganizeMake one with only one layer of cells
The response is automatic individual starts to experiment. Inisiates new ideas new motor manipulations
Arrange construct create design refineMakes one with only one cell to see all the part very clearly
HOLISTIC ASSESSMENT
• Domain: cognitive, affective, psychomotor;• Different approaches to assessment;• Different assessment methods; • Learner must be developed in totality, must
develop life skills (see critical outcomes).
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