Marcel van Riessen

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Marcel van Riessen

• History teacher secondary school (all grades)
  1988-1995
• Teacher Trainer at Faculty of Education
  (polytechnic) 1995-2000
• Teacher Trainer at Graduate School of Teaching
  and Learning, University of Amsterdam 2000-2007
• Editor of Magazine on Education Education
  Research 1992-2005
• Text book writer text Book Editor (subject
  History) 1990-2007
• Curriculum Engineer at GSTL 2005-2007

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Output of the workshops
• Revised 1st semester program
• Solid build up of task based learning
• in the 4-year program
• (for enhanced learner autonomy and consistency )

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Graduate School of Teaching and Learning
• University of Amsterdam
• Curriculum before 2006

Didactics in own subject
Educational science
Education research
Educational design
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Graduate School of Teaching and Learning
• University of Amsterdam
• Curriculum before 2006

Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Didactics in own subject
Educational science
Education research
Educational design
Small subjects, compulsatory
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Graduate School of Teaching and Learning
• University of Amsterdam
• Curriculum before 2006

Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
P R A C T I C E
LEARNING IN SCHOOL GROUP
Didactics in own subject
Educational science
Education research
Educational design
Small subjects, compulsatory
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Curriculum before 2006
• Connections? Integration?

Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
P R A C T I C E
LEARNING IN SCHOOL GROUP
Didactics in own subject
Educational science
Education research
Educational design
Small subjects, compulsatory
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Assessment?

Separate (each one)
separate
separate
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
By portfolio
P R A C T I C E
LEARNING IN SCHOOL GROUP
Assessment halfway
Didactics in own subject
By portfolio
Educational science
Education research
Final assessment
Educational design
Small subjects, compulsatory
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• And
• Did it work?

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Well it wasnt that bad. We are lucky to have
  very experienced and motivated teachers. They did
  their very best.
• But we all knew it could be done better.
• Besides

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• external pressure
• Accreditation system moving forward to keep
  licenze, reputation and students
• Budget cuts do the same courses with less money
  approximately 25

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Curriculum design (2005-2006)
• Key features
• Curriculum as a design
• Teachers as commisionairs (giving the assignment)
• Small team of designers
• All teachers involved in commenting on design as
  it evolves (every six weeks 1,5 days)

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Making the curriculum as a design
• What do we want?
• What do we have?

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
Yeh, well, me too!
I want proper Assessment!
I believe in task-based learning

• Diagnosing the problem
• Stakeholders ( perspectives)

I need more time for my subject
Dont forget reflection, thats the most important
Hey are we still academic enough?
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
We need teachers who can really

• Stakeholders secondary schools

Uhh
Dont we have a say in this?
Let us do a part of the program!
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
I have a family at home please keep it short

• Stakeholders the students

Whatever you do please be very clear on these
assignements!
I teach all week, please slow down
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Stakeholders the management

O, and We really really need to cut on budget
Sorry!
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Making the curriculum as a design
• What do we want?
• What do we have?

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How do you recognize our graduates?
How should our School be aknowledged?
Learner autonomy taking responsible for your own
learning process
Research attitude in all they do
Solid knowledge base in subject and profession
academic
craftsmanship
Key concepts

autonomy
partnership
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How do you recognize our graduates?
How should our School be aknowledged?
Invovlment, curiosity, culturally engaged
Learner autonomy taking responsible for your own
learning process
Research attitude in all they do
Working and learning should be inspiring
Working and learning should be inspiring
Solid knowledge base in subject and profession
Our diploma is an absolute garantee for quality
Our diploma is an absolute garantee for quality
academic
craftsmanship
Key concepts
Creative, well-informed designers
Creative, well-informed designers
Creative, well-informed designers
Real craftsmanship breathing the profession
Real craftsmanship breathing the profession
Real craftsmanship breathing the profession
Real craftsmanship breathing the profession

Many ways to be a good teacher
Many ways to be a good teacher
Many ways to be a good teacher
Many ways to be a good teacher
Alert on developments in society
Alert on developments in society
autonomy
partnership
Making your own choices
Making your own choices
Making your own choices
Making your own choices
Shared responsabilty with secundary schools
Shared responsabilty with secundary schools
Shared responsabilty with secundary schools
Teamplayers
Teamplayers
Doing all we can to make study feasible
Doing all we can to make study feasible
Doing all we can to make study feasible
Doing all we can to make study feasible
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Curriculum design
PROBLEM DIAGNOSIS
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Design not linear
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Back to the problem (diagnosis)

Separate (each one)
separate
separate
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
Small subject, choice
By portfolio
P R A C T I C E
LEARNING IN SCHOOL GROUP
Assessment halfway
Didactics in own subject
By portfolio
Educational science
Education research
Final assessment
Educational design
Small subjects, compulsatory
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• To cut a long story short
• This was the design we came up with
• (outline)

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• Assessment
• Not on seperate courses because there are none
• Professional growth as a whole
• Two times monitor (advise), two times decisive

Group dynamics
Focus on learning process

Educational design
Research school based
development
1st semester Craftsmanship
2nd semester School based research
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Period 1 (1st half of 1st semester)
THEORY
TRAINING
FOCUS ON SUBJECT
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Not pieces of this and that, rather seminars
(clustered content)as far as possible and
meaningfull
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LINES OF LEARNING (LONGITUDINAL)
conceptual knowledge (theory)
Skills and techniques
Learner autonomy
Semester theme (FOR INSTANCE EDUCATIONAL DESIGN)
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Sounds awkward!

But how?
Yes - good question!
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• And by the way
• Whatever happened to practice?

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Stakeholders secondary schools

Good question!
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
reflection (self assessment)
Practice Practice knowledge Practical skills

• Seminars
• Teacher-skills
• Methodical knowledge
• Conceptual knowledge

tasks
assessment by coach
test
PORTFOLIO
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All products with their credits
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Contact hours24 x 1,5 hrs (1st period)
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Contact hours, all periods
• Period 1 24 x 1,5 36
• Period 2 24 x 1,5 36
• Period 3 18 x 1,5 27
• Period 4 12 x 1,5 18
• Semester 1 72 hrs
• Semester 2 45 hrs

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• How do products and contact hours relate?

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• How do products and contact hours relate?

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Lets summarize
• No separate courses but semester programs
• No fixed relation contact hours credits
• Products not a direct output from classes
• Not merely assessment of learning
• But quite a lot of assessment for learning

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• By the way - in our curriculum
• Cooperative learning (students working and
  learning together) and
• An active tutor
• play an important role
• An indispensable role?
• Well leave that for debate

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• So now lets zoom in at
• task based learning in the new curiculum

Finally!
Isnt it Time for a tea break?
Hoeray!
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• How do pupils really feel about your subject and
  the way youre handling it?
• Make a test to find out.
• Work out the outcomes.
• Talk to your pupils about the outcomes.
• Appreciate what would you like to change?
• Look for explanations. Use literature (but also
  speak to peers and teachers).
• Support your interpretation with theory
  (literature).
• Design a lesson (or more) that addresses the
  problem youd like to change.
• Ask feedback on the lesson from several sources.
• Give the lesson.
• Evaluate (assess) did it do what you hoped
  for? Why, why not?
• Report on your product (design) and process (the
  learning, inl. your feelings)

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• How do we assess such a task?
• Students assemble feedback from peers and, if
  possible, their coach at secundary school
• Students must deliver their product to their
  tutor for feedback, way before final assessment
• Products are assembled in portfolio, which is
  assessed by two independent teachers

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• So now
• The Vietnamese plan

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
Output of the workshops
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Activity 1 Setting targets (or confirm them)
• Form groups of 3-4 persons per faculty.
• Discuss and write down the key targets of your
  master (4-year program).
• No in-detail-subject targets discuss what lays
  behind. Whats the purpose of these subjects
  and of studying at academic level?
• Write only in can do statements
• Please keep your notes. Well need them again.
• Plm. 20 minutes. Find a quiet place to discuss.

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Can do statements
• From the GSTL curriculum The student can
• assess the work and learning of pupils in a
  research based way and design appropiate remedial
  learning activities
• Steer his own professional development, using
  analyses, self-monitoring and evaluations
  (assessments).
• A can do statement should contain
• the word can plus an observable act

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
Not observable

• The student must have enough knowledge about
• The student can understand () economics.
• The student must know the important things about

Not observable
Not observable
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
?

• The student can teach the English language

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• More examples (from the GSTL-curriculum)
• Can apply a number of communication strategies
  and the basics of group dynamics inside and
  outside the classroom.
• Can use development theories (cognitive as well
  as social-emotional) in their own school
  practice, showing an open eye for cultural
  differences in this respect.
• Can make pedagogical-didactic choices on the
  basis of knowledge of learning theory and
  didactic knowledge and understanding.
• Can explain the relevance of his subject for the
  student himself and for society as a whole.
• Can show enthousiasm for his subject and the
  development that his pupils go through
• Can formulate open and closed learning targets,
  design appropriate learning activities and carry
  this out in teacher-based ( teacher speaking,
  student listening and taking notes) and active (
  students talking or writing) ways

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Before we proceed
• A short note
• on the function
• of standards

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Dublin descriptors

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Dublin descriptors
• What?
• Standardisation of qualifications
• On bachelor, master and dr. level
• Categorised in
• Knowledge and understanding
• Applying knowledge and understanding
• Judgement
• Communication
• Learning skills
• Why?
• means of monitoring and assessing quality
• transferability of students, diplomas programs

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Dublin descriptors
• Example
• Degree Bachelor (BA)
• Category applying knowledge and understanding
• This qualification is awarded to students who
• can apply their knowledge and understanding in a
  manner that indicates a professional approach to
  their work or vocation, and have competences
  typically demonstrated through devising and
  sustaining arguments and solving problems within
  their field of study

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Dublin descriptors
• Another example
• Degree Master (MA)
• Category Learning skills
• This qualification is awarded to students who
• have the learning skills to allow them to
  continue to study in a manner that may be largely
  self-directed or autonomous

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Autonomous learning is not (only)
• a means of budget-keeping
• It is an important target
• of education in itself
• Especially academic education

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007

• Activity 2 Setting the standards
• Split up by faculty work in groups 2-6 persons.
• Read and discuss the Dublin Descriptors.
• Write down in key words, in the colom on the
  right, what elements/courses/contents of your
  4-year program comply with the descriptors
• Let please one group member prepare to report
  back to plenum in English
• Use 20 minutes..Please return to conference room
  in time for short round-up.

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Designing a curriculum for enhanced learner
autonomy CTU, Oct 2007
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