Recent Changes

ELABORATED COMMUNICATION
Put Simply:
Engagement, implies interaction with people.
Students use the world as a rich resource for learning experiences, and to engage with others.
environment - do not necessarily
Cooperation among students to action investigations.
Some Issues to Consider about Elaborated Communication:

Some Issues to Consider about Elaborated Communication:
Has "anyone, any time, any where" - got anything to do with this?
addressed by?
After After discussion, compare
"School district leaders report that teachers are now routinely assigning homework that requires Internet use to complete, no longer allowing equity concerns to be a barrier." Where does your school stand with regard to this statement? (See Creating and Connecting.)

Deliverance
Discussion:
whatWhat forms of evident here?
are
Are there any communication evident?
if
If this was from this?
what curriculum areas besides reading, writing and maths does your school put significant communication emphasis on?
how
How is ICT
Pay Attention
Discussion:
takeTake one statement refute it
take
Take one statement

Discussion Starters:
Working in Teams:
and community. (Ben Shneiderman, 1991)
Discussion:
elaborate on what these key words/phrases could mean and look like in action in your school - teams, more ambitious projects, plans explicit, collaborate, engagement with fellow students, learning more lively and effective, a model for the future world of work, family, and community...
might any of this have something to do with the New Zealand Curriculum Vision, Principles, Values and Key Competencies?
Multimedia:
more effectively." (Wehlage, G. G., Newmann, F. M., & Secada, W. A. (1996))
Discussion:
how could multimedia contribute to elaborated communication?
Explanation 1: (Hayes et al. 2006)
The measures of students’ Authentic Achievement included three items:
students manipulate
information information and ideas meanings and implications)implications).
Deep Understanding a deep
understanding understanding of important disciplinary concepts)concepts).
Elaborated Communication qualifications and argument)argument).
Explanation 2: (Roelofs et al. 1996)
Three standards of authentic performance from which they derive standards for instruction and assessment tasks:
(a) constructionconstruction of knowledge, and higher-order thinking;
(b) disciplinedthinking
disciplined inquiry, i.e. as elaborated communication; and
(c) valuecommunication
value beyond school, or personal experiences.experiences
Discussion:
are these two 'explanations' saying the same thing?
We defined higher-order learning on the views of Newmann et al. (1992, 1996) in terms of academic achievements that meet the following, complementary criteria:
the authentic construction of meaning and knowledge, rather than reproducing the knowledge that others produced or meaning they have given to it
disciplined inquiry: a. using
using the prior a field, b. striving
striving to achieve fragments of knowledge, and c. involvingknowledge
involving elaborated communication
having value, professionally and personally, that is beyond passing exams and being successful in their studies.
Discussion: