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LES: OVERVIEW

LES: OVERVIEW. Lina Zielinski Pedagogical Consultant EMSB. Introduction. What is an LES? Theory Practice (example of LES presented by Allison Mackenzie at IDC symposium 2007) Evaluation. What is an LES?. BIG IDEA ESSENTIAL QUESTION. Complex Task. learning activity. learning

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LES: OVERVIEW

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  1. LES: OVERVIEW Lina Zielinski Pedagogical Consultant EMSB

  2. Introduction • What is an LES? • Theory • Practice (example of LES presented by Allison Mackenzie at IDC symposium 2007) • Evaluation

  3. What is an LES? BIG IDEA ESSENTIAL QUESTION Complex Task learning activity learning activity learning activity learning activity Complex Task learning activity

  4. Big Idea and Broad Areas of Learning CT LA

  5. Essential Question • Broad and open ended • Calls for the need to perform many tasks in order to be answered or explored • Emphasis on the process involved in seeking answers rather than the answer itself • Result: many answers are possible • Ex.: In what ways does the environment influence me?

  6. Complex Task • Outcome (or end product) • New situation • Students apply the knowledge, skills, and strategies they have constructed through the LA’s • An LES can have more than one CT • Increasingly complex • Develops independence • Only situation that allows for evaluation which situates the level at which the student has developed the competency (Assessment of learning)

  7. Complex Task(cont’d) In what ways does the environment influence me? • BAL: Environmental Awareness and Consumer Rights and Responsibilities • CCC1: Uses Information • SSC1 (Geography): Understands the Organization of a Territory • CT1: A Written Communication Home • Select a tourist region within Canada • 2. Information needed: natural features of the region, different types of resources and reasons for human activity, etc. • Includes: graphic representation of their region and a written communication home

  8. Linking Learning Activities to Complex Tasks In what ways does the environment influence me? LA serve to develop the skills, knowledge and strategies needed to complete the CT BAL: Environmental awareness and Consumer Rights and Responsibilities CCC1: Uses Information SSC1 (Geography): Understands the Organization of a Territory Based on the SSC1 (key features), LA1 will provide an essential piece enabling student to complete the CT1 (A Written Communication Home) which is based on all key features of the competency LA1 LA2 LA3 CT1

  9. Evaluation • All evaluation criteria and indicators should be shared with the students before they start their activities or tasks • They can use these criteria and indicators to guide them through their activities and edit their work • Increases independence and quality of work • Two types of evaluations in a LES • Assessment for Learning • Assessment of Learning • Two types of evaluation tools • Evaluation Grids • Evaluation Rubrics

  10. Evaluation(Example of a Grid) LEARNING ACTIVITY 1: Deconstructs Landscapes in the Territory 1=student rarely responds to the completion and production of a task 2=student occasionally responds to the completion and production of a task 3=student generally responds to the completion and production of a task 4=student almost always responds to the completion and production of a task 5=student occasionally responds to the completion and production of a task

  11. Evaluation CT • Complex Task • Assessment of Learning • Evaluation by teacher • Evaluation grids • Evaluation rubrics • Table comprised of: • the competencies being evaluated (SSC and CCC) • The level of achievement • Based on the criteria • Includes specific indicators in line with the task

  12. Evaluation of LES • Learning Evaluation Situation • Rubric based on final complex task In what ways does the environment influence me? BAL: Environmental awareness and Consumer Rights and Responsibilities CCC1: To use information SSC1 (Geography): Understands the Organization of a Territory Travel Log 4 journal entries 1 illustrated map of region 1 picture of a landscape from chosen region 3 appropriate scales of maps of selected region Explain 3 human activities in selected region and explain why activities are held in that particular region

  13. Evaluation Rubric: A Travel Log (FCT)

  14. Final Words Global overview of the elements involved in an LES • Creates a conscious awareness of what we already do instinctively Helps to prepare students for end of cycle exams • Inline with program content and competencies in the QEP • Similar approach to evaluation • Students have had some experience working in this way

  15. Some guiding questions • What types of outcomes do I want my student to submit? (CT) • What information will show the students’ level of achievement? (Evaluation) • Which activities can help them achieve their outcome? (LA) • Which resources will help the activities flow? • Websites, books, worksheets which guide their quest • Which other subjects do I teach whose program content can be part of learning activities? • Mathematics: Create a map of the selected area to scale • Science and Technology: Build a technological device which will help in calculating the area of a region

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