VELS Dimensions key topics and themes Thinking Processes: Reasoning, Processing and Inquiry Forming questions Problem

em solving and Decision making Personal Learning: The Individual learner Open-mindedness, questioning skills, exploring alternatives, effective collaboration Effective use of domain based learning strategies and methodologies

Application ESSENTIAL QUESTION (provided by teacher) What is the cost and benefit of a car? Forming Questions Collaboratively use Inspiration or other mindmapping/brainstorming process to generate initial ideas about costs and benefits of cars. Classify questions into groups and themes e.g. Social costs and benefits Vs Individual costs and benefits Form sub-questions e.g. What types of jobs are generated by the car industry? What is the environmental cost of a car.? How much does it cost an individual to buy and run a car? What are the alternatives fuels for cars? Students select particular aspects of the question to focus on individually or in teams. Students could begin a KWHL process to clarify what they know and what they want to know about their questions. Students could use a LOTUS diagram process to refine their questions and generate areas for research. Teachers could require the use of a BLOOMS/GARDNER matrix to ensure depth of thinking and variety of intelligences are represented. Students can plan their investigation clarifying their key questions. Planning how they will conduct research. Perhaps generating a work flow diagram. Students should clarify their personal and team goals and responsibilities and monitoring processes e.g. work journal. Individuals or teams could use. Mind-mapping software to brainstorm, Blogs or wikis to document their journey. Gantt charts to plan schedule http://www.mindmeister.com/ http://ganttproject.biz/

Questioning Planning Research

Thinking Processes: Reflection, Evaluation and Meta-cognition Awareness and use of a range of thinking tools Thinking Processes: Creativity Exploring possibilities and generating multiple options and solutions Thinking Processes: Reasoning, Processing and Inquiry Problem solving and Decision making Personal Learning: Managing Personal Learning Awareness, use and evaluation of effective learning strategies and habits Positive attitude, motivation, emotional control and initiative Goal setting, action planning ,monitoring, evaluation of progress ICT for creating Use of software for planning personal and collaborative tasks and

ICT for communicating Locating information (ICT) resources using effective search strategies Thinking Processes: Reasoning, Processing and Inquiry Locating information Communication: Listening, Viewing and responding Interpreting and questioning presentations and appreciating other viewpoints

Use the LHC library guidelines for research. Students organise the information gained through their research, analyse this draw conclusions and plan how to present their conclusions.

Thinking Processes: Reasoning, Processing and Inquiry Evaluating information Using specific strategies and methodologies in curriculum context Problem solving and Decision making ICT for communicating Selecting and evaluating relevant information ICT for visualising thinking Use of Spreadsheets, database, graphs, mind-mapping, drawing, image manipulation tools Communication: Presenting Using a variety of effective presentation techniques and language appropriate to context ICT for communicating Using ICT to effectively present information: Blogs, Websites, Powerpoint, wikis ICT for creating Use of software for completing personal and collaborative tasks and projects Compliance with legal protocols Personal Learning: The Individual learner Acknowledgement of Sources, Ethical Practice Personal Learning: The Individual learner Evaluating, Reflecting, Planning improvements and Monitoring own Performance Communication: Presenting Using strategies to evaluate and improve their own and others presentations Communication: Listening, Viewing and responding Understanding and evaluation of effective strategies in own and others presentations Thinking Processes: Reflection, Evaluation and Meta-cognition Reflection, evaluation and articulation of thinking processes ICT for creating Ongoing reflection, modification and improvement in the effective use of ICT products ICT for visualising thinking Reflection and evaluation of use of ICT resources

Students critically evaluate the quality and reliability of information they obtain. Students decide which information they will use to demonstrate their learning and draw conclusions in response to their key questions. Students ICT to organise information in accessible and summary forms. EG Spreadsheets, Graphs, images, movies

Resources http://en.wikipedia.org/wiki/Automobile

Analysing Presenting Reflection

Students need to determine how they are going to present the learning from their investigation. This should be done initially in the planning stage.

Students use ICT to create and present their findings.

Students adequately acknowledge sources

Students reflect upon the outcome of their journey individually and as a team Students plan for and collect viewer feedback to determine the success of their presentation.

Students give peer feedback to the presentations of others

Students reflect upon the success of their use of ICT during the project and for the presentation