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A School Approach to Designing for Learning Learning Intentions: To know that purposefully designing for learning that is contextually appropriate, strengthens a school’s capacity to create a culture of success To understand how a school might use a Designing for Learning tool to design a learning architecture that achieves consistency and invites collaboration from all stakeholders To be able to identify an entry point for individual schools, and to action plan for implementation

A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

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Page 1: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

A School Approach to Designing for Learning

Learning Intentions:To know that purposefully designing for

learning that is contextually appropriate, strengthens a school’s capacity to create a culture of success

To understand how a school might use a Designing for Learning tool to design a learning architecture that achieves consistency and invites collaboration from all stakeholders

To be able to identify an entry point for individual schools, and to action plan for implementation

Page 2: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Taking Stock of ‘what is’

Individually, or in school teams, use the handout titled ‘Curriculum Analysis Tool’, to describe the current practices of your school, in regards to curriculum design (10 minutes)

Page 3: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

What does the research say?

Marzano’s analysis of school effectiveness research (2003):

Empirical evidence shows that:

• a characteristic of underperforming schools is lack of curriculum documentation

•what is not taught is not learnt – osmosis is not an effective teaching and learning strategy

Page 4: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Marzano identifies five areas of action for the implementation of curriculum:

identify and communicate the content considered essential for all students ensure the essential content can be addressed in the amount of time available for instruction sequence and organise the essential content in such a way that students have ample opportunity to learn it ensure that teachers address the essential content protect the instructional time that is available

Page 5: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

To design fair and equitable learning,

teachers…

Identify desired resultsDetermine acceptable evidence

Plan learning experiences and instruction

Page 6: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Backwards planning‘Backwards Design’ (McTighe and Wiggins)

Identify outcomes Identify

outcomes

Determineevidence

Determineevidence

Plan learningexperiencesPlan learningexperiences

Page 7: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Timperley, Wilson, Barrar, & Fung, 2007

Four important understandings arise from the synthesis of the research on teacher professional learning and development, that has been demonstrated to have a positive impact on valued student outcomes:

Page 8: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Firstly:Notwithstanding the influence of factors such as socio-economic status, home, and community, student learning is strongly influenced by what and how teachers teach

Page 9: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Secondly: Teachers’ decisions …..about lesson content and process are shaped by multiple factors….Such factors include teachers’ knowledge and their beliefs about what is important to teach, how students learn, and how to manage student behaviour

Thirdly: It is important that schools set up conditions that encourage teacher learning

Finally: Professional learning is strongly shaped by the context in which the teacher practises.

Page 10: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

A school approach to curriculum design

Vision for Learning◦Aligns contextual characteristics with the

Educational Goals of the Melbourne Declaration, and with contemporary learning

◦Is shared by all stakeholders; supports a community of practice

Includes the values that underpin the curriculum design

Includes 21st Century Learning competencies

Distributes the ownership of the Values and key Competencies to all learning areas

Page 11: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Principles that underpin the curriculum design

Leadership for Learning◦Curriculum Leadership◦Pedagogy leadership◦Assessment leadership

Teacher professional learninghttp://www.edtalks.org/video/professional-learning-makes-difference-students#.UK1NWeSyBLc

Adobe Acrobat Document

Page 12: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

ReflectionConnect-Extend-ChallengeWhat connections are you able to

make between what has been discussed so far, and what you know/is part of your existing practice?

Have you developed any new understandings as result of what has been presented so far?

How have you been challenged to think with new perspectives, so far?

Page 13: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Curriculum MappingMapping asks teachers to reveal what they

are actually doing in the classroom during the course of the school year, and share it with their colleagues for the purpose of consistency, fairness, and collaboration

Mapping makes curriculum choices authentic. Teachers and Teacher Leaders, use the maps to:◦ identify gaps◦ look for repetitions◦align curriculum to the standards◦develop consistent and agreed practices◦ensure that they are ready for 21 Century

learners

Page 14: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Mapping strengthens teachers’ professional practice

When teachers work on curriculum mapping, they implement the principles of an effective learning environment:◦Collaboration◦Reflection◦Sharing a vision for professional growth◦Focus on student learninghttp://www.youtube.com/watch?v=8etEUVzo2GE

http://www.youtube.com/watch?v=XsUgj9_ltN8

Heidi Hayes Jacobs Kathy Glass

Page 15: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Curriculum Maps Include:The topic to be studiedThe Timeframe available/desirable for

this topic (protecting instructional time)The Standards addressed (what

standards can be grouped?)The Key Skills and knowledge

addressed (what students will know and be able to do)

The Big Ideas (learning beyond this topic and transferable to other areas of the curriculum and to real life)

Page 16: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Curriculum Maps Include….

Enduring Understandings (timeless and general. What students will remember beyond the individual facts. What will help students to transfer the knowledge and make connections)◦For example: Intolerance leads to

deplorable actions which can destroy a community’s sense of compassion and causes people to act immorally

Essential Questions: break down the Enduring Understandings and connect them to the topic for study. They form the basis for the summative task (tiered exit from the learning)

Page 17: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Curriculum Maps Include:

Assessment decisions:◦Formative assessment guides the pedagogical choices; acts as an audit for inclusive and constructivist practices

◦Summative assessment: Tiered common assessment task offering multiple exits from the learningMicrosoft Word

Document

Page 18: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

I Used to Think..., But Now I Think...A routine for reflecting on how and why our thinking has changed

Reflect on the concept of Curriculum mapping◦How might this practice support

student learning?◦How might it strengthen teacher

professional practice and collaboration?

◦What makes you say/think so?

Page 19: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Morning Tea

Please be back in 15 minutes

Page 20: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Unit Design Links Curriculum Maps to Learning

SequencesHelps the collegiate teams to ‘zoom

in’ to the specific topic for studyBegins the ‘Learning by Design’

processAsks team to clarify the summative

assessment task (tiered task)Starts the process of personalising the

learning by considering individual needs and organising for moderation

Microsoft Word Document

Page 21: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

Learning Sequences

Make the learning intentions, the learning process, the learning behaviours, and the assessment clear to all stakeholders

Helps students to:◦ ‘experience’ the new learning◦ equips them with tools and behaviours to learn◦ ‘hooks’ them into the learning◦ provides opportunities to ‘try out’ the new learning

through mini performances of understanding◦ Allows students to evaluate their learning and the

learning of their peers, through reflection and the use of metalanguage

◦ Maximises opportunities for learning through timely and targeted feedback

◦ Provides a tiered exit from the learning

Page 22: A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens

The Five Phases of the Learning Sequence

Phase One◦Set the context for the learning

Phase Two◦ Introduce the new learning in a differentiated

and constructivist wayPhase Three

◦First exit from the learning (applying the new knowledge)

Phase Four◦Second exit from the learning (increase the

complexity of the task. Add an Analysis element)Phase Five

◦Third exit from the learning (students make judgements, create new products/contexts)