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Welcome and Introduction

  • Welcome to the session, emphasizing the focus on Module Two and Module Three content.

  • Acknowledgment of upcoming assessment due next week.

  • Encouragement for participants to engage live with questions or through the chat.

Module Two Content

  • Syllabus Navigation

    • Importance of knowing how to find the correct syllabus.

    • Many students use outdated versions or struggle to locate the current syllabus.

    • Reference to a video resource that helps navigate the syllabus.

    • Activity included to engage with the syllabus for first-time users.

  • Key Considerations When Reviewing the Syllabus

    • Objectives listed in the syllabus provide clarity on educational goals.

    • Cognitions derived from the syllabus are crucial in the Queensland system, defining the learning process of students.

    • Provides educators a shared language and context for discussion.

  • Cognitive Verbs

    • Explanation of cognitive verbs and their significance in developing student thinking skills.

    • Considerations for teaching across different disciplines like history and biology, focusing on analysis as a common process.

    • Examples given of cognitive verbs and their relevance in subjects.

  • Importance of Cultivating Thinking Skills

    • Students must develop thinking skills to retain knowledge over time.

    • Examples of engaging students to think critically about analysis in various subjects.

  • Pedagogical Guidance

    • Some syllabuses provide explicit pedagogical strategies; others do not.

    • Need to refer to research literature for pedagogies when guidance is absent.

  • Understanding Unit Structures

    • Senior syllabuses consist of four units, but the number of topics varies among subjects.

    • Recognition of differences in how units are structured.

  • Internal Assessment Task Types

    • Attention to the IA Task Types (IA1, IA2, IA3) and preparation for upcoming assessments in line with the syllabus guidelines.

Module Three Content

  • Introduction to Module Three and its importance for upcoming assessments.

  • Planning for Assessments Using TLABS

    • Overview of effective planning strategies emphasizing backward mapping and giving students practice opportunities.

    • Importance of aligning teaching strategies with disciplinary values.

  • Choosing Internal Assessments Strategically

    • Suggestion to consider which IA type to select for submission in an assignment.

    • Importance of justification in assessments; using task-specific guidelines to ensure understanding and success in the task.

  • Designing Effective Inquiry Questions

    • Good inquiry questions should invite judgment, be open-ended, and not lead students to predetermined conclusions.

    • Emphasis on scope, scale, and specificity within inquiry questions.

  • Importance of Identifying Key Concepts

    • Framing questions around significant historical or geographical concepts defined in the syllabus.

  • Connection to Source Material

    • Understanding the significance of using appropriate, manageable sources for students during assessments.

    • Importance of following syllabus guidance concerning source types and balance.

  • Context Statements and Justifications

    • Context statement serves to inform students clearly about the goals and specifics of the assessment task without overwhelming them with unnecessary details.

    • Necessity for conciseness and clarity in language for accessibility.

  • A Model for Inquiry-Based Learning

    • Explanation of how to develop research skills in students progressively.

    • Emphasis on explicit instruction, student modeling, and feedback during research tasks across inquiry-based learning.

  • Discussion of the best ways to handle complexity in assessment design to ensure students have a clear understanding of expectations and can make measured judgments.

Conclusion

  • Reminder to stay engaged with the material in preparation for assessments.

  • Importance of clarity and communication when designing assessments or providing context statements.

  • Encouragement to reach out with questions, both general and specific.