Full course description
Date and time
Day 1: Tuesday 2 March 2021, 2.00 pm to 4.00 pm
Day 2: Wednesday 17 March 2021, 2.00 pm to 4.00 pm
Day 3: Monday 29 March 2021, 2.00 pm to 4.00 pm
Online – a Zoom link will be provided 24 hours prior to the event
This learning event is right for you if you are interested in helping learners develop their general capabilities through your learning design.
This course intentionally explores the purpose of capabilities, how we can design powerful learning experiences that help students develop these capabilities explicitly, and how we can use growth ladders to create a continuum of capability development.
The three sessions are outlined below:
Session one - focus on the role of capabilities and learning design to make them explicit
Session two - build growth ladders to be trialled before the next session (primary or secondary)
Session three - a feedback session based on the cohort's experiences and also co-construction of other ways to build a culture of capability growth.
At the end of the course you will have a design toolkit of strategies and growth ladders personalised to your learners.
In the Australian and Victorian Curriculum, the general capabilities encompass knowledge, skills, behaviours and dispositions that will assist students to live and work successfully in the 21st century.
This learning event supports creating best practice toward the following VRQA standard(s):
- Curriculum and Student Learning – Curriculum framework
- Curriculum and Student Learning – Student learning outcomes
- design toolkit around capabilities
- growth ladders to help students own their own growth in capabilities.
Chris Harte is the Director of Unstuck Learning, Australia. He focuses on learning and innovation, bringing research, experience and extensive knowledge networks together to forge great learning for all. Chris has particular expertise in the following: language learning pedagogy and language specific support (English, French and Spanish), design thinking at an organisational and individual level, digital technology and learning spaces (both physical and virtual), learner centred pedagogy and learning models, strategies to enhance higher order thinking, learner efficacy and engagement, formative assessment strategies and learning analytics.