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| **Pam Hook and Julie Mills** | **Pam Hook and Julie Mills** | ||
| - | with - Paula Hancock and Helen McGrath (Waikowhai Primary School), Emma Watts (Tahunanui School,Nelson), Mike Boon (Maungawhau Primary School), Christina Edwards (English Department Rutherford College), Emma Watts and Melissa Julian (Edendale School, Auckland), Carol Rowe-Mitchell Totara Team and students (Vauxhall School Devonport), Amy Roworth and Sue Roberts (Vauxhall School Devonport), Belinda Bennett (Glen Eden Intermediate School, West Auckland) Cate Green (Glen Eden Intermediate School, West Auckland) Rachel Saxton and Georgina (George)Barrett (Lincoln High School), Edith Cross (Meadowbank Primary School), Catherine Kelsey (Stanley Bay School), Jennie Adlam, Zara Jackson, Taryn Monks and Shelley Quinlivan (Epsom Normal Primary School). Onehunga Primary School teachers, Newmarket Primary School teachers, St Leos School teachers, Balmoral School teachers, Janet Yelas (St Mary's School), Jason Irvine (Wainui Primary School), Craig Perry and students at (Social Sciences Department Lincoln High School, Stephanie Eliot (Waikowhai Intermediate School), Fiona Bamford (Languages Department Lincoln High School) - //insert names of contributing schools and teachers here// | + | with - Paula Hancock and Helen McGrath (Waikowhai Primary School), Emma Watts (Tahunanui School,Nelson), Mike Boon (Maungawhau Primary School), Christina Edwards (English Department Rutherford College), Emma Watts and Melissa Julian (Edendale School, Auckland), Carol Rowe-Mitchell Totara Team and students (Vauxhall School Devonport), Amy Roworth and Sue Roberts (Vauxhall School Devonport), Belinda Bennett (Glen Eden Intermediate School, West Auckland) Cate Green (Glen Eden Intermediate School, West Auckland) Rachel Saxton and Georgina (George)Barrett (Lincoln High School), Edith Cross (Meadowbank Primary School), Catherine Kelsey (Stanley Bay School), Jennie Adlam, Zara Jackson, Taryn Monks and Shelley Quinlivan (Epsom Normal Primary School). Onehunga Primary School teachers, Newmarket Primary School teachers, St Leos School teachers, Balmoral School teachers, Janet Yelas (St Mary's School), Jason Irvine (Wainui Primary School), Craig Perry and students at (Social Sciences Department Lincoln High School, Stephanie Eliot (Waikowhai Intermediate School), Fiona Bamford (Languages Department Lincoln High School), Lindsay McPherson (Blockhouse Bay Intermediate School), Adele Griffin (Blockhouse Bay Intermediate School), Tamsyn Chan (Blockhouse Bay Intermediate School), Kim Vaigalu (Blockhouse Bay Intermediate School), Matt Brunton (Blockhouse Bay Intermediate School), Murray Piper (Blockhouse Bay Intermediate School), Christina Pinny (Meadowbank Primary School), Cheryl Davies Crook (Halsey Drive School), Lucy Naylor and Jenny Armitage (Belmont Intermediate School, Devonport), Margaret Palmer and teachers from Waterlea School, Peta Lindstrom and Jane McKay (Our Lady Star of the Sea), Faber Edwards (student) (Rutherford College), Namrata Ghadiyar (Onehunga Primary School), Gareth Cunliffe (Otonga School, Rotorua), Nadine McLaughlin (Otonga School Rotorua), Lorraine Taylor (Mamaku School Rotorua), Peter Brailsford (Unlimited Paenga Tawhiti), Lorraine Sauvarin (Halsey Drive School), teachers from Stanhope Road School, Edith Cross (Meadowbank Primary School), Lida Mansilla (Jean Batten Primary School) . - //insert names of contributing schools and teachers here// |
| ===== Abstract: ===== | ===== Abstract: ===== | ||
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| ===== Tags: ===== | ===== Tags: ===== | ||
| - | Differentiated Curriculum Model, The New Zealand Curriculum, SOLO Taxonomy, gifted and talented, knowledge building, teaching and learning, Hooked-on-Thinking, learning to learn. | + | Differentiated Curriculum Model, The New Zealand Curriculum, SOLO Taxonomy, John Biggs, knowledge building, teaching, learning, Hooked-on-Thinking,constructive alignment, planning, assessment, thinking skills, ict, HOT Maps, self-assessment rubrics |
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| A model predicated on responsiveness to the learner by default builds a student sense of self efficacy and engagement in learning. Engagement develops when students see a task as something to be mastered, and can be actively involved in designing and assessing their own learning. Thus, engagement starts when students make decisions about why, what and how they are learning. When students know why and what they are learning, and can also reliably and validly determine how well they are learning, they can also decide what they need to do next. The Differentiated Curriculum Model allows students to do this when students plan their own knowledge building learning experiences using the HOT SOLO coded integrated planning template, and the HOT language of learning and SOLO coded HOT self-assessment rubrics. | A model predicated on responsiveness to the learner by default builds a student sense of self efficacy and engagement in learning. Engagement develops when students see a task as something to be mastered, and can be actively involved in designing and assessing their own learning. Thus, engagement starts when students make decisions about why, what and how they are learning. When students know why and what they are learning, and can also reliably and validly determine how well they are learning, they can also decide what they need to do next. The Differentiated Curriculum Model allows students to do this when students plan their own knowledge building learning experiences using the HOT SOLO coded integrated planning template, and the HOT language of learning and SOLO coded HOT self-assessment rubrics. | ||
| - | The key elements of the model are purposefully designed to provide a practical response to each of principles in the New Zealand Curriculum: placing the learner at the centre of teaching and learning, high expectations, Treaty of Waitangi, cultural diversity, inclusion, learning to learn, community engagement, coherence, and future focus (refer Appendix 2). | + | The key elements of the model are purposefully designed to provide a practical response to each of principles in the New Zealand Curriculum: placing the learner at the centre of teaching and learning, high expectations, Treaty of Waitangi, cultural diversity, inclusion, learning to learn, community engagement, coherence, and future focus (refer Table 2 below and Appendix 2). |
| + | |||
| + | Table 2: The New Zealand Curriculum Principles and how they are addressed in the key design elements of the Differentiated Curriculum Model. | ||
| + | |||
| + | ^Beliefs about the New Zealand Curriculum ^Principles to inform these beliefs ^Differentiated Curriculum Model Elements to achieve the Principles ^ | ||
| + | |Why do we have a curriculum?|What does that mean?|How do we achieve this?| | ||
| + | | “Young people who will be confident, connected, actively involved, lifelong learners.” (The New Zealand Curriculum p7). |“Principles put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.” (The New Zealand Curriculum p9).|Differentiated Curriculum Model and Programme including HOT Concept Library, HOT Language of learning visual maps and HOT student self-assessment rubrics coded against student learning outcomes.| | ||
| + | | |**Put the learner at the centre of teaching and learning:** Be responsive to the learner by respecting individual abilities and interests. The individual identifies their learning needs with support from the institution. |Flexible provision where content, process, product and learning environment are supported by the system but determined by the user. Authentic contexts for learning. Knowledge building for local and community needs. Differentiating learning experiences against student learning outcomes (SOLO Taxonomy).| | ||
| + | | |**Experience engagement when learning:**Become actively involved in designing and assessing their learning. |HOT SOLO coded self-assessment rubrics. HOT SOLO coded integrated planning template. Knowledge building for local and community needs.| | ||
| + | | |**High expectations:**Achieve personal excellence.Experience challenge when learning. |Recognition of prior learning. Integrated multilevel achievement objectives from The New Zealand Curriculum. Learning intentions aligned to achievement objectives. Cognitively differentiated SOLO coded learning experiences.HOT SOLO coded self-assessment rubrics. | | ||
| + | | |**Treaty of Waitangi:**Acquire knowledge of te reo Maori me ona tikanga. |Concepts, macro and micro. Authentic contexts aligned to concepts Differentiating learning experiences against student learning outcomes (SOLO Taxonomy).| | ||
| + | | |**Cultural diversity:** Valuing the histories and traditions of all its people |HOT Concept Library Authentic contexts for learning. Knowledge building for local and community needs.| | ||
| + | | |**Inclusion:**Ensure that all students’ learning needs are addressed. |Cognitively differentiated SOLO coded learning experiences. HOT SOLO coded self-assessment rubrics.| | ||
| + | | |**Learn how to learn:**Being able to answer:What am I doing? How am I doing? What do I do next? | A common understanding of the learning process based upon differentiated learning outcomes (SOLO Taxonomy) and The New Zealand Curriculum Key Competencies. A common language of learning aligned to differentiated learning outcomes (SOLO Taxonomy). Common learning interventions (ICT and Thinking) aligned to differentiated learning outcomes (SOLO Taxonomy). Common classroom practice aligned to differentiated learning outcomes (SOLO Taxonomy). This includes learning experiences, learning intentions, and assessment for learning.Inquiry and problem based learning| | ||
| + | | |**Community engagement:** Connects with wider lives. Engaging the support of their families, whanau, and communities.| Authentic contexts for learning. Knowledge building for local and community needs. | | ||
| + | | |**Coherence:**Master disciplinary knowledge and skills across all learning areas in The New Zealand Curriculum. | Achievement objectives selected across learning areas and levels in The New Zealand Curriculum. Learning intentions aligned to achievement objectives. Driving Question aligned to learning intentions. Three questions for understanding aligned to differentiated learning outcomes. Learning experiences aligned to differentiated learning outcomes. Learning interventions (ICT and Thinking) aligned to differentiated learning experiences.| | ||
| + | | |**Future focus:** Prepare for living in a rapidly changing world. Understand complex issues. |Concepts, macro and micro to explore universals. Authentic contexts aligned to concepts. Knowledge building for local and community needs.| | ||
| Each element in the Differentiated Curriculum Model values responsive learning environments in inclusive classrooms, (refer Figure 2. The curriculum model supports learning across all learning areas and levels of the New Zealand Curriculum. The individual elements help all students including gifted and talented students to learn how to learn, be actively involved in designing and assessing their own learning, experience appropriate cognitive challenge across all learning areas, understand complex issues, integrate information communication technologies (ICTs), and prepare for adulthood in a rapidly changing world. | Each element in the Differentiated Curriculum Model values responsive learning environments in inclusive classrooms, (refer Figure 2. The curriculum model supports learning across all learning areas and levels of the New Zealand Curriculum. The individual elements help all students including gifted and talented students to learn how to learn, be actively involved in designing and assessing their own learning, experience appropriate cognitive challenge across all learning areas, understand complex issues, integrate information communication technologies (ICTs), and prepare for adulthood in a rapidly changing world. | ||
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| - | ==== Element 1: Concepts and contexts ==== | + | ==== Element 1: ==== |
| + | === Concepts and contexts === | ||
| A concept approach allows students to engage with universals, those timeless, abstract ideas that help develop enduring understandings of complex issues in the past, present and future worlds. Concepts help learners understand complex issues and the Differentiated Curriculum Model supports teachers and students with an extensive library of macro and micro concepts, accessed through a drop down menu, for use during planning. The concepts selected are explored using Wiske’s “What is worth understanding?” questions (Wiske 1998), to develop Key Concept Understandings, generalisations that underpin the concept and help students understand their world. This element also requires the identification of local and community needs and interests, authentic contexts for student learning and knowledge building based upon the concept selected. This element is essential if students are to become knowledge builders and contribute genuinely new knowledge as a result of their learning. These authentic contexts may be aligned to cultural and community understandings and to understanding the disciplines. Thus, the curriculum model requires generalisations formed from the concepts to be developed through a variety of authentic contexts which can then be aligned to many different learning areas, all of which encourage student engagement, knowledge building, and an integrated curriculum approach. | A concept approach allows students to engage with universals, those timeless, abstract ideas that help develop enduring understandings of complex issues in the past, present and future worlds. Concepts help learners understand complex issues and the Differentiated Curriculum Model supports teachers and students with an extensive library of macro and micro concepts, accessed through a drop down menu, for use during planning. The concepts selected are explored using Wiske’s “What is worth understanding?” questions (Wiske 1998), to develop Key Concept Understandings, generalisations that underpin the concept and help students understand their world. This element also requires the identification of local and community needs and interests, authentic contexts for student learning and knowledge building based upon the concept selected. This element is essential if students are to become knowledge builders and contribute genuinely new knowledge as a result of their learning. These authentic contexts may be aligned to cultural and community understandings and to understanding the disciplines. Thus, the curriculum model requires generalisations formed from the concepts to be developed through a variety of authentic contexts which can then be aligned to many different learning areas, all of which encourage student engagement, knowledge building, and an integrated curriculum approach. | ||
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| - | ==== Element 2: Learning Areas, Essence Statements and the New Zealand Curriculum Achievement Objectives ==== | + | ==== Element 2: ==== |
| + | === Learning Areas, Essence Statements and the New Zealand Curriculum Achievement Objectives === | ||
| The Differentiated Curriculum Model is aligned to the New Zealand Curriculum Learning areas, Essence statements, and Achievement Objectives. This element ensures that student learning experiences align to disciplinary knowledge and skills across all learning areas in the New Zealand Curriculum that will provide the key ideas, processes to help build coherent understanding of the concept and authentic contexts identified in Element 1. We note that this element by focussing on the essential disciplinary understandings could be replaced by the national content standards from any national curriculum. | The Differentiated Curriculum Model is aligned to the New Zealand Curriculum Learning areas, Essence statements, and Achievement Objectives. This element ensures that student learning experiences align to disciplinary knowledge and skills across all learning areas in the New Zealand Curriculum that will provide the key ideas, processes to help build coherent understanding of the concept and authentic contexts identified in Element 1. We note that this element by focussing on the essential disciplinary understandings could be replaced by the national content standards from any national curriculum. | ||
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| - | ==== Element 3: Learning Intentions ==== | + | ==== Element 3: ==== |
| - | + | === Learning Intentions or Intended Learning Outcomes === | |
| Element 3 identifies specific learning intentions for learning outcomes that support the New Zealand Curriculum learning areas and achievement objectives selected previously in Elements 2. The learning intentions are written against the different achievement objectives using the HOT language of learning developed from SOLO Taxonomy. This helps ensure that all students’ learning needs are considered, there are scaffolds for deep learning outcomes, and that students can more clearly understand the learning process. | Element 3 identifies specific learning intentions for learning outcomes that support the New Zealand Curriculum learning areas and achievement objectives selected previously in Elements 2. The learning intentions are written against the different achievement objectives using the HOT language of learning developed from SOLO Taxonomy. This helps ensure that all students’ learning needs are considered, there are scaffolds for deep learning outcomes, and that students can more clearly understand the learning process. | ||
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| - | ==== Element 4: The Driving Question and Three Subsidiary Questions ==== | + | ==== Element 4: ==== |
| + | === The Driving Question and Three Subsidiary Questions === | ||
| This element clarifies the focus of student learning for both teachers and students. The driving question is built from the key student understanding and is a catch all question or statement that is the focus for the learning and develops the key student understanding. This driving question is unpacked into three subsidiary questions that all students are expected to be able to answer at the end of the learning program. | This element clarifies the focus of student learning for both teachers and students. The driving question is built from the key student understanding and is a catch all question or statement that is the focus for the learning and develops the key student understanding. This driving question is unpacked into three subsidiary questions that all students are expected to be able to answer at the end of the learning program. | ||
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| [[Link here_Element_4]] to learn about teachers' experiences with the driving question and three subsidiary questions. | [[Link here_Element_4]] to learn about teachers' experiences with the driving question and three subsidiary questions. | ||
| - | ==== Element 5: What if Questions ==== | + | ==== Element 5: ==== |
| - | + | === What if Questions === | |
| This involves introducing questions that explore other points of view, perspectives, differences, alternatives, controversies, disputes, helps students interrogate complexity and ambiguity. The “What if Questions” element requires teachers to generate “What if questions” aligned to an identified achievement objective and level from the New Zealand Curriculum. These questions become a teaching and learning resource for home school partnerships, causal explanation and P4C community of enquiry. This element introduces surprise, fun and unexpected disconcerting insights and whimsical ways of knowing, whilst still valuing The New Zealand Curriculum Principles of **High Expectations, Coherence** and **Learn to Learn**. | This involves introducing questions that explore other points of view, perspectives, differences, alternatives, controversies, disputes, helps students interrogate complexity and ambiguity. The “What if Questions” element requires teachers to generate “What if questions” aligned to an identified achievement objective and level from the New Zealand Curriculum. These questions become a teaching and learning resource for home school partnerships, causal explanation and P4C community of enquiry. This element introduces surprise, fun and unexpected disconcerting insights and whimsical ways of knowing, whilst still valuing The New Zealand Curriculum Principles of **High Expectations, Coherence** and **Learn to Learn**. | ||
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| [[Link here_Element_5]] to learn about teachers' experiences with what if questions. | [[Link here_Element_5]] to learn about teachers' experiences with what if questions. | ||
| - | ==== Element 6: The New Zealand Curriculum Values and Key Competencies ==== | + | ==== Element 6: ==== |
| - | + | === The New Zealand Curriculum Values and Key Competencies === | |
| The New Zealand Curriculum Values ... | The New Zealand Curriculum Values ... | ||
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| [[Link here_Element_6]] to learn about teachers' experiences with the NZC key competencies. | [[Link here_Element_6]] to learn about teachers' experiences with the NZC key competencies. | ||
| - | ==== Element 7: The Language of Learning, HOT Visual Mapping and Assessment Rubrics ==== | + | ==== Element 7: ==== |
| - | + | === The Language of Learning, HOT Visual Mapping and Assessment Rubrics === | |
| For a student to learn how to learn they must be able to answer: | For a student to learn how to learn they must be able to answer: | ||
| - | - How do I know I am learning? | + | - What am I doing? |
| - | - How do I know how well I am learning? | + | - How am I going? |
| - | - How do I know what to do next in my learning? | + | - What do I do next? |
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| [[Link here_Element_7]] to learn about teachers' experiences with the language of learning, HOT visual mapping and assessment rubrics. | [[Link here_Element_7]] to learn about teachers' experiences with the language of learning, HOT visual mapping and assessment rubrics. | ||
| - | ==== Element 8: Learning experiences and learning interventions ==== | + | ==== Element 8: ==== |
| - | + | === Learning experiences and learning interventions === | |
| This element introduces differentiation of learning experiences, adds both choice and challenge, to the curriculum model. Meeting the learning needs of diverse learners through the qualitative differentiation of learning experiences requires teachers to: | This element introduces differentiation of learning experiences, adds both choice and challenge, to the curriculum model. Meeting the learning needs of diverse learners through the qualitative differentiation of learning experiences requires teachers to: | ||
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| - | ==== Element 9: Level of student autonomy ==== | + | ==== Element 9: ==== |
| - | + | === Level of student autonomy === | |
| This element supports The New Zealand Curriculum Principle **Learn to Learn** and **High Expectations**. It recognises Fraser’s call for sharing power in differentiated learning environments where teachers: | This element supports The New Zealand Curriculum Principle **Learn to Learn** and **High Expectations**. It recognises Fraser’s call for sharing power in differentiated learning environments where teachers: | ||
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| In New Zealand schools a solution to calls for “power sharing” and students as researchers and creators of local knowledge is the adoption of constructivist pedagogies such as “inquiry” learning and knowledge building. These pedagogies are believed to provide a manageable pedagogical approach to differentiating learning experiences to meet the learning needs of individual students in inclusive classrooms when they are knowledge building. | In New Zealand schools a solution to calls for “power sharing” and students as researchers and creators of local knowledge is the adoption of constructivist pedagogies such as “inquiry” learning and knowledge building. These pedagogies are believed to provide a manageable pedagogical approach to differentiating learning experiences to meet the learning needs of individual students in inclusive classrooms when they are knowledge building. | ||
| - | It can be challenging to support students’ //“concerns, questions, and prior knowledge”// when they make sense of their world through self directed collaborative research and knowledge building activity. Students need help to think like a historian when researching their local community, to survey local commuters like a town planner when investigating public transport, to broadcast like a journalist when reporting on a local weather bomb, or to design experiments like an environmental scientist when mapping a local stream. This element is designed to help teachers and students to identify who is able to work independently at different stages on the research/inquiry process once the deliberate acts of teaching have taken place. It challenges us to determine novice to expert levels of practitioner expertise in the domain. By default this also identifies those students who will need support to think like an expert in the domain, those who need help to formulate a question, locate relevant information and data, collate data, analyse and create new knowledge, and present new knowledge and understanding (refer Table 2). | + | It can be challenging to support students’ //“concerns, questions, and prior knowledge”// when they make sense of their world through self directed collaborative research and knowledge building activity. Students need help to think like a historian when researching their local community, to survey local commuters like a town planner when investigating public transport, to broadcast like a journalist when reporting on a local weather bomb, or to design experiments like an environmental scientist when mapping a local stream. This element is designed to help teachers and students to identify who is able to work independently at different stages on the research/inquiry process once the deliberate acts of teaching have taken place. It challenges us to determine novice to expert levels of practitioner expertise in the domain. By default this also identifies those students who will need support to think like an expert in the domain, those who need help to formulate a question, locate relevant information and data, collate data, analyse and create new knowledge, and present new knowledge and understanding, (refer Screen shot Element 9 below). |
| + | |||
| + | **Screenshot Element 9** | ||
| - | {{:table_2_600_x_271_.jpg|}} | ||
| {{:hotcm_12_600_x_530_.jpg|}} | {{:hotcm_12_600_x_530_.jpg|}} | ||
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| <html><div style="width:425px;text-align:left" id="__ss_1918164"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/Artichoke/solo-taxonomy-and-inquiry-learning-1" title="SOLO Taxonomy and Inquiry Learning Part 1">SOLO Taxonomy and Inquiry Learning Part 1</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=solotaxonomyandinquirylearning1-090828001643-phpapp01&stripped_title=solo-taxonomy-and-inquiry-learning-1" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=solotaxonomyandinquirylearning1-090828001643-phpapp01&stripped_title=solo-taxonomy-and-inquiry-learning-1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">documents</a> from <a style="text-decoration:underline;" href="http://www.slideshare.net/Artichoke">Pam Hook</a>.</div></div></html> | <html><div style="width:425px;text-align:left" id="__ss_1918164"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/Artichoke/solo-taxonomy-and-inquiry-learning-1" title="SOLO Taxonomy and Inquiry Learning Part 1">SOLO Taxonomy and Inquiry Learning Part 1</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=solotaxonomyandinquirylearning1-090828001643-phpapp01&stripped_title=solo-taxonomy-and-inquiry-learning-1" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=solotaxonomyandinquirylearning1-090828001643-phpapp01&stripped_title=solo-taxonomy-and-inquiry-learning-1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">documents</a> from <a style="text-decoration:underline;" href="http://www.slideshare.net/Artichoke">Pam Hook</a>.</div></div></html> | ||
| - | |||
| - | |||
| - | **Screenshot Element 9** | ||
| [[Link here_Element_9]] to learn about teachers' experiences with level of student autonomy. | [[Link here_Element_9]] to learn about teachers' experiences with level of student autonomy. | ||
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| The causal linking of a curriculum model to enhanced learning outcomes is difficult to substantiate with valid and reliable research. How can we determine whether our National curriculum reform practice is any better than our previous practice? How can we determine whether the Differentiated Curriculum Model and program is effective in improving student learning outcomes? Perhaps a better question to ask is, how do communities interact with schools when their students become knowledge builders in the local community? Or, how do students see themselves differently when they become creators of new knowledge for their community? What is needed are longitudinal studies to assess the effectiveness and community influence of the different curriculum models used in New Zealand schools in meeting the learning needs of diverse students living in local communities in a rapidly changing world. | The causal linking of a curriculum model to enhanced learning outcomes is difficult to substantiate with valid and reliable research. How can we determine whether our National curriculum reform practice is any better than our previous practice? How can we determine whether the Differentiated Curriculum Model and program is effective in improving student learning outcomes? Perhaps a better question to ask is, how do communities interact with schools when their students become knowledge builders in the local community? Or, how do students see themselves differently when they become creators of new knowledge for their community? What is needed are longitudinal studies to assess the effectiveness and community influence of the different curriculum models used in New Zealand schools in meeting the learning needs of diverse students living in local communities in a rapidly changing world. | ||
| - | [[Appendix 1]] | + | [[Appendix 1]] HOT Differentiated Curriculum Planning Template (Portrait) |
| - | [[Appendix 2]] | + | [[Appendix 2]] The New Zealand Curriculum Principles and how they are addressed in the key design elements of the Differentiated Curriculum Model. |