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How do we design learning to deepen knowledge and understanding of learning and teaching?
How do we design learning to deepen knowledge and understanding of learning and teaching?
Intended Outcome
Intended Outcome
To explore a process for facilitating planning for conceptual understanding.
As you work through the learning experiences, consider:
- What is your own understanding of the concepts and content?
- What are your questions?
- What do you need to learn more about?
- What will your role be in the learning?
- In what ways will you provoke, guide and support learners to reveal/uncover new learning?
- What is being revealed that you need to address in your own professional learning?
Learning experience 1
Learning experience 1
While watching the video above observe what behaviours, actions and structures you notice that enhance the collaboration of the team.
How does this example of collaboration prompt you to reflect upon the ways in which you collaborate with your team/s in your school setting?
Learning experiences - Planning cycle
Learning experiences - Planning cycle
This planning cycle draws upon Catholic Education Melbourne's Teachers as Designers resource. It is intended as an example for schools. The process unpacked below was initially designed for Mathematics, however it can be transferred across learning areas.
1. Consider the learning - What are my learning intentions?
1. Consider the learning - What are my learning intentions?
Through your knowledge of the learning area being taught, consider the overall intentions for the learning.
- What Professional Reading is appropriate for your team to engage in?
- What are the Curriculum expectations (Above, At, Below) ?
- Content descriptions to determine knowledge, concepts, skills and processes that the students are expected to learn at a specific level
- Proficiencies ( Fluency, Problem Solving, Reasoning, Understanding) to determine how the content descriptions are to be explored or developed
- What are the Key Ideas that underpin the curriculum?
- What are some Common Student Misconceptions identified through research or teacher experience?
- What is the key Terminology related to this content area?
- What are the Important Connections to within the learning area and other learning areas and capabilities of the curriculum?
- What are the Learning Intentions for this content area?
- What is the Success Criteria for this unit?
Reflection Questions
Horizons of Hope – Design Elements
- Inclusivity
- How do we design learning for a diverse range of students?
- How do we differentiate our success criteria to allow all students to experience success?
- Standards
- What is essential for our learners to know, understand, be and do?
- What does the formal curriculum offer?
- Accountability
- How are we making our learning designs available to colleagues, students, parents?
- How are we ensuring that we are delivering the entitled curriculum?
- Learning Partnerships
- How do we communicate our learning intentions to parents?
- How are we providing opportunities for teachers to share their work across levels?
- Connectivity
- How connected is our learning to other concepts in our learning area?
- How have we made explicit the links across other areas of the curriculum?
- Learning Progression
- How have we considered what the progression of learning looks like for this concept?
2: Consider my learners - What prior learning has taken place?
2: Consider my learners - What prior learning has taken place?
From evidence of learning, feedback from learners and conversations with families and colleagues, what do you know about your learners that will enable you to effectively consider the following questions.
- Which pre-assessment opportunities could reveal student understanding of the key ideas?
- How will we ensure pre-assessment addresses possible misconceptions?
- What knowledge of students’ learning do we already have?
- How are we collating, synthesising and analysing the data in meaningful ways?
- What are the ways in which we can track and monitor progress of the learner?
- What are the learning levels and needs of our learners as identified from the data?
Reflection Questions
Horizons of Hope – Design Elements
- Inclusivity
- How does the pre-assessment allow for multiple entry points?
- Learning Narratives
- How have we taken into account:
- our students’ attitudes to the learning area?
- our students’ prior learning experiences?
- How have we taken into account:
3: Consider Pedagogical Choices and Experiences for Learners - How do we best plan for the students’ development of conceptual understanding?
3: Consider Pedagogical Choices and Experiences for Learners - How do we best plan for the students’ development of conceptual understanding?
Consider where your learners are now in relation to the intended learning and how this influences the experiences you shape for and with them.
- How can we sequence the learning intentions and success criteria in a meaningful way?
- Which learning experience will best address the learning intentions and success criteria?
- How can we differentiate the learning experiences to meet the needs of all learners? e.g. enabling and extending prompts
- How will we facilitate purposeful conversations with students about their thinking, reasoning and questions?
- What are the most effective questions that would prompt or probe student thinking?
- How can we organise the students and the learning environment to ensure the best possible learning for all?
- How have we structured each lesson to ensure the best possible learning for all?
Reflection Questions
Horizons of Hope – Design Elements
- Inclusivity
- How are we differentiating to meet the needs of all learners?
- Social
- Emotional
- Academic
- Physical
- Spiritual
- How do our pedagogical approaches privilege a Catholic understanding of the human person?
- How are we differentiating to meet the needs of all learners?
- Pedagogy
- What are the ways our learning spaces can support the best possible learning for all students?
- How effective are our pedagogical choices in providing deep learning opportunities for all learners?
- Learning Partnerships
- Where are the opportunities to:
- involve our community in authentic learning?
- collaborate with students when developing our learning experiences?
- activate students as learning resources for one another?
- Where are the opportunities to:
4: Consider Evidence of Learning - What learning is/has taken place?
4: Consider Evidence of Learning - What learning is/has taken place?
Consider the assessment and evidence gathering that will be undertaken to authentically assess what matters and how this will be made explicit to learners.
- What assessment of student learning could be used to inform the need to modify the teaching plan?
- How will we use ongoing conversations with students to ascertain understanding?
- How do we gather, analyse and interpret evidence of growth and progress of:
- Content?
- Skills?
- Dispositions?
- How do we provide feedback in order to move the learning forward:
- Teacher to Student?
- Student to Teacher?
- Student to Student?
Reflection Questions
Horizons of Hope – Design Elements
- Accountability
- How have we provided feedback to students?
- How are we reporting to the standards?
- Assessment
- How are we using assessment tools to measure growth and progress?
- Learning progression
- How are we using ongoing recording processes to identify student learning?
- Pedagogy
- How are we providing opportunities for students to make learning visible?
- Learning Partnerships
- How are we remaining in conversation with families about engagement and progress?
5. Consider and Reflect - What worked? What modifications are needed? Suggestions for next time?
5. Consider and Reflect - What worked? What modifications are needed? Suggestions for next time?
Consider the learning that took place and the impact of your practice.
- How are we evaluating the impact of the unit in developing conceptual understanding and meeting student needs?
- How do we use evidence of student learning (content, skills, dispositions) to evaluate the effectiveness of teaching practice and pedagogical choices?
- How will we gather and use feedback from students to evaluate the effectiveness of teaching practice and pedagogical choices?
- What modifications would we make to this unit of work in light of the evaluation?
- What are the implications for the planning of future units?
Reflection Questions
Horizons of Hope – Design Elements
- Pedagogy
- How did our pedagogical approaches transform learning designs into meaningful experiences for students?
- How effective were our pedagogical approaches for our learners?
- Assessment
- What changes would we make to the unit to improve the growth and progress of all learners?
- Standards
- How has our knowledge of the curriculum deepened throughout this process?
Learning Experience 3 - Reflection
Learning Experience 3 - Reflection
- In light of this presentation of a facilitated planning process, what changes, if any, do you intend to implement in your school setting?
- If you were to implement these changes, what would you expect to achieve?
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