Transcript Slide 1

VCE Learning
To unpack the challenge of enhancing the
quality of VCE learning
What does the student
need to know about how
to interpret the task ?
How do they need to be
able to show their
knowledge ?
How do they need to
handle the stress of the
display context ?
How much do they need
to know about each topic
?
What form does their
topic knowledge need to
be in (visual, verbal, etc)?
How will they connect
what they know with what
the task asks for ?
How do they need to
know it ?
What thinking do they
need to do ?
How do they need to be
able use their knowledge
?
What do they have to
know about how to show
their knowledge in the
assessment context ?
Analyse and describe the challenge
Where do issues /problems arise in VCE learning in NMR ?
How do they handle the
stress of the VCE learning
?
How well do VCE students
acquire the necessary VCE
knowledge for each topic
?
How well do VCE students
How well do VCE students
show the focus, motivation
and persistence to achieve
in VCE ?
How well do VCE students
learn topics in verbal ways
? Capacity to learn
through literacy ?
How well they connect
what they know with what
the task asks for ?
How well do VCE students
show the thinking needed
to success in VCE ?
Any other ?
How appropriate are the
expectations of VCE
students in NMR ?
in NMR know how to
show their knowledge ?
Things you need to do to complete one of
the tasks
Need to have the topic
knowledge in your head :
need to ‘get ideas in your
head’, have stored the
ideas in long term
memory. What does this
look like ? What do you
know when you know a
topic : key vocabulary,
ideas in sentences,
questions it answers,
when to use it, how to
think about it.
Need to have your topic
knowledge in the most
useful form (visual,
verbal, etc) for the task.
Need to store ideas in
language forms,
sentences. Importance of
saying ideas in sentences,
reading aloud from text.
Need to know how to
handle the stress in the
assessment context ?
Effective self talk,
physical preparation
Things you need to do to complete one of
the tasks
Need to know how to
interpret each task in the
intended way.
Need to connect what
they know with what the
task asks for You need to
match the task with what
you know (eg., it fits in
here).
Sometimes the task won’t
match your knowledge
directly- you may need to
interpret it, reword it.
Need to have an
impression of what your
response will be like :
form an image of what the
response would look like.
Need to know how to
show their knowledge ?
Need to practise writing
responses to typical
tasks, think though
writing
Things you need to do to complete one of
the tasks
Need to have enough
knowledge of the topic to
cover what the task
requires. It needs to be
‘rich enough’ or have
enough ‘breadth’ :
Need to remember the
ideas rapidly enough and
automatically enough.
You need to remember
both the ‘what’ and ‘how’
of the task. Summarize
and then summarize so
that one idea stimulates
others immediately.
Need to know how to
make their knowledge
as clear / obvious as
possible for examiners.
Need to know the topic
at the required depth.
You need to know how
you are required to
think about the
knowledge. You need to
be able to do this.
Identify the key thinking
actions and apply them
to what you know eg.,
‘discuss.
Teaching to get at each of these
Learning and remembering the knowledge
Need to have the topic  Learn key vocabulary, ideas in sentences, questions it
knowledge in your head
answers, when to use it, how to think about it.
:
 Look for key patterns and rules in the topics you are learning
Need to learn the topic
at the required depth,
Teach students
to ‘get ideas in your
head’.
 The vocabulary of the subjects they are learning
 How to teach themselves the new vocabulary, how to
What does topic
speculate about word meanings
knowledge look like ?  How to link their meanings for a topic into meaning
What do you know
networks
when you know a topic  How to form propositions for the key ideas in topics, how to
?
paraphrase these
 How to summarize a chapter of a text to extract main ideas
and details
 To link questions with the key ideas
Teaching to get at each of these
Learning and remembering the knowledge
Need to have your topic
 Talk about the main ideas for the topic,
knowledge in the most useful
paraphrase what they will do, imagine
form (visual, verbal, etc) for
themselves doing it, read aloud from text.
the task. sentences.
 If you know about a topic in images in your
Importance of saying ideas in
mind, practise talking about it in sentences
sentences
Teaching to get at each of these
Learning and remembering the knowledge
Need to know your learning
•Verbal versus experiental /action approach to learning
strengths and weaknesses and how
you can reduce the impact of
•Motivational orientation
these.
•Goal setting and learning pathway
•See pages 7- 14 You can learn it.
Teaching to get at each of these
Learning and remembering the knowledge
Need to organize yourself as a
learner ?
See notes : Know how you learn Part 5 : Organising
yourself as a learner
Teaching to get at each of these
Learning and remembering the knowledge
Need to store topic knowledge in
memory
Need to store ideas in language
forms
At the end of each topic make sure you can
say what you will remember as concisely as possible.
Practise writing it, visualizing it, do it.
link it with what you know; how does it extend what
you know / can do ? Where does it fit in ?
try to compress it using an acronym, a mnemonic, a
formula
Where would you use it in the future ? Visualize
remembering it
On later occasions, practise recalling it.
Teaching to get at each of these
Learning and remembering the knowledge
Need to know the topic at the
required depth.
You need to know how you
are required to think about the
knowledge and do this.
 Pick out the key thinking actions you will
need to use and practise applying them to
what you know eg., ‘discuss.
 Make a list of these ‘thinking actions’ for
each subject you are learning.
 Practise explaining it to someone else.
Teaching to get at each of these
Learn to interpret the assessment tasks and link your knowledge with it
Need to know how to interpret  Ask yourself different types of questions
each task in the intended way.
about the ideas that you are learning. Practise
Need to connect what they
linking tasks and questions with parts of each
know with what the task asks
topic.
for : You need to match the
task with what you know (eg.,  Work out the questions answered by key
it fits in here). Sometimes the
topics.
task won’t match your
knowledge directly- you may
 Practise making up sample questions and
need to interpret it, reword it.
assessment tasks for topics on which you will
examined.
 Make up mock exam tasks.
Teaching to get at each of these
Learn to interpret the assessment tasks and link your knowledge with it
Need to have enough
knowledge of the topic to
cover what the task requires.
It needs to be ‘rich enough’ or
have enough ‘breadth’
 Apply the thinking actions used in the subject
to the topics.
 Draw ideas maps to show your knowledge at
any time.
 Look for new links between ideas.
 Look at an idea from different angles In some
tasks in humanitites and English you will
need to look at ideas from different
perspectives, for example, de Bono, Bloom.
Teaching to get at each of these
Learn to interpret the assessment tasks and link your knowledge with it
Need to remember the
ideas rapidly enough
and automatically
enough.
You need to remember
both the ‘what’ and
‘how’ of the task.
Summarize and then
summarize so that one
idea stimulates others
immediately.

Write summaries of topics and then summaries of the
summaries. Pack as much information as possible into each
key word or picture.

Write each summary on a small index card.

In some subjects your summary can be lists of questions and
answers.

Compress ideas and link ideas to other ideas. Begin with a
detailed concept map and end up with a few key words.

Use ‘replay time’: When you have begun to summarise
topics by linking key words, practise revising the key words
at various times in the day, for example, when you wake up
you can replay the words you have for ionic bonding.
Teaching to get at each of these
Learn how to show what you know: play the assessment game
Need to know how to  Need to practise writing responses to typical tasks,
show their knowledge
think though writing
?
 Know the formats you will have for showing what you
know; multiple choice or short answer questions
versus writing formats such as essays. Practise using
them.
 Plan how you will 'unload' your ideas. If writing isn't
your strength and you have to write essays, you can
unload your ideas in other ways first.
Teaching to get at each of these
Learn how to show what you know: play the assessment game
Need to have an
 Take time to form an image of what the response
impression of what
would look like.
your response will be
like
 Know what you want to say Get straight in your
mind what you want to say for any task . Practise
putting these together as concisely as you can before
each exam.
Teaching to get at each of these
Learn how to show what you know: play the assessment game
Need to know how
to make their
knowledge as clear
/ obvious as
possible for
examiners.

Know the types of questions you will be asked Look over tasks
in earlier tests and exams. What formats were easy/ hard ?

Help examiners see what you know. Show clearlywhat you
know. Avoid the examiner needing to 'dig around' to see what
you know. For an extended writing piece :
express each idea as simply and as clearly as possible
make sure each paragraph has a topic sentence that sums up what
the paragraph says
number each part of each task as clearly as possible.



•
Think of how you will convince the examiner of what you know.
If you are arguing for a particular point of view, say your view as
clearly as you can.
•
Avoid writing all you know about a topic. Instead, direct your
answer to the questions asked.
Teaching to get at each of these
Learn how to show what you know: play the assessment game
Need to know
 Use effective self-talk Tell yourself that you will use the
how to handle the
exam to show what you do know.
stress in the
assessment
 If there are things you can't remember about a task, don't
context ?
panic. Remember that they will probably come into your
Effective self talk,
mind in a short while. Concentrate on what you do know,
physical
not on what you don't.
preparation
 Using the reading time When writing begins.
A VCE year learning plan
Learn,
memorize
and apply the
new ideas
Automatize
what you
know
Exam
Preparation
In the exam : A
strategic exam
plan
A VCE year learning plan
Learn, memorize and apply the new ideas
1. Learn vocabulary for each topic and paraphrase the ideas, link up the
ideas, select the key ideas.
1. at the end of each study session store the key ideas in memory.
1. practise thinking about the ideas in different ways.
1. make up easy and difficult questions and tasks about the topic for other
students.
Learning how to organise yourself as a VCE learner. Develop positive VCE
learning /study skills.
Gather data about how to learn.
A VCE year learning plan
Automatize what you know
1.
Learn to use what you know automatically and make links between ideas more
automatic so that one ideas stimulates others.
1.
Link questions with what you know
1.
Summarize and summarize again : compress what you know.
1.
Ask yourself different types of questions about the ideas that you are learning.
1.
Practise applying the ideas in a range of contexts.
1.
Practise remembering, for example, What are the four main ideas you know
about ….?
See yourself automatizing what you know.
Teachers use dialogue that guides/directs the automatizing
A VCE year learning plan
Exam Preparation
1. Draw up your study plan.
1. Practise doing linking past exams and link these tasks with your topic knowledge.
What ways of thinking do they want you to use ?
1. Practise interpreting different types of tasks; work on what each type asks you to
do.
2. Practise using different strategies for showing what you know in writing and
organise how you do this.
3. improve your time management on task
4. Explain key ideas to someone else.
1. Replay time or stretch time.
1. Work with friends works
A VCE year learning plan
In the exam : A strategic exam plan
1. Fit your knowledge to the exam; Know what you want to say, Know the types of
questions you will be asked; practice answering exam tasks
1. Plan how you will 'unload' your ideas, plan how you will use your time
1. Preparing for subjects you 'can't' prepare for, eg English
1. Using the reading time
1. When writing begins
1. Use effective self-talk
1. Help the examiner see what you know.
A VCE year learning plan
Learn,
memorize
and apply the
new ideas
Automatize
what you
know
Exam
Preparation
In the exam : A
strategic exam
plan
A VCE year learning plan
Learn,
memorize
and apply the
new ideas
Automatize
what you
know
Exam
Preparation
In the exam : A
strategic exam
plan
A VCE year learning plan
Learn,
memorize
and apply the
new ideas
Automatize
what you
know
Exam
Preparation
In the exam : A
strategic exam
plan