TPL Knowledge Bank CASE STUDY
Contact Details:
Scott Alterator & Mandy Ellison
Bendigo Senior Secondary College (VCE,VET, VCAL )
54431222
alterator.scott@bssc.edu.au
ellison.amanda@bssc.edu.au
TITLE:
Empowering Student Learning By Choice: Negotiated Learning in VCE
Drama and Philosophy
ABSTRACT:
This project was an investigation of the impact of negotiated learning in the VCE curriculum.
Both study designs are aimed at developing and producing higher order thinkers, skilled in
the ability to analyse, discuss, interpret, hypothesise and evaluate. A key component to
achieving these skills is independent thinking; across 3 classes we used a student-directed,
inquiry-based learning model to successfully engage the students.
KEY WORDS:
VCE, Negotiated Learning, Student Engagement, Thinking Skills, Taxonomy, Drama, Philosophy
1. INTRODUCTION

Year 11 VCE students at a co-educational Victorian State Senior Secondary College in Bendigo, a
provincial central Victorian city approximately 165km from Melbourne. Age: 16/17.

Student engagement in subjects is high (elective based ), however their willingness to engage in
challenging, independent thinking is low.


As a team we each developed a unit of work using a negotiated, inquiry –based model.

Results indicated an improvement in:
- student ownership of the learning process
- an extension of effort resulting in deeper understanding
- application of skills beyond immediate activity
- enthusiasm for the learning process
Higher-order thinking skills were assessed through a series of negotiated student work
culminating with a formal essay in Philosophy and a performance in Drama.
2. How did the idea for the project come about?
As teachers we each have a commitment to reflect on and broaden our practice to assist
students develop skills for independent thinking. DEECD initiatives, particularly the Bendigo
Education Plan (BEP), the E5 Instructional Model and POLT, provided a relevant framework
within which to develop the approach to the unit. The Learning & Teaching Framework and
revised Study Designs indicate a clear need for development in the area of more student
directed learning.
We had an explicit desire from the outset to create a resource that adapted easily to different
subjects. The BEP required us to produce exemplars that could be used across all BEP schools,
most of which are 7-10 secondary colleges. We worked closely to develop a negotiated learning
tool designed to scaffold the process of a negotiated curriculum. This was then implemented in
each of our classes. It was also trialled by a non-TPL teacher in Year Eleven Philosophy.
3. Why was this project important?

There are clear outcomes and tasks designated by the Victorian Curriculum Assessment
Authority (VCAA) that drive the way the teacher shapes the curriculum. Often the VCE Study
Designs are seen as being inflexible and the discipline of each subject tends to mandate a
certain teaching style. We wanted to challenge this and devise a teaching and learning plan
that enables students to meet the outcomes of the course in a way that responds to
different learning styles, as well as challenging, engaging and extending their thinking,
through negotiated, self-directed learning.
 There are currently initiatives in the 7-10 colleges developing the skills of students in
identifying learning styles and understanding taxonomies of learning. There is a clear and
immediate need to further develop and extend students to be more self-directed learners.
The ostensible aim of the BEP is to develop such skills in all students. As a VCE campus our
role is to extend students in all areas; content and skills.
4. What was done/what was produced?
Research
 We researched academic articles that outlined the justification and usage of studentdirected, inquiry and negotiated learning.
Appendix 4.1 A negotiated Project Approach: A Negotiated project approach.pdf
Appendix 4.2 Negotiated Learning and Self-Assessment: Negotiated Learning and
Self assessment.pdf
Appendix 4.3 Gathering Student Views Techniques: gathering student views
techniques.pdf

We examined existing practice at Strathfieldsaye Primary School (‘What Kids Want’
Negotiated Curriculum) and examples of negotiated curriculum in UK schools, to
help us design a tool for the negotiated learning approach using Multiple
Intelligences and Bloom’s Thinking Taxonomy.
Appendix 4.4 What Kids Want (Cannot be linked in this document)

We also considered the negotiated learning model used by the Victorian Certificate
of Applied Learning (VCAL) program at Bendigo Senior Secondary College (see
appendices).
Appendix 4.5 Sample VCAL Negotiated Learning Booklet: 2008 BSSC VCAL Negotiated
Proposal senior.docx

From these we researched further the models of thinking and learning, including
Bloom’s thinking Taxonomy, Howard Gardner’s Multiple Intelligences, Glenn
Capelli’s VAKPOINT model and the E5 model of learning to help us draft a learning
styles matrix and curriculum.
Appendix 4.6 Neogtiated Learning Grid/VAKPOInt Model:
Negotiated_Learning_gridVAKPOInt Model.docx

We also looked at the Knowledge Bank Resources on Negotiated Learning.
What was produced?
Learning Matrix (the exemplar)
For the negotiated learning tool, we developed a matrix that referenced Bloom’s Taxonomy
of thinking skills against a collection of various Learning Styles. Each intersection on the
matrix then combined the skill level, learning style and knowledge and skills specific to the
outcome of the subject. The matrix provides sample activities of how a student might meet
the outcome at that point. The matrix visually mapped a pathway for students to achieve
the highest thinking skills by negotiating activities that suited their learning style.
Appendix 4.7 Drama Learning Tool: Negotiated Learning grid - Shakespeare Unit.docx
Appendix 4.8 Philosophy Learning Tool: Philosphy Diagnostic Planner Tool.docx
The students were also provided with a planning sequence to enable them to set and reflect
on learning goals. This was to assist them in becoming more self-directed learners and also
to help them challenge their preferred learning styles and develop their thinking skills to
accommodate the higher order thinking of Bloom’s Taxonomy.
The Drama planner was placed on a class wikispace, where each student developed their
plan on their own wikipage within this space.
Appendix 4.9 Drama Performance Planning Tool 1: Wicked Plan 1.docx
Appendix 4.10 Drama Performance Planning Tool 2: Wicked Plan 2.docx
Appendix 4.11 Drama Reflection Tool : Wicked Plan 3 Ind Perf Plan.docx
Appendix 4.12: Link to Wikispace:
Appendix 4.13 Philosophy Diagnostic Planning Tool : Philosphy Diagnostic Planner Tool.docx
Appendix 4.14 Philosophy Reflection Tool: Philosphy Student Reflection Tool.docx
Procedure E5
The E5 Instructional Model provided the structure for the learning process. The Instructional
Model identifies 5 key phases that scaffold the development of learning from knowledgebased, teacher-directed activities through an inquiry based exploration of a theme, or focus
question, to encourage more open questioning and independent, reflective thinking as
students Engage, Explore, Explain, Elaborate, Evaluate. This combined a range of teaching
and learning strategies and assessment methods including teacher- directed, cooperative
group, peer teaching and self-reflection. The sequence included individual planning and
reflection documents. The learning matrix/grid/exemplar/tool acted as the document
guiding the negotiation process.
Assessment
Students were assessed on a range of ways including observation of their engagement and
participation of the process, consultation with teacher for individual learning plans, their
ability to meet the outcome of specific activities. Each student was then formally assessed
by the mandated VCAA assessment task (Philosophy – essay, Drama – performance to an
audience).
Appendix 4.14 Drama Performance Assessment Rubrics: Assessment Rubrics Outcome
2.docx
5. What was innovative about the project/practice?



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The project used the VCE study design to deliver a unit in a non-traditional way. This
involved challenging commonly held perceptions that you must ‘teach to the exam’.
Acknowledged the different learning styles in the class and combined these with
Bloom’s Taxonomy to assist students negotiate their own learning plan.
The process of negotiation and controlled sequencing of learning allowed students
to continually and objectively build their knowledge-base thus making application in
a formal assessment more effective.
The use of a class wikispace to collectively share learning plans, communication and
extend group based learning in Drama outside of the classroom
6. What went well & why? What didn’t work so well? How did you deal with
these issues? PMI

The students were highly motivated through this approach and most quickly developed ownership
of their learning goals and performance plans. Drama students elected to work during the
September holidays to rehearse or to edit their scripts or films, indicating a strong ownership and
pride in the standard they wanted for their outcomes..

Applied across Philosophy classes with a teacher not directly involved in TPL. After one instruction
session and an introduction of the Negotiated Learning Grid the teacher was able to complete the
same unit in her class. This class was particularly successful in developing their independent work
habits.

Broke down concepts of an inflexible VCE curriculum. This was achieved by targeting the project at
specific sections of the study design. In this way incompatibilities were avoided.

Catered for all learning styles. This was an obvious benefit of using the VAKPOINT learning model
(see notes above).

Some uncertainty amongst students that this style of learning was ‘a bit primary school’.
Students were initially reluctant to engage in the process. This was a brief interlude which
was closely followed by enthusiasm.
Learning confidence was lower at certain points. For instance, some students paused after
completing an activity and didn’t immediately commence the next task.
Perception that the formal assessment was not closely linked to the work completed
through the tasks.


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It took longer to engage the students into planning and reflecting than anticipated. Drama students
were slow to come on board to the Wikispace, but gradually, through individual consultation, more
discovered how the technology can work for them. They needed time to play with and absorb this
approach – most feigned disinterest, but this was masking a fear of inadequacy in ‘logging on’ or
manipulating the pages. I had assumed that as avid users of Facebook, My Space and other social
networking sites, their ability to transfer these skills to using Wikispace would be as simple as
inviting them to join. Next time, I would teach this explicitly in a managed step by step sequence.

To negotiate curriculum effectively, the E5 model provided an excellent foundation for a planning
structure. The engagement of the students at the beginning of the task was paramount to achieve
any of the pedagogical goals intended. Negotiation does not mean total freedom of choice. The
students liked having a structure within which they could make choices. Consultation between
student and teacher, along with ongoing reflective learning, enabled each student to achieve their
best. High achievers had plenty of scope to challenge and develop their skills while more dependent
students could negotiate activities that supported their preferred learning style, then with
confidence, extend their range of choices. Awareness of Bloom’s Taxonomy helped shift choices out
of activities that just demonstrated knowledge of the topic – both students and teacher could use
the learning matrix to ensure higher order thinking skills were being engaged in the Explain,
Elaborate and Evaluate phases.

To make valid choices about their learning, students must have an understanding of themselves as
learners. Helping students identify their strengths and weaknesses and preferred learning styles was
a strong component of the way the drama students were able to self-direct their learning journey for
their performance project. If these skills are developed and applied earlier, VCE students would be
more able to assess the types of learning tasks best suited to support and further challenge their
thinking to a higher level.

Consideration needs to be given to the nature and presentation of the task instructions. Initially we
had been planning to create an interactive task matrix online, where students could navigate from
headings to further instructions, thus editing out excess language in the presentation. This required
more ICT knowledge and expertise than we had, but could easily be developed with the help of an
ICT expert. However, different types of learners will respond in different ways to how a task is
presented. Most drama students tend to be predominately kinaesthetic, visual learners. A unit
booklet, designed to include the steps and planning documents in a visual form would give these
students a tactile, sequential document and should be considered along with an online, interactive
version.

Explicit teaching of the skill set required for Negotiated Learning needs greater time prior to
implementing the unit. This could also be followed by similar sessions to act as reminders
throughout the process.

Finally, despite the depth of planning, we have learned that the nature of the learning journey will
evolve with the interests and passions of the group of students. The teacher may begin with a plan,
but will remain flexible as to the possible directions the learning could go. The E5 approach
maintains a structure within which to develop and frame the unit. Strategies can be adapted
depending on the theme or texts, but for students to remain engaged and develop higher order
thinking skills, they must have constant access to a clear process – including

activites that engage, introduce and model the learning opportunities

Flexibility in the formal assessment so that it could include some of the activities
that focus on students’ learning styles.

the task outline

assessment parameters

Clear goals to work towards and reflect upon

opportunities to be more informed so they can explore activities suited to their
interest and learning style

More obvious links need to be made between the formal assessment and the
submitted work. Such links were obvious to us as teachers but we hold a different
position to that of the students.

Regular consultation and feedback with their teacher/facilitator
7. How did you measure its impact on teaching and learning? What was its
impact?
The intended outcomes for this unit were:
•
Improvement in engagement and motivation
•
Independent self-motivated learners

Improvement in higher-order thinking skills and student meta-cognition
•
Improvement in the results for SAC tasks
•
Improvement in Assessment for/as/of.
“Tell me and I forget, show me and I remember, involve me and I understand”
To measure the impact on teaching and learning, data for the action/reflection process was
gathered in a number of ways, including:


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Hypothesis/Expected outcomes for the unit
Teacher journal notes / observations & reflection of classes
Peer observation
Mediated recording – digital photos of group work in process, video recorded
interviews with selected students, audio recording of discussion as podcast
Student evaluations/observations of the process – short written tasks or verbal
questions, creation of collaborative Wikispace
Results of Student Assessment Tasks – written analysis & evaluation to specific
criteria; performance to audience, also with specific criteria, both of which
students will be aware of in advance.
Samples of student work – written, performance (video) and audio
Student Survey
What was the impact?
Student Achievement
Student outcomes in both Philosophy and Drama were graded against against specific
criteria relevant to the VCE Study Designs.
Appendix 7.1 Sample Assessment Rubrics Unit 2 Drama: Assessment Rubrics Outcome
2.docx
The number of higher level results (B – A+) showed that the negotiated learning approach at
least maintained or improved student achievement. Exam results are yet to be reviewed,
but the results certainly challenge the perception that academic success in exams relies on
exam preparation alone.
Student Survey
The drama students’ evaluation of the negotiated learning unit was obtained via an
anonymous online electronic survey using ‘Survey Monkey’. 60% of respondents agreed or
strongly agreed that the negotiated learning approach enhanced their learning.
Appendix 7.2 copy of Survey:
http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_C
OLLECTION&sm=enuVnb5FTHLC7vLtkj1Rvo4hCbYQqG0KdCgCczmyLjk%3d
The negotiated learning approach was an
effective way of learning
Strongly Agree
20%
Disagree
16%
Neutral
24%
Agree
40%
Summarising the reasons given for the positive experiences, the students felt that the
learning was more challenging, but more enjoyable because it was based on the students’
interests and that it gave them a greater sense of responsibility for the direction of their
learning. They felt the guidance and structure of the process was essential to keep them
motivated and ‘on task’, but appreciated the flexibility to explore and interpret their
understanding through preferred learning styles. Negative responses indicated that there
were still some students who felt insecure and unsure of their own decision-making and
would have preferred to have more teacher direction and set tasks. Some of this attitude
could be the result of adolescents wanting to remain in their ‘comfort zone’, where their
learned behaviour had been to do the minimum required to ‘pass’ the unit. To address this,
a lot of work has to be done by the teacher in the early stages of the ‘Engage’ and ‘Explore’
phases to help these students gain more ownership of their learning choices.
Appendix 7.3 Unit 2 Drama Student survey questions and responses: Bar Graph Responses
to all questions 2.docx
Appendix 7.4 Unit 2 Drama Summary of Student Evaluation Comments:
Process_Summary_Sheet[1].docx
Teacher Perception
Teacher perceptions indicate that on the whole, students responded well to this negotiated,
inquiry model.
They feel the framework is user friendly and can be adapted to a variety of presentation
formats. Students own their learning from being stimulated by intrinsic motivation.
Individual learning needs and styles are catered through the thinking curriculum strategies.
Teachers need to provide a clear process to the students that includes ongoing selfreflection and consultation to ensure each student has chosen and is implementing
attainable goals. The teacher is a facilitator for the process, assisting students to ask
questions, set clear aims, work to a schedule, solve problems and own the quality of their
learning outcomes.
The VCE study designs allow for some flexibility in designing teaching and learning tasks that
can be negotiated to meet the outcomes. But because the outcomes are prescribed, some
aspects of student ownership what they negotiated is compromised. This is even more so in
Units 3 & 4, where the final assessment for year 12 is an examination. However, if
negotiated learning is about developing more self-directed learners, the process of how the
student prepares for the exam can be flexible.
Negotiation is a two-way process. The negotiated curriculum works to help students ‘learn
how to learn’. As such, it requires significant time for each student and the teacher to
regularly consult and reflect on the goals and stages of the process so that students are able
to make informed decisions about each step towards their goal and the production of their
final outcome. Class size will have an impact on this. I found that with 25 students it was
often difficult to maintain consistent and equal one-to-one consultation time for all the
students.
8. What are your future plans?




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To apply the learning tool and process again in classes next year
To develop the learning matrix into an online interactive tool
To build in and include the use of the wikispace more as a reflective and
consultation tool – this would be established at the beginning of the year
To begin the year with students assessing and reflecting on their learning styles
To share the process with colleagues for further adaptation and trialling in other
subject areas and year levels

9. References and Appendices
The following appendices have been included in the relevant sections as hyperlinks for this
first draft of the TPL report, to assist with formatting for the final Knowledge Bank Report.
Appendices
Appendix 4.1 A negotiated Project Approach: A Negotiated project approach.pdf
Appendix 4.2 Negotiated Learning and Self-Assessment: Negotiated Learning and Self
assessment.pdf
Appendix 4.3 Gathering Student Views Techniques: gathering student views techniques.pdf
Appendix 4.4
Appendix 4.5 Sample VCAL Negotiated Learning Booklet: 2008 BSSC VCAL Negotiated Proposal
senior.docx
Appendix 4.6 Drama Learning Matrix: Negotiated Learning grid - Shakespeare Unit.docx
Appendix 5.1 Link to Wikispace: http://wonderfullywicked.wikispaces.com/
Appendix 7.1 Sample Assessment Rubrics Unit 2 Drama: Assessment Rubrics Outcome 2.docx
Appendix 7.2 copy of Survey:
http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTI
ON&sm=enuVnb5FTHLC7vLtkj1Rvo4hCbYQqG0KdCgCczmyLjk%3d
Appendix 7.3 Student survey questions and responses:
Appendix 7.4 Summary of Student Evaluation Comments: Process_Summary_Sheet[1].docx
References
Bendigo Education Plan – website
Big Day Out 2008: Opening the Classroom Door. E5 Instructional Model – Consultation Draft
Defining the Instrucational Framework. Victorian Department of Education 2007
Folger Education Website – Teaching Shakespeare. – website
How to teach with technology: keeping both teachers and students comfortable in an era of
exponential change. Prensky, Marc, 2007
INTEL Training: http://www.intel.com/education/teach/index.htm?iid=ed_nav+teach
Learning Theory and the BSCS 5E Instructional Model, NSTA National Conference, Anaheim, CA
2006
Negotiating Curriculum. Hunter, Lisa & Park, Nicola, Chapter 11, Teaching Middle Years pp164 – 178
Pedagogy Matters: Standards for Effective Teaching Practice. Dalton, Stephanie S, Centre for
Research on Education, Diversity & Excellence 1998
SurveyMonkey Website: http://www.surveymonkey.com/
Teaching Shakespeare – a practical approach. Virginia Grainger, Royal Shakespeare Company in
conjunction with University of Melbourne Post-Graduate Certificate in the Teaching of Shakespeare
2008
The Resilience of Teacher Culture, Dr Richard Elmore, Harvard University, YouTube: Excerpt from
the UCEA Mitsifier Lecture Nov 11 2006
Understanding Different Learning Styles. Roach, Caroline, Department of Management and
Administration, Swinburne University of Technology TAFE, July 2008
VCAA – VCE Drama and VCE Philosphy Study Designs and Assessment Advice
What is Inquiry Learning? Wilson, Jenni & Murdoch, Kath. Adapted from Focus on Inquiry(2003)
Jenni Wilson and Lesley Wing Jan, and Invitation and Inspirations (working title only) Moss et al.
Curriculum Corporation, Victoria 2004
What Kids Want. Interactive Negotiated Curriculum Unit Grade 3, TPL project 200?, Freer, Kylie &
Horsley, Sue, Strathfieldsaye Primary School, Victoria
Acknowledgements
Thank you to the following people for their invaluable knowledge and assistance:
Kylie Freer, Sue Horsley & Greg Bowen, Principal, Strathfieldsaye Primary School
Jennifer Maloney - Bendigo Education Plan Learning Coach, VCAL Coordinator, Bendigo Senior
Secondary College 2008
Fiona Buley, Teaching and Learning Project Officer, Bendigo Education Plan, LCM Regional Office,
Bendigo
Bronnie Miller, Learning and Teaching Development Manager, Bendigo Senior Secondary College
Sharon Houlden/Cindy Bruechert - INTEL Training