Key Competency - Making Meaning from Language, Symbols and Text

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= Key Competency - Making Meaning from Language, Symbols and Text. =
  
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=Key Competency - Making Meaning from Language, Symbols and Text.=
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[[Toc]]<br/>Interpret and use word, number, images, movement, metaphor and technologies in a range of context/ understand how people respond to communication/use ICT confidently[[Media type=|Media type="custom" key="4293937"]]
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[[toc]]<br>
+
 
−
Interpret and use word, number, images, movement, metaphor and technologies in a range of context/ understand how people respond to communication/use ICT confidently[[media type="custom" key="4293937"]]
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== '''SOLO Taxonomy Self Assessment Rubrics''' ==
−
=='''SOLO Taxonomy Self Assessment Rubrics'''==  
+
  
 
'''Using language, symbols and texts:'''
 
'''Using language, symbols and texts:'''
−
==='''Using movement'''===  
+
 
−
{| class='filehistory'
+
=== '''Using movement''' ===
 +
 
 +
{| class="filehistory"
 
|-
 
|-
−
| '''Extended Abstract''' || <span style="font-family: Symbol;">· </span>I can complete all movement tasks and procedures, can select and adapt these tasks for changing situations, explain why I have made adaptations, AND critique my own practice, justify movement adaptations and suggest improvements.
+
| '''Extended Abstract'''
−
<span style="font-family: Symbol;">· </span>I can make movement in response to different contexts, make compromises and provide justification for my choices. (Y9 Physical Education)<br>
+
| <span style="font-family: Symbol;">· </span>I can complete all movement tasks and procedures, can select and adapt these tasks for changing situations, explain why I have made adaptations, AND critique my own practice, justify movement adaptations and suggest improvements.
−
<span style="font-family: Symbol;">· </span>I can choose how to move my body to show different feelings from the story and change this at the right time and in the right way -. Improvise (Y2 Drama)<br>
+
<span style="font-family: Symbol;">· </span>I can make movement in response to different contexts, make compromises and provide justification for my choices. (Y9 Physical Education)<br/><span style="font-family: Symbol;">· </span>I can choose how to move my body to show different feelings from the story and change this at the right time and in the right way -. Improvise (Y2 Drama)<br/><span style="font-family: Symbol;">· </span>I can choose how to use my face to show a feeling to the audience and change this at the right time and in the right way. (change this in response to changes in the storyline - improvise) (Y2 Drama)
−
<span style="font-family: Symbol;">· </span>I can choose how to use my face to show a feeling to the audience and change this at the right time and in the right way. (change this in response to changes in the storyline - improvise) (Y2 Drama)<br>
+
 
 
|-
 
|-
−
| '''Relational''' || <span style="font-family: Symbol;">· </span>I can complete all movement tasks and procedures, and can select and adapt these tasks for changing situations, and explain why I have made adaptations.
+
| '''Relational'''
 +
| <span style="font-family: Symbol;">· </span>I can complete all movement tasks and procedures, and can select and adapt these tasks for changing situations, and explain why I have made adaptations.
 
<span style="font-family: Symbol;">· </span>''I can select, sequence, and combine different motor skills to make movement and explain why.'' (Y9 Physical Education)
 
<span style="font-family: Symbol;">· </span>''I can select, sequence, and combine different motor skills to make movement and explain why.'' (Y9 Physical Education)
−
* I can choose how to move my body to show different feelings from the story. (Y2 Drama)
+
 
−
* I can choose how to change my face to show a feeling from the story to the audience.<br>
+
*I can choose how to move my body to show different feelings from the story. (Y2 Drama)
 +
*I can choose how to change my face to show a feeling from the story to the audience.
 +
 
 
|-
 
|-
−
| '''Multistructural''' || <span style="font-family: Symbol;">· </span>I can complete most movement tasks and procedures, but need help to adapt these tasks to changing situations
+
| '''Multistructural'''
−
<span style="font-family: Symbol;">· </span>I can select from a range of motor skills to make movement(Y9 Physical Education)<br>
+
| <span style="font-family: Symbol;">· </span>I can complete most movement tasks and procedures, but need help to adapt these tasks to changing situations
−
<span style="font-family: Symbol;">· </span>I can move my body to show different feelings from the story when asked. (Y2 Drama)<br>
+
<span style="font-family: Symbol;">· </span>I can select from a range of motor skills to make movement(Y9 Physical Education)<br/><span style="font-family: Symbol;">· </span>I can move my body to show different feelings from the story when asked. (Y2 Drama)<br/><span style="font-family: Symbol;">· </span>I can show different feelings from the story on my face when asked
−
<span style="font-family: Symbol;">· </span>I can show different feelings from the story on my face when asked<br>
+
 
 
|-
 
|-
−
| '''Unistructural''' || <span style="font-family: Symbol;">· </span>I can complete a limited number of movement tasks and procedures
+
| '''Unistructural'''
 +
| <span style="font-family: Symbol;">· </span>I can complete a limited number of movement tasks and procedures
 
<span style="font-family: Symbol;">· </span>I can select from a limited number of motor skills to make movement (Y9 Physical Education)
 
<span style="font-family: Symbol;">· </span>I can select from a limited number of motor skills to make movement (Y9 Physical Education)
−
* I can move my body to show “a feeling” from the story when asked. (Y2 Drama)
+
 
−
* I can show “a feeling” from the story using my face (e.g. angry, sad) when asked (Y2 Drama)<br>
+
*I can move my body to show “a feeling” from the story when asked. (Y2 Drama)
 +
*I can show “a feeling” from the story using my face (e.g. angry, sad) when asked (Y2 Drama)
 +
 
 
|-
 
|-
−
| '''.''' || <span style="font-family: Symbol;">· </span>I need help to complete movement tasks and procedures
+
| '''.'''
−
<span style="font-family: Symbol;">· </span>I need teacher assistance to develop motor skills through movement (Y9 Physical Education)<br>
+
| <span style="font-family: Symbol;">· </span>I need help to complete movement tasks and procedures
−
<span style="font-family: Symbol;">· </span>I can move my body to tell the story with teacher direction (Y2 Drama)<br>
+
<span style="font-family: Symbol;">· </span>I need teacher assistance to develop motor skills through movement (Y9 Physical Education)<br/><span style="font-family: Symbol;">· </span>I can move my body to tell the story with teacher direction (Y2 Drama)<br/><span style="font-family: Symbol;">· </span>I need help to show “a feeling” from the story using my face (Y2 Drama)
−
<span style="font-family: Symbol;">· </span>I need help to show “a feeling” from the story using my face (Y2 Drama)<br>
+
 
 
|}
 
|}
  
 
'''Language, symbols and text: Interpret and use movement to make meaning:'''
 
'''Language, symbols and text: Interpret and use movement to make meaning:'''
−
==='''Choreography and performance'''===  
+
 
 +
=== '''Choreography and performance''' ===
 +
 
 
[Replace the content below with developmentally appropriate “I can” content developed at workshop]
 
[Replace the content below with developmentally appropriate “I can” content developed at workshop]
−
{| class='filehistory'
+
 
 +
{| class="filehistory"
 
|-
 
|-
−
| '''Extended Abstract''' || * I can choreograph a dance performance that captures the essence of an idea/ big idea
+
| '''Extended Abstract'''
−
* I can dance in a way that communicates and responds to the audience
+
| * I can choreograph a dance performance that captures the essence of an idea/ big idea
−
* I can dance in a way that convincingly communicates my individual interpretation of<br>
+
*I can dance in a way that communicates and responds to the audience
−
the big idea to an audience<br>
+
*I can dance in a way that convincingly communicates my individual interpretation of
 +
 
 +
the big idea to an audience
 +
 
 
|-
 
|-
−
| '''Relational''' || * I can choreograph a dance performance that explains and elaborates several ideas
+
| '''Relational'''
−
* I can dance in a way that convincingly elaborates several ideas
+
| * I can choreograph a dance performance that explains and elaborates several ideas
 +
*I can dance in a way that convincingly elaborates several ideas
 +
 
 
|-
 
|-
−
| '''Multistructural''' || * I can choreograph a dance performance that communicates several relevant ideas
+
| '''Multistructural'''
−
* I can dance in a way that convincingly communicates several relevant ideas
+
| * I can choreograph a dance performance that communicates several relevant ideas
 +
*I can dance in a way that convincingly communicates several relevant ideas
 +
 
 
|-
 
|-
−
| '''Unistructural''' || * I can choreograph a dance performance that communicates one relevant idea
+
| '''Unistructural'''
−
* I can dance in a way that convincingly communicates one relevant idea
+
| * I can choreograph a dance performance that communicates one relevant idea
 +
*I can dance in a way that convincingly communicates one relevant idea
 +
 
 
|-
 
|-
−
| '''Prestructural''' || * I can participate in a performance
+
| '''Prestructural'''
−
* I can dance
+
| * I can participate in a performance
 +
*I can dance
 +
 
 
|}
 
|}
  
−
'''Using language, symbols & texts :'''<br>
+
'''Using language, symbols & texts&nbsp;:'''<br/>'''Appropriate use in context:'''
−
'''Appropriate use in context:'''
+
 
−
==='''Peer assessment - written'''===  
+
=== '''Peer assessment - written''' ===
−
{| class='filehistory'
+
 
 +
{| class="filehistory"
 
|-
 
|-
 
| '''<u>Extended Abstract</u>'''
 
| '''<u>Extended Abstract</u>'''
−
Reflective use<br>
+
Reflective use<br/>(reflects before, during and after) &#124;&#124; * Is able to predict how their L/S/T will be received.
−
(reflects before, during and after) || * Is able to predict how their L/S/T will be received.
+
 
−
* Evaluate and judge the appropriateness of L/S/T in different contexts
+
*Evaluate and judge the appropriateness of L/S/T in different contexts
−
* Has the ability to generalize that the information may be transferred to a different context.
+
*Has the ability to generalize that the information may be transferred to a different context.
 +
 
 +
“I can judge how my comments will be received by my partner and other readers.”<br/><span style="color: black;">Generalize, predict, evaluate, reflect, judgments, hypothesize</span>
  
−
“I can judge how my comments will be received by my partner and other readers.”<br>
 
−
<span style="color: black;">Generalize, predict, evaluate, reflect, judgments, hypothesize</span><br>
 
 
|-
 
|-
 
| '''<u>Relational</u>'''
 
| '''<u>Relational</u>'''
 +
Strategic use<br/>(conscious strategies) &#124;&#124; * Apply appropriate L/S/T understanding possible range of effects in context
 +
 +
*Explain potential impact of use/misuse of L/S/T in a range of contexts.
  
−
Strategic use<br>
+
“I can find these things…….in my friend’s work and explain the effect of them.”<br/>” I can check that my comment will be seen as helpful”<br/><span style="color: black;">Compare/contrast, explain causes, sequence, cause/effect, analyse, relate, apply, analogy</span>
−
(conscious strategies) || * Apply appropriate L/S/T understanding possible range of effects in context
+
−
* Explain potential impact of use/misuse of L/S/T in a range of contexts.
+
  
−
“I can find these things…….in my friend’s work and explain the effect of them.”<br>
 
−
” I can check that my comment will be seen as helpful”<br>
 
−
<span style="color: black;">Compare/contrast, explain causes, sequence, cause/effect, analyse, relate, apply, analogy</span><br>
 
 
|-
 
|-
 
| '''<u>Multistructural</u>'''
 
| '''<u>Multistructural</u>'''
 +
Aware use<br/>(aware that and when) &#124;&#124; <span style="font-family: Symbol;">· </span>Is able to select 2 or more appropriate L/S/T and combine in a given context
  
−
Aware use<br>
+
“I can write ….. and ….. about my friend’s work.”<br/><span style="color: black;">Define, describe, list, combine,</span>
−
(aware that and when) || <span style="font-family: Symbol;">· </span>Is able to select 2 or more appropriate L/S/T and combine in a given context
+
  
−
“I can write ….. and ….. about my friend’s work.”<br>
 
−
<span style="color: black;">Define, describe, list, combine, </span><br>
 
 
|-
 
|-
 
| '''<u>Unistructural</u>'''
 
| '''<u>Unistructural</u>'''
 +
Tacit use<br/>(without thinking about it) &#124;&#124; * Is able to use one L/S/T in a given context
  
−
Tacit use<br>
+
“I can find something to write about.”<br/><span style="color: black;">Define, Identify, do simple, procedure</span>
−
(without thinking about it) || * Is able to use one L/S/T in a given context
+
  
−
“I can find something to write about.”<br>
 
−
<span style="color: black;">Define, Identify, do simple, procedure</span><br>
 
 
|-
 
|-
−
| '''<u>Prestructural</u>''' || * Needs help to understand what is appropriate in any given context
+
| '''<u>Prestructural</u>'''
−
* Has no understanding of how what they say or do will be received
+
| * Needs help to understand what is appropriate in any given context
 +
*Has no understanding of how what they say or do will be received
 +
 
 +
“I don’t know what to write”<br/>“I need help to ……”<br/>Or makes inappropriate comment e.g. “You’re cool”
  
−
“I don’t know what to write”<br>
 
−
“I need help to ……”<br>
 
−
Or makes inappropriate comment e.g. “You’re cool”<br>
 
 
|}
 
|}
  
−
'''Using language, symbols & texts :'''
+
'''Using language, symbols & texts&nbsp;:'''
−
==='''Understanding Recycling Symbols'''===  
+
 
−
{| class='filehistory'
+
=== '''Understanding Recycling Symbols''' ===
 +
 
 +
{| class="filehistory"
 
|-
 
|-
−
| '''Extended Abstract''' || I can identify several recycling symbol, what they mean and apply/link this information to our school environment. I can evaluate the way recycling symbols are used in our school environment and suggest ways to improve the use of recycling symbols at school.
+
| '''Extended Abstract'''
 +
| I can identify several recycling symbol, what they mean and apply/link this information to our school environment. I can evaluate the way recycling symbols are used in our school environment and suggest ways to improve the use of recycling symbols at school.
 
|-
 
|-
−
| '''Relational''' || I can identify several recycling symbol, what they mean and apply/link this information to our school environment.
+
| '''Relational'''
 +
| I can identify several recycling symbol, what they mean and apply/link this information to our school environment.
 
|-
 
|-
−
| '''Multistructural''' || I can identify several recycling symbol and what they mean.
+
| '''Multistructural'''
 +
| I can identify several recycling symbol and what they mean.
 
|-
 
|-
−
| '''Unistructural''' || I can identify one recycling symbol and what it means
+
| '''Unistructural'''
 +
| I can identify one recycling symbol and what it means
 
|-
 
|-
−
| '''Prestructural''' || I need help to identify recycling symbols
+
| '''Prestructural'''
 +
| I need help to identify recycling symbols
 
|}
 
|}
  
−
'''Using language, symbols & texts :'''
+
'''Using language, symbols & texts&nbsp;:'''
−
==='''Understanding mathematical units of measurement'''===  
+
 
−
{| class='filehistory'
+
=== '''Understanding mathematical units of measurement''' ===
 +
 
 +
{| class="filehistory"
 
|-
 
|-
−
| '''Extended Abstract''' || I can identify several measurement units and their symbols and explain when you should measure in more than one unit. I can transfer this understanding to other units of measurement
+
| '''Extended Abstract'''
 +
| I can identify several measurement units and their symbols and explain when you should measure in more than one unit. I can transfer this understanding to other units of measurement
 
|-
 
|-
−
| '''Relational''' || I can identify several measurement units and their symbols and explain when you should measure in more than one unit.
+
| '''Relational'''
 +
| I can identify several measurement units and their symbols and explain when you should measure in more than one unit.
 
|-
 
|-
−
| '''Multistructural''' || I can identify several measurement units and their symbols . E.g millimetres (mm), centimetres (cm), meters (m), kilometres (km),
+
| '''Multistructural'''
 +
| I can identify several measurement units and their symbols . E.g millimetres (mm), centimetres (cm), meters (m), kilometres (km),
 
|-
 
|-
−
| '''Unistructural''' || I can identify a measurement unit and its symbol. E.g. millimetres (mm)
+
| '''Unistructural'''
 +
| I can identify a measurement unit and its symbol. E.g. millimetres (mm)
 
|-
 
|-
−
| '''Prestructural''' || I need help to identify a measurement unit
+
| '''Prestructural'''
 +
| I need help to identify a measurement unit
 
|}
 
|}
  
−
'''Using language, symbols & texts :'''
+
'''Using language, symbols & texts&nbsp;:'''
−
==='''Decoding a new word'''===  
+
 
−
{| class='filehistory'
+
=== '''Decoding a new word''' ===
 +
 
 +
{| class="filehistory"
 
|-
 
|-
−
| '''Extended Abstract''' || I can identify more than one sound in the word, link together all the sounds in the word '''AND find this word in another text.'''
+
| '''Extended Abstract'''
 +
| I can identify more than one sound in the word, link together all the sounds in the word '''AND find this word in another text.'''
 
|-
 
|-
−
| '''Relational''' || I can identify more than one sound in the word '''AND link together all the sounds in the word'''.
+
| '''Relational'''
 +
| I can identify more than one sound in the word '''AND link together all the sounds in the word'''.
 
|-
 
|-
−
| '''Multistructural''' || I can identify '''more than one''' sound in the word.
+
| '''Multistructural'''
 +
| I can identify '''more than one''' sound in the word.
 
|-
 
|-
−
| '''Unistructural''' || I can identify '''one''' sound in the word
+
| '''Unistructural'''
 +
| I can identify '''one''' sound in the word
 
|-
 
|-
−
| '''Prestructural''' || I need help to read (decode) and recognise sounds
+
| '''Prestructural'''
 +
| I need help to read (decode) and recognise sounds
 
|}
 
|}
  
−
'''Using language, symbols & texts :'''
+
'''Using language, symbols & texts&nbsp;:'''
−
==='''Mathematical symbols - addition'''===  
+
 
−
{| class='filehistory'
+
=== '''Mathematical symbols - addition''' ===
 +
 
 +
{| class="filehistory"
 
|-
 
|-
−
| '''Extended Abstract''' || I can identify an addition symbol and explain its meaning, use this understanding to add single digit numbers'''.AND use this function with other numbers.'''
+
| '''Extended Abstract'''
 +
| I can identify an addition symbol and explain its meaning, use this understanding to add single digit numbers'''.AND use this function with other numbers.'''
 
|-
 
|-
−
| '''Relational''' || I can identify an addition symbol and explain its meaning '''AND use this understanding to add single digit numbers.'''
+
| '''Relational'''
 +
| I can identify an addition symbol and explain its meaning '''AND use this understanding to add single digit numbers.'''
 
|-
 
|-
−
| '''Multistructural''' || I can identify an addition symbol and explain its meaning
+
| '''Multistructural'''
 +
| I can identify an addition symbol and explain its meaning
 
|-
 
|-
−
| '''Unistructural''' || I can identify an addition symbol
+
| '''Unistructural'''
 +
| I can identify an addition symbol
 
|-
 
|-
−
| '''Prestructural''' || I need help to identify and explain the function of an addition symbol
+
| '''Prestructural'''
 +
| I need help to identify and explain the function of an addition symbol
 
|}
 
|}
  
−
'''Using language, symbols & texts :'''
+
'''Using language, symbols & texts&nbsp;:'''
−
==='''Assessing Credibility'''===
+
−
== == <br>
+
−
(of what you Access Online)
+
  
−
'''Hoax Sites''' [http://www.shsu.edu/%7Elis_mah/documents/TCEA/hoaxtable.html [http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html]// http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html]//]<br>
+
=== '''Assessing Credibility''' ===
−
//<br>
+
 
−
'''Evaluating Web Pages''' University of Berkeley [http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html// http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html//]<br>
+
== ==<br/>(of what you Access Online)
−
//<br>
+
 
−
'''Evaluating Information Found on the Net''' John Hopkins University [http://www.library.jhu.edu/researchhelp/general/evaluating/// http://www.library.jhu.edu/researchhelp/general/evaluating///]<br>
+
'''Hoax Sites''' [http://www.shsu.edu/%7Elis_mah/documents/TCEA/hoaxtable.html [http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html]// [http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html]]//]<br/>//<br/>'''Evaluating Web Pages''' University of Berkeley [http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html// http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html//]<br/>//<br/>'''Evaluating Information Found on the Net''' John Hopkins University [http://www.library.jhu.edu/researchhelp/general/evaluating/// http://www.library.jhu.edu/researchhelp/general/evaluating///]<br/>//<br/>'''Heavy Metal Umlaut The Movie''' [http://weblog.infoworld.com/udell/gems/umlaut.html// http://weblog.infoworld.com/udell/gems/umlaut.html//]<br/>//<br/>'''2008/9 Schools Wikipedia''' [http://schools-wikipedia.org/wp/index/subject.htm// http://schools-wikipedia.org/wp/index/subject.htm//]<br/>//<br/>'''CAMPER For the Internet''' [http://tinyurl.com/6kll6b// http://tinyurl.com/6kll6b//]<br/>// ====<u>Bringing in Information</u>==== // //
−
//<br>
+
 
−
'''Heavy Metal Umlaut The Movie''' [http://weblog.infoworld.com/udell/gems/umlaut.html// http://weblog.infoworld.com/udell/gems/umlaut.html//]<br>
+
{| class="filehistory"
−
//<br>
+
−
'''2008/9 Schools Wikipedia''' [http://schools-wikipedia.org/wp/index/subject.htm// http://schools-wikipedia.org/wp/index/subject.htm//]<br>
+
−
//<br>
+
−
'''CAMPER For the Internet''' [http://tinyurl.com/6kll6b// http://tinyurl.com/6kll6b//]<br>
+
−
//
+
−
====<u>Bringing in Information</u>==== //
+
−
//
+
−
{| class='filehistory'
+
 
|-
 
|-
−
| Extended Abstract || I can bring in relevant info from a range of sources and places. I have recorded the sources of my information and the places I retrieved the information from. I compare the information obtained from different sources and places. I can evaluate the reliability and validity of the information I have retrieved.
+
| Extended Abstract
 +
| I can bring in relevant info from a range of sources and places. I have recorded the sources of my information and the places I retrieved the information from. I compare the information obtained from different sources and places. I can evaluate the reliability and validity of the information I have retrieved.
 
|-
 
|-
−
| Relational || I can find relevant information from more than one source and more than one place.(eg print media, internet, phone conversation). I have recorded the sources of my information and the places I retrieved the information from. I compare the information obtained from different sources and places.
+
| Relational
 +
| I can find relevant information from more than one source and more than one place.(eg print media, internet, phone conversation). I have recorded the sources of my information and the places I retrieved the information from. I compare the information obtained from different sources and places.
 
|-
 
|-
−
| Multistructural || I can find relevant information from more than one source and more than one place. (eg print media, internet, phone conversation)//
+
| Multistructural
−
//I have recorded the sources of my information and the places I retrieved the information from.<br>
+
| I can find relevant information from more than one source and more than one place. (eg print media, internet, phone conversation)//
 +
//I have recorded the sources of my information and the places I retrieved the information from.
 +
 
 
|-
 
|-
−
| Unistructural || I can find relevant information from one source//
+
| Unistructural
−
//I have written down the name of my source<br>
+
| I can find relevant information from one source//
 +
//I have written down the name of my source
 +
 
 
|-
 
|-
−
| Prestructural || I need T assistance to find relevant info ||//
+
| Prestructural
−
//
+
| I need T assistance to find relevant info
 +
| <br/>
 +
|}
  
−
'''Reliability and validity of information'''//<br>
 
−
''The Henny Penny example (Swartz and Parks 1994).''<br>
 
−
''''Just because you hear info lots of times it does not mean that the info is valid.''''<br>
 
−
''Rumours and gossip are similar.''<br>
 
−
''<span style="color: red;">What are the questions you should ask to figure out if the question is valid? </span>''<br>
 
−
''Can you transfer to other areas?''<br>
 
−
''Children need to check if info is valid. To do this ask the source and find out if anyone else thinks the same thing. Promote good decision making.''<br>
 
−
''Swartz and Parks (1994)''<br>
 
−
//<br>
 
−
'''Reliability and validity of Internet research'''//<br>
 
−
''Check modification date''<br>
 
−
''Who created the page?''<br>
 
−
''Knowing the links eg dot com address''<br>
 
−
''Is there a bias attached?''<br>
 
−
''Search the author’s name''<br>
 
−
''Verifying sites''<br>
 
−
//
 
  
−
= =
 
−
'''How do children verify the source of their information?'''//<br>
 
−
//
 
−
====<u>Verifying Information</u> ''(a work in progress)''====
 
  
−
{| class='filehistory'
+
// //
 +
 
 +
'''Reliability and validity of information'''//<br/>''The Henny Penny example (Swartz and Parks 1994).''<br/>''''Just because you hear info lots of times it does not mean that the info is valid.''''<br/>''Rumours and gossip are similar.''<br/>''<span style="color: red;">What are the questions you should ask to figure out if the question is valid?&nbsp;</span>''<br/>''Can you transfer to other areas?''<br/>''Children need to check if info is valid. To do this ask the source and find out if anyone else thinks the same thing. Promote good decision making.''<br/>''Swartz and Parks (1994)''<br/>//<br/>'''Reliability and validity of Internet research'''//<br/>''Check modification date''<br/>''Who created the page?''<br/>''Knowing the links eg dot com address''<br/>''Is there a bias attached?''<br/>''Search the author’s name''<br/>''Verifying sites''<br/>//
 +
 
 +
=  =
 +
 
 +
'''How do children verify the source of their information?'''//<br/>//
 +
 
 +
==== <u>Verifying Information</u>&nbsp;''(a work in progress)'' ====
 +
 
 +
{| class="filehistory cke_show_border cke_show_border"
 
|-
 
|-
−
| Extended Abstract || I can identify many ways to validate the info eg. when the page was made and if the links are up to date
+
| Extended Abstract
 +
| I can identify many ways to validate the info eg. when the page was made and if the links are up to date
 
|-
 
|-
−
| Relational || I can use several sources to cross reference the info
+
| Relational
 +
| I can use several sources to cross reference the info
 
|-
 
|-
−
| Multistructural || I can check the author on other sites
+
| Multistructural
 +
| I can check the author on other sites
 
|-
 
|-
−
| Unistructural || I can identify the address
+
| Unistructural
−
I can identify if an image is valid<br>
+
| I can identify the address
 +
I can identify if an image is valid
 +
 
 
|-
 
|-
−
| Prestructural || I need T assistance to verify relevant info
+
| Prestructural
 +
| I need T assistance to verify relevant info<br/><br/>
 
|}
 
|}

Revision as of 13:11, 11 January 2012

Contents

Key Competency - Making Meaning from Language, Symbols and Text.

Toc
Interpret and use word, number, images, movement, metaphor and technologies in a range of context/ understand how people respond to communication/use ICT confidentlyMedia type="custom" key="4293937"

SOLO Taxonomy Self Assessment Rubrics

Using language, symbols and texts:

Using movement

Extended Abstract · I can complete all movement tasks and procedures, can select and adapt these tasks for changing situations, explain why I have made adaptations, AND critique my own practice, justify movement adaptations and suggest improvements.

· I can make movement in response to different contexts, make compromises and provide justification for my choices. (Y9 Physical Education)
· I can choose how to move my body to show different feelings from the story and change this at the right time and in the right way -. Improvise (Y2 Drama)
· I can choose how to use my face to show a feeling to the audience and change this at the right time and in the right way. (change this in response to changes in the storyline - improvise) (Y2 Drama)

Relational · I can complete all movement tasks and procedures, and can select and adapt these tasks for changing situations, and explain why I have made adaptations.

· I can select, sequence, and combine different motor skills to make movement and explain why. (Y9 Physical Education)

  • I can choose how to move my body to show different feelings from the story. (Y2 Drama)
  • I can choose how to change my face to show a feeling from the story to the audience.
Multistructural · I can complete most movement tasks and procedures, but need help to adapt these tasks to changing situations

· I can select from a range of motor skills to make movement(Y9 Physical Education)
· I can move my body to show different feelings from the story when asked. (Y2 Drama)
· I can show different feelings from the story on my face when asked

Unistructural · I can complete a limited number of movement tasks and procedures

· I can select from a limited number of motor skills to make movement (Y9 Physical Education)

  • I can move my body to show “a feeling” from the story when asked. (Y2 Drama)
  • I can show “a feeling” from the story using my face (e.g. angry, sad) when asked (Y2 Drama)
. · I need help to complete movement tasks and procedures

· I need teacher assistance to develop motor skills through movement (Y9 Physical Education)
· I can move my body to tell the story with teacher direction (Y2 Drama)
· I need help to show “a feeling” from the story using my face (Y2 Drama)

Language, symbols and text: Interpret and use movement to make meaning:

Choreography and performance

[Replace the content below with developmentally appropriate “I can” content developed at workshop]

Extended Abstract * I can choreograph a dance performance that captures the essence of an idea/ big idea
  • I can dance in a way that communicates and responds to the audience
  • I can dance in a way that convincingly communicates my individual interpretation of

the big idea to an audience

Relational * I can choreograph a dance performance that explains and elaborates several ideas
  • I can dance in a way that convincingly elaborates several ideas
Multistructural * I can choreograph a dance performance that communicates several relevant ideas
  • I can dance in a way that convincingly communicates several relevant ideas
Unistructural * I can choreograph a dance performance that communicates one relevant idea
  • I can dance in a way that convincingly communicates one relevant idea
Prestructural * I can participate in a performance
  • I can dance

Using language, symbols & texts :
Appropriate use in context:

Peer assessment - written

Extended Abstract

Reflective use
(reflects before, during and after) || * Is able to predict how their L/S/T will be received.

  • Evaluate and judge the appropriateness of L/S/T in different contexts
  • Has the ability to generalize that the information may be transferred to a different context.

“I can judge how my comments will be received by my partner and other readers.”
Generalize, predict, evaluate, reflect, judgments, hypothesize

Relational

Strategic use
(conscious strategies) || * Apply appropriate L/S/T understanding possible range of effects in context

  • Explain potential impact of use/misuse of L/S/T in a range of contexts.

“I can find these things…….in my friend’s work and explain the effect of them.”
” I can check that my comment will be seen as helpful”
Compare/contrast, explain causes, sequence, cause/effect, analyse, relate, apply, analogy

Multistructural

Aware use
(aware that and when) || · Is able to select 2 or more appropriate L/S/T and combine in a given context

“I can write ….. and ….. about my friend’s work.”
Define, describe, list, combine,

Unistructural

Tacit use
(without thinking about it) || * Is able to use one L/S/T in a given context

“I can find something to write about.”
Define, Identify, do simple, procedure

Prestructural * Needs help to understand what is appropriate in any given context
  • Has no understanding of how what they say or do will be received

“I don’t know what to write”
“I need help to ……”
Or makes inappropriate comment e.g. “You’re cool”

Using language, symbols & texts :

Understanding Recycling Symbols

Extended Abstract I can identify several recycling symbol, what they mean and apply/link this information to our school environment. I can evaluate the way recycling symbols are used in our school environment and suggest ways to improve the use of recycling symbols at school.
Relational I can identify several recycling symbol, what they mean and apply/link this information to our school environment.
Multistructural I can identify several recycling symbol and what they mean.
Unistructural I can identify one recycling symbol and what it means
Prestructural I need help to identify recycling symbols

Using language, symbols & texts :

Understanding mathematical units of measurement

Extended Abstract I can identify several measurement units and their symbols and explain when you should measure in more than one unit. I can transfer this understanding to other units of measurement
Relational I can identify several measurement units and their symbols and explain when you should measure in more than one unit.
Multistructural I can identify several measurement units and their symbols . E.g millimetres (mm), centimetres (cm), meters (m), kilometres (km),
Unistructural I can identify a measurement unit and its symbol. E.g. millimetres (mm)
Prestructural I need help to identify a measurement unit

Using language, symbols & texts :

Decoding a new word

Extended Abstract I can identify more than one sound in the word, link together all the sounds in the word AND find this word in another text.
Relational I can identify more than one sound in the word AND link together all the sounds in the word.
Multistructural I can identify more than one sound in the word.
Unistructural I can identify one sound in the word
Prestructural I need help to read (decode) and recognise sounds

Using language, symbols & texts :

Mathematical symbols - addition

Extended Abstract I can identify an addition symbol and explain its meaning, use this understanding to add single digit numbers.AND use this function with other numbers.
Relational I can identify an addition symbol and explain its meaning AND use this understanding to add single digit numbers.
Multistructural I can identify an addition symbol and explain its meaning
Unistructural I can identify an addition symbol
Prestructural I need help to identify and explain the function of an addition symbol

Using language, symbols & texts :

Assessing Credibility

== ==
(of what you Access Online)

Hoax Sites [http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html// http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html]//]
//
Evaluating Web Pages University of Berkeley http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html//
//
Evaluating Information Found on the Net John Hopkins University http://www.library.jhu.edu/researchhelp/general/evaluating///
//
Heavy Metal Umlaut The Movie http://weblog.infoworld.com/udell/gems/umlaut.html//
//
2008/9 Schools Wikipedia http://schools-wikipedia.org/wp/index/subject.htm//
//
CAMPER For the Internet http://tinyurl.com/6kll6b//
// ====Bringing in Information==== // //

Extended Abstract I can bring in relevant info from a range of sources and places. I have recorded the sources of my information and the places I retrieved the information from. I compare the information obtained from different sources and places. I can evaluate the reliability and validity of the information I have retrieved.
Relational I can find relevant information from more than one source and more than one place.(eg print media, internet, phone conversation). I have recorded the sources of my information and the places I retrieved the information from. I compare the information obtained from different sources and places.
Multistructural I can find relevant information from more than one source and more than one place. (eg print media, internet, phone conversation)//

//I have recorded the sources of my information and the places I retrieved the information from.

Unistructural I can find relevant information from one source//

//I have written down the name of my source

Prestructural I need T assistance to find relevant info


// //

Reliability and validity of information//
The Henny Penny example (Swartz and Parks 1994).
'Just because you hear info lots of times it does not mean that the info is valid.'
Rumours and gossip are similar.
What are the questions you should ask to figure out if the question is valid? 
Can you transfer to other areas?
Children need to check if info is valid. To do this ask the source and find out if anyone else thinks the same thing. Promote good decision making.
Swartz and Parks (1994)
//
Reliability and validity of Internet research//
Check modification date
Who created the page?
Knowing the links eg dot com address
Is there a bias attached?
Search the author’s name
Verifying sites
//

How do children verify the source of their information?//
//

Verifying Information (a work in progress)

Extended Abstract I can identify many ways to validate the info eg. when the page was made and if the links are up to date
Relational I can use several sources to cross reference the info
Multistructural I can check the author on other sites
Unistructural I can identify the address

I can identify if an image is valid

Prestructural I need T assistance to verify relevant info

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