Transcript On the Same Page - Education Queensland

On the Same Page
What does good
planning look
like?
Module Overview
Highlight using a sample unit plan:
• planning, learning & assessment for
diverse learning needs
• curriculum requirements of schools
• different ways of developing adjustments
for learning and assessment
• the importance of feedback to learning
“Begin with the assumption that every
student will be given the opportunity to
engage with their same age cohort,
in the Essential Learnings”
Heather Gosens (2008)
Department of Education, Training & the Arts, Curriculum Branch
Considerations for planning
Aligning teaching, assessment and reporting with curriculum intent
Alignment refers to the match between curriculum intent, pedagogy, assessment and
reporting and how well they work together to improve student learning.
Intended Curriculum
Identify Curriculum
Identify Curriculum
Unit Overview/ Task
Outline
What is the general description of unit/task?
Ways of Working
Essential Learnings
Select the focus of Ways of Working statements appropriate for the unit.
Are the Ways of Working accessible but challenging for all students?
Do some Essential Learnings for some students need to be selected from other key
junctures (see Scope and Sequence)?
Knowledge and
Understanding
Essential Learnings
Select the focus of Knowledge and Understanding appropriate for the unit.
Is the Knowledge and Understanding accessible but challenging for all students?
Context for Learning
What is the purpose and focus of the unit? Why is this unit important to all students?
Is the context selected by the teacher, or are there opportunities to negotiate the
context with students?
Is there anything happening in the school, local community, nationally or internationally
that may provide a suitable context?
Is pre-teaching required for individual learners?
Is the learning relevant, important and interesting for all students?
This will lead to
deep understanding
of……….
What is the deeper meaning we want students to understand? e.g. Why is water
important to life?”
Identify unit overview
and task outline
Assess & Make Judgments
Assess and Make Judgments
What will be
assessed?
Type of
Assessment
When?
Purpose
Assessable
Elements
Adjustments for
individual learners
What evidence
will be observed
in student work
including
adjustments for a
diverse range of
learners?
What type of
assessment will be
used to gather
evidence of
identified Essential
Learnings
including
adjustments for a
diverse range of
learners?
What are the
variety of ways to
assess
demonstrations of
student learning
(e.g. is one type of
test used
exclusively)?
What time within the
unit will this
assessment occur?
How does the timing
and duration of
assessment reflect
that learning can
occur before, during
and after learning?
What is the
genuine and
valued purpose
(e.g. diagnostic,
formative,
assessment for
learning,
summative) of the
assessment?
How will the
context and
structure of
assessments
reflect the varied
needs, abilities,
interests and
experiences of
students?
Which assessable
elements will be the
focus for
assessment?
(These are located
in the Learning and
Assessment focus
of the Essential
Learnings and the
Assessable
Elements and
descriptors table.)
Do some students
need additional
time to complete
tasks, rest breaks,
split sessions,
separate
assessment
venues? Do some
students need a
scribe, reader,
personal computer,
oral to audiotape,
audio taped
questions, graphic
presentations,
heavy lined paper?
Identify Essential Learnings
Identify Assessable Elements
What will be assessed?
Purpose of assessment item?
Assessment adjustments for
individual learners
Sequence of Learning
Sequence of Learning
Learning Experiences and Teaching
Strategies
Adjustments for needs of individual learners?
Resources
Orientating, Enhancing, Synthesising
List learning experiences that directly
relate to the identified Ways of Working
and Knowledge and Understanding.
Are the teaching strategies selected to
ensure that the Essential Learnings are
explicitly taught?
Do the learning experiences cater to the
varied needs, abilities, interests and
experiences of students?
If appropriate, identify a framework (eg:
5Es, inquiry approaches) that would help
sequence the unit.
Do the learning experiences engage a
variety of learners in the use of digital
media?
Is the learning provided in a variety of
contexts e.g. small group, independent,
large groups, peer mentoring?
Are a variety of formats used e.g. small
group, 1-1 instruction, hands on?
Orientating, Enhancing, Synthesising
What prior learning is required?
How will the learning experiences be adjusted
to cater for a diverse range of students?
What resources will be required
to support learning in this unit?
What resources will be required
for specific learners to access the
learning process?
What specialist support staff will
assist in the delivery of teaching
and learning activities?
Resources:
QSA – Special Needs: Professional
Development Package
http://www.qsa.qld.edu.au/learning/691.html
DSSU – DSSU Learning Community
http://www.learningplace.com.au/en/dssulc
EQ – General Information on Disabilities
http://education.qld.gov.au/studentservices/lear
ning/disbility/generalinfo
Learning experiences
Embedding of ICTs /Citizenship Framework
Embedding Of ICTS
What range of tools and media will be used
for teaching e.g. interactive whiteboard,
Web Quests, learning objects, websites,
concept mapping, assistive technology?
What types of technologies can be used for
learning and assessment e.g.
Reading Tools – text-to-speech, OCR,
talking books, software that converts text
files to audio;
Writing Tools - organisational software, onscreen word banks, word prediction, voice
recognition, portable word processors or
note takers?
Citizenship Framework
Which of the 5 Citizen roles relate to the
Unit: Healthy, Informed, Creative,
Democratic, Bio?
Which OLO (Overarching Learning
Organisers) are relevant, for example
Understands stewardship for the natural
environment and can take collaborative
action to protect the earth for present and
future generations?
Embedding of ICTS
Use Feedback
USE FEEDBACK
Monitoring Learning and Assessment
Strategies
Adjustments for needs of individual
learners?
Which strategies will be used to provide
feedback to students e.g. formal report
cards and informal; annotated work;
one – on one conferencing; feedback
from others; peer evaluation and selfreflection?
What adjustments are needed for
completion of assessment tasks?
What adjustments are required for
providing feedback to individual
students e.g. audio report, Braille,
video, text-to-speech?
Do all student feedback strategies
enable all students to reflect on the
strengths and weaknesses of their
work?
When is the best time to provide
feedback?
Use feedback