negotiated+learning+VCE+model


 * TPL Knowledge Bank CASE STUDY **

** Contact Details: ** Scott Alterator & Mandy Ellison Bendigo Senior Secondary College (VCE, VET, VCAL ) 5443 1222 alterator.scott@bssc.edu.au ellison.amanda@bssc.edu.au

Empowering Student Learning By Choice: Negotiated Learning in VCE Drama and Philosophy
 * TITLE:**

This project was an investigation of the impact of negotiated learning in the VCE curriculum. Both study designs are aimed at developing and producing higher order thinkers, skilled in the ability to analyse, discuss, interpret, hypothesise and evaluate. A key component to achieving these skills is independent thinking; across 3 classes we used a student-directed, inquiry-based learning model to successfully engage the students.
 * ABSTRACT:**

KEY WORDS: ** VCE, Negotiated Learning, Student Engagement, Thinking Skills, Taxonomy, Drama, Philosophy

 -    student ownership of the learning process -    an extension of effort resulting in deeper understanding -    application of skills beyond immediate activity  -       enthusiasm for the learning process
 *  1.    ****  INTRODUCTION  **
 * Year 11 VCE students at a co-educational Victorian State Senior Secondary College in Bendigo, a provincial central Victorian city approximately 165km from Melbourne. Age: 16/17.
 * Student engagement in subjects is high (elective based ), however their willingness to engage in challenging, independent thinking is low.
 * As a team we each developed a unit of work using a negotiated, inquiry –based model.
 * Higher-order thinking skills were assessed through a series of negotiated student work culminating with a formal essay in Philosophy and a performance in Drama.
 * Results indicated an improvement in:

** 2. **** How did the idea for the project come about?

** As teachers we each have a commitment to reflect on and broaden our practice to assist students develop skills for independent thinking. DEECD initiatives, particularly the [|Bendigo Education Plan]  (BEP), the E5 Instructional Model and POLT, provided a relevant framework within which to develop the approach to the unit. The Learning & Teaching Framework and revised Study Designs indicate a clear need for development in the area of more student directed learning. We had an explicit desire from the outset to create a resource that adapted easily to different subjects. The BEP required us to produce exemplars that could be used across all BEP schools, most of which are 7-10 secondary colleges. We worked closely to develop a negotiated learning tool designed to scaffold the process of a negotiated curriculum. This was then implemented in each of our classes. It was also trialled by a non-TPL teacher in Year Eleven Philosophy.


 *  3.    ****  Why was this project important?  **

>
 * There are clear outcomes and tasks designated by the Victorian Curriculum Assessment Authority (VCAA) that drive the way the teacher shapes the curriculum. Often the VCE Study Designs are seen as being inflexible and the discipline of each subject tends to mandate a certain teaching style. We wanted to challenge this and devise a teaching and learning plan that enables students to meet the outcomes of the course in a way that responds to different learning styles, as well as challenging, engaging and extending their thinking, through negotiated, self-directed learning.
 * There are currently initiatives in the 7-10 colleges developing the skills of students in identifying learning styles and understanding taxonomies of learning. There is a clear and immediate need to further develop and extend students to be more self-directed learners. The ostensible aim of the BEP is to develop such skills in all students. As a VCE campus our role is to extend students in all areas; content and skills.


 *  4.    ****  What was done/what was produced?  **

Appendix 4.1 A negotiated Project Approach: Appendix 4.2 Negotiated Learning and Self-Assessment: Appendix 4.3 Gathering Student Views Techniques: Appendix 4.4 What Kids Want (Cannot be linked in this document) Appendix 4.5 Sample VCAL Negotiated Learning Booklet: Appendix 4.6 Neogtiated Learning Grid/VAKPOInt Model:
 * Research **
 * We researched academic articles that outlined the justification and usage of student-directed, inquiry and negotiated learning.
 * We examined existing practice at Strathfieldsaye Primary School (‘What Kids Want’ Negotiated Curriculum) and examples of negotiated curriculum in UK schools, to help us design a tool for the negotiated learning approach using Multiple Intelligences and Bloom’s Thinking Taxonomy.
 * We also considered the negotiated learning model used by the Victorian Certificate of Applied Learning (VCAL) program at Bendigo Senior Secondary College (see appendices).
 * From these we researched further the models of thinking and learning, including Bloom’s thinking Taxonomy, Howard Gardner’s Multiple Intelligences, Glenn Capelli’s VAKPOINT model and the E5 model of learning to help us draft a learning styles matrix and curriculum.
 * We also looked at the Knowledge Bank Resources on Negotiated Learning.

For the negotiated learning tool, we developed a matrix that referenced Bloom’s Taxonomy of thinking skills against a collection of various Learning Styles. Each intersection on the matrix then combined the skill level, learning style and knowledge and skills specific to the outcome of the subject. The matrix provides sample activities of how a student might meet the outcome at that point. The matrix visually mapped a pathway for students to achieve the highest thinking skills by negotiating activities that suited their learning style. Appendix 4.7 Drama Learning Tool:  Appendix 4.8 Philosophy Learning Tool: The students were also provided with a planning sequence to enable them to set and reflect on learning goals. This was to assist them in becoming more self-directed learners and also to help them challenge their preferred learning styles and develop their thinking skills to accommodate the higher order thinking of Bloom’s Taxonomy. The Drama planner was placed on a class wikispace, where each student developed their plan on their own wikipage within this space. Appendix 4.9 Drama Performance Planning Tool 1: Appendix 4.10 Drama Performance Planning Tool 2: Appendix 4.11 Drama Reflection Tool : Appendix 4.12: Link to Wikispace: Appendix 4.13 Philosophy Diagnostic Planning Tool : Appendix 4.14 Philosophy Reflection Tool: The E5 Instructional Model provided the structure for the learning process. The Instructional Model identifies 5 key phases that scaffold the development of learning from knowledge-based, teacher-directed activities through an inquiry based exploration of a theme, or focus question, to encourage more open questioning and independent, reflective thinking as students Engage, Explore, Explain, Elaborate, Evaluate. This combined a range of teaching and learning strategies and assessment methods including teacher- directed, cooperative group, peer teaching and self-reflection. The sequence included individual planning and reflection documents. The learning matrix/grid/exemplar/tool acted as the document guiding the negotiation process. Students were assessed on a range of ways including observation of their engagement and participation of the process, consultation with teacher for individual learning plans, their ability to meet the outcome of specific activities. Each student was then formally assessed by the mandated VCAA assessment task (Philosophy – essay, Drama – performance to an audience). Appendix 4.14 Drama Performance Assessment Rubrics:
 * What was produced? **
 * Learning Matrix (the exemplar) **
 * Procedure E5 **
 * Assessment **

5. ** What was innovative about the project/practice? **
 * The project used the VCE study design to deliver a unit in a non-traditional way. This involved challenging commonly held perceptions that you must ‘teach to the exam’.


 * Acknowledged the different learning styles in the class and combined these with Bloom’s Taxonomy to assist students negotiate their own learning plan.
 * The process of negotiation and controlled sequencing of learning allowed students to continually and objectively build their knowledge-base thus making application in a formal assessment more effective.
 * The use of a class wikispace to collectively share learning plans, communication and extend group based learning in Drama outside of the classroom

**  >     - activites that engage, introduce and model the learning opportunities >    - Flexibility in the formal assessment so that it could include some of the activities that focus on students’ learning styles. > - the task outline > - assessment parameters > - Clear goals to work towards and reflect upon > - opportunities to be more informed so they can explore activities suited to their interest and learning style >    - More obvious links need to be made between the formal assessment and the submitted work. Such links were obvious to us as teachers but we hold a different position to that of the students. >       - Regular consultation and feedback with their teacher/facilitator
 *  6.    ****  What went well & why? What didn’t work so well? How did you deal with these issues? PMI
 * The students were highly motivated through this approach and most quickly developed ownership of their learning goals and performance plans. Drama students elected to work during the September holidays to rehearse or to edit their scripts or films, indicating a strong ownership and pride in the standard they wanted for their outcomes.
 * Applied across Philosophy classes with a teacher not directly involved in TPL. After one instruction session and an introduction of the Negotiated Learning Grid the teacher was able to complete the same unit in her class. This class was particularly successful in developing their independent work habits.
 * Broke down concepts of an inflexible VCE curriculum. This was achieved by targeting the project at specific sections of the study design. In this way incompatibilities were avoided.
 * Catered for all learning styles. This was an obvious benefit of using the VAKPOINT learning model (see notes above).
 * Some uncertainty amongst students that this style of learning was ‘a bit primary school’. Students were initially reluctant to engage in the process. This was a brief interlude which was closely followed by enthusiasm.
 * Learning confidence was lower at certain points. For instance, some students paused after completing an activity and didn’t immediately commence the next task.
 * Perception that the formal assessment was not closely linked to the work completed through the tasks.
 * It took longer to engage the students into planning and reflecting than anticipated. Drama students were slow to come on board to the Wikispace, but gradually, through individual consultation, more discovered how the technology can work for them. They needed time to play with and absorb this approach – most feigned disinterest, but this was masking a fear of inadequacy in ‘logging on’ or manipulating the pages. I had assumed that as avid users of Facebook, My Space and other social networking sites, their ability to transfer these skills to using   Wikispace would be as simple as inviting them to join. Next time, I would teach this explicitly in a managed step by step sequence.
 * To negotiate curriculum effectively, the E5 model provided an excellent foundation for a planning structure. The engagement of the students at the beginning of the task was paramount to achieve any of the pedagogical goals intended. Negotiation does not mean total freedom of choice. The students liked having a structure within which they could make choices. Consultation between student and teacher, along with ongoing reflective learning, enabled each student to achieve their best. High achievers had plenty of scope to challenge and develop their skills while more dependent students could negotiate activities that supported their preferred learning style, then with confidence, extend their range of choices. Awareness of Bloom’s Taxonomy helped shift choices out of activities that just demonstrated knowledge of the topic – both students and teacher could use the learning matrix to ensure higher order thinking skills were being engaged in the Explain, Elaborate and Evaluate phases.
 * To make valid choices about their learning, students must have an understanding of themselves as learners. Helping students identify their strengths and weaknesses and preferred learning styles was a strong component of the way the drama students were able to self-direct their learning journey for their performance project. If these skills are developed and applied earlier, VCE students would be more able to assess the types of learning tasks best suited to support and further challenge their thinking to a higher level.
 * Consideration needs to be given to the nature and presentation of the task instructions. Initially we had been planning to create an interactive task matrix online, where students could navigate from headings to further instructions, thus editing out excess language in the presentation. This required more ICT knowledge and expertise than we had, but could easily be developed with the help of an ICT expert. However, different types of learners will respond in different ways to how a task is presented. Most drama students tend to be predominately kinaesthetic, visual learners. A unit booklet, designed to include the steps and planning documents in a visual form would give these students a tactile, sequential document and should be considered along with an online, interactive version.
 * Explicit teaching of the skill set required for Negotiated Learning needs greater time prior to implementing the unit. This could also be followed by similar sessions to act as reminders throughout the process.
 *     Finally, despite the depth of planning, we have learned that the nature of the learning journey will evolve with the interests and passions of the group of students. The teacher may begin with a plan, but will remain flexible as to the possible directions the learning could go. The E5 approach maintains a structure within which to develop and frame the unit.
 * Strategies can be adapted depending on the theme or texts, but for students to remain engaged and develop higher order thinking skills, they must have constant access to a clear process – including

** The intended outcomes for this unit were: // “Tell me and I forget, show me and I remember, involve me and I understand” // To measure the impact on teaching and learning, data for the action/reflection process was gathered in a number of ways, including: > > **  What was the impact? > ** > **  Student Achievement  ** > Student outcomes in both Philosophy and Drama were graded against against specific criteria relevant to the VCE Study Designs.
 *  7.    ****  How did you measure its impact on teaching and learning? What was its impact?
 * Improvement in engagement and motivation
 * Independent self-motivated learners
 * Improvement in higher-order thinking skills and student meta-cognition
 * Improvement in the results for SAC tasks
 * Improvement in Assessment for/as/of.
 * Hypothesis/Expected outcomes for the unit
 * Teacher journal notes / observations & reflection of classes
 * Peer observation
 * Mediated recording – digital photos of group work in process, video recorded interviews with selected students, audio recording of discussion as podcast
 * Student evaluations/observations of the process – short written tasks or verbal questions, creation of collaborative Wikispace
 *     Results of Student Assessment Tasks – written analysis & evaluation to specific criteria; performance to audience, also with specific criteria, both of which students will be aware of in advance.
 *     Samples of student work – written, performance (video) and audio
 * <span style="font-size: 12pt; line-height: 115%; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;">    Student Survey

Appendix 7.1 Sample Assessment Rubrics Unit 2 Drama: The number of higher level results (B – A+) showed that the negotiated learning approach at least maintained or improved student achievement. Exam results are yet to be reviewed, but the results certainly challenge the perception that academic success in exams relies on exam preparation alone. ** Student Survey  ** The drama students’ evaluation of the negotiated learning unit was obtained via an anonymous online electronic survey using ‘Survey Monkey’. 60% of respondents agreed or strongly agreed that the negotiated learning approach enhanced their learning.

Appendix 7.2 copy of Survey: [|http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=enuVnb5FTHLC7vLtkj1Rvo4hCbYQqG0KdCgCczmyLjk%3d] Summarising the reasons given for the positive experiences, the students felt that the learning was more challenging, but more enjoyable because it was based on the students’ interests and that it gave them a greater sense of responsibility for the direction of their learning. They felt the guidance and structure of the process was essential to keep them motivated and ‘on task’, but appreciated the flexibility to explore and interpret their understanding through preferred learning styles. Negative responses indicated that there were still some students who felt insecure and unsure of their own decision-making and would have preferred to have more teacher direction and set tasks. Some of this attitude could be the result of adolescents wanting to remain in their ‘comfort zone’, where their learned behaviour had been to do the minimum required to ‘pass’ the unit. To address this, a lot of work has to be done by the teacher in the early stages of the ‘Engage’ and ‘Explore’ phases to help these students gain more ownership of their learning choices. Appendix 7.3 Unit 2 Drama Student survey questions and responses: Appendix 7.4 Unit 2 Drama Summary of Student Evaluation Comments: <span style="font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt; mso-no-proof: yes; mso-fareast-language: EN-AU;">    **  Teacher Perception  ** Teacher perceptions indicate that on the whole, students responded well to this negotiated, inquiry model. <span style="font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt; mso-no-proof: yes; mso-fareast-language: EN-AU;">     They feel the framework is user friendly and can be adapted to a variety of presentation formats. Students own their learning from being stimulated by intrinsic motivation. Individual learning needs and styles are catered through the thinking curriculum strategies. Teachers need to provide a clear process to the students that includes ongoing self-reflection and consultation to ensure each student has chosen and is implementing attainable goals. The teacher is a facilitator for the process, assisting students to ask questions, set clear aims, work to a schedule, solve problems and own the quality of their learning outcomes. The VCE study designs allow for some flexibility in designing teaching and learning tasks that can be negotiated to meet the outcomes. But because the outcomes are prescribed, some aspects of student ownership what they negotiated is compromised. This is even more so in Units 3 & 4, where the final assessment for year 12 is an examination. However, if negotiated learning is about developing more self-directed learners, the process of how the student prepares for the exam can be flexible. Negotiation is a two-way process. The negotiated curriculum works to help students ‘learn how to learn’. As such, it requires significant time for each student and the teacher to regularly consult and reflect on the goals and stages of the process so that students are able to make informed decisions about each step towards their goal and the production of their final outcome. Class size will have an impact on this. I found that with 25 students it was often difficult to maintain consistent and equal one-to-one consultation time for all the students.

**  <span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri;">
 * <span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri;"> 8.    ****  What are your future plans?
 * To apply the learning tool and process again in classes next year
 * <span style="font-size: 12pt; line-height: 115%; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;">    To develop the learning matrix into an online interactive tool
 * <span style="font-size: 12pt; line-height: 115%; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;">    To build in and include the use of the wikispace more as a reflective and consultation tool – this would be established at the beginning of the year
 * <span style="font-size: 12pt; line-height: 115%; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;">    To begin the year with students assessing and reflecting on their learning styles
 * <span style="font-size: 12pt; line-height: 115%; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;">    To share the process with colleagues for further adaptation and trialling in other subject areas and year levels

** The following appendices have been included in the relevant sections as hyperlinks for this first draft of the TPL report, to assist with formatting for the final Knowledge Bank Report. Appendix 4.1 A negotiated Project Approach: Appendix 4.2 Negotiated Learning and Self-Assessment: Appendix 4.3 Gathering Student Views Techniques: Appendix 4.4 What Kids Want (cannot be linked in this document) Appendix 4.5 Sample VCAL Negotiated Learning Booklet: Appendix 4.6 Drama Learning Matrix: ** Appendix 5.1 Link to Wikispace: ** http://wonderfullywicked.wikispaces.com/ Appendix 7.1 Sample Assessment Rubrics Unit 2 Drama: Appendix 7.2 copy of Survey: http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=enuVnb5FTHLC7vLtkj1Rvo4hCbYQqG0KdCgCczmyLjk%3d  Appendix 7.3 Student survey questions and responses: Appendix 7.4 Summary of Student Evaluation Comments:
 * <span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri;"> 9.    ****  References and Appendices
 * Appendices **

=References= Bendigo Education Plan – website [|http://www.lcmdoe.vic.edu.au/BendigoEducationPlan/introduction.html] __ Big Day Out 2008: Opening the Classroom Door __. E5 Instructional Model – Consultation Draft __ Defining the Instrucational Framework. __ Victorian Department of Education 2007 Folger Education Website – Teaching Shakespeare. – website http://www.folger.edu/template.cfm?cid=618 __ How to teach with technology: keeping both teachers and students comfortable in an era of exponential change. __ Prensky, Marc, 2007 INTEL Training: [|http://www.intel.com/education/teach/index.htm?iid=ed_nav teach Learning Theory and the BSCS 5E Instructional Model, NSTA National Conference, Anaheim, CA 2006] Negotiating Curriculum. Hunter, Lisa & Park, Nicola, Chapter 11, Teaching Middle Years pp164 – 178 __ Pedagogy Matters: Standards for Effective Teaching Practice. __ Dalton, Stephanie S, Centre for Research on Education, Diversity & Excellence 1998 SurveyMonkey Website: http://www.surveymonkey.com/ __ Teaching Shakespeare – a practical approach. __ Virginia Grainger, Royal Shakespeare Company in conjunction with University of Melbourne Post-Graduate Certificate in the Teaching of Shakespeare 2008 __ The Resilience of Teacher Culture __, Dr Richard Elmore, Harvard University, YouTube: Excerpt from the UCEA Mitsifier Lecture Nov 11 2006 __ Understanding Different Learning Styles. __ Roach, Caroline, Department of Management and Administration, Swinburne University of Technology TAFE, July 2008 VCAA – VCE Drama and VCE Philosphy Study Designs and Assessment Advice __ What is Inquiry Learning? __ Wilson, Jenni & Murdoch, Kath. Adapted from Focus on Inquiry(2003) Jenni Wilson and Lesley Wing Jan, and Invitation and Inspirations (working title only) Moss et al. Curriculum Corporation, Victoria 2004 __ What Kids Want. __ Interactive Negotiated Curriculum Unit Grade 3, TPL project 200?, Freer, Kylie & Horsley, Sue, Strathfieldsaye Primary School, Victoria

Thank you to the following people for their invaluable knowledge and assistance: Kylie Freer, Sue Horsley & Greg Bowen, Principal, Strathfieldsaye Primary School Jennifer Maloney - Bendigo Education Plan Learning Coach, VCAL Coordinator, Bendigo Senior Secondary College 2008 Fiona Buley, Teaching and Learning Project Officer, Bendigo Education Plan, LCM Regional Office, Bendigo Bronnie Miller, Learning and Teaching Development Manager, Bendigo Senior Secondary College Sharon Houlden/Cindy Bruechert - INTEL Training
 * Acknowledgements **

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