Presentation on theme: "How do we align curriculum intent, pedagogy, assessment and reporting?"— Presentation transcript:
1 How do we align curriculum intent, pedagogy, assessment and reporting? On The Same PageHow do we align curriculum intent, pedagogy, assessment and reporting?1
2 Module Overviewelements of an inclusive curriculumstrategies used by effective teachersdeveloping pedagogy to support students with diverse learning needsprinciples of effective and authentic assessment.
6 What is curriculum?Curriculum is all the planned learning that is offered and enacted by a school.Curriculum is much more than a syllabus which outlines what is to be taught.6
7 Curriculum can be thought of as a sequence of elements: What is curriculum?Curriculum can be thought of asa sequence of elements:the intended, enacted, experienced,assessed, and achieved curriculum,each one responsive to the others.7
8 A good curriculum has each of the elements aligned:
9 When is curriculum inclusive? When all students are provided with multiple opportunities to achieve and consolidate the intended curriculum.9
10 Year of Disabled Persons How has inclusion evolved?InstitutionsDevelopment ofSpecial Schools(late 1900s)CategorisationRemediationSupport to fit intoMainstreamSchoolslinking supportto individualstudentsSegregatededucationalsettingsMedicalResponsibilityNon-educableIgnoringSegregatingIntegratingInclusionPart of broaderschoolcommunityFocus on abilitiesrather thandisabilitiesAccommodationsto environment(barriers toparticipation)Professionallearning1860 (Qld)EducationAct1981Inter-nationalYear of Disabled Persons1992DDA2005EducationStandards26 May 2008, Margaret Lynch, Govt of SA, Dept of Education and Student Services
11 How do I recognise quality teaching programs? All students have multiple opportunities to learnLearning experiences are equitable and inclusiveTeaching, learning and assessment is alignedLearning experiences promote depth of understanding; are connected, purposeful and challengingAll students have the opportunity to reach their potential11
12 How do I plan and assess at the class level? By using the P – 12 Curriculum Framework and its Guidelines, the teacher plans within and across their year level, consistent with:the required curriculumEarly Years Curriculum Guidelines for PrepQCAR Essential Learnings and Standards for Year 1 to 9Queensland Studies Authority Senior Syllabuses, nationally endorsed Training Packages and nationally accredited vocational education.the School Curriculum Policy/Planthe School Planning expectations12
13 How do I plan and assess at the class level? by taking into account:knowledge about learnersindividual needs of learnerslearners’ achievement datalearners’ inputschool improvement priorities and targetsA-E reporting policy13
14 What are the capabilities? Cross-disciplinary knowledge that is embedded in the essential learnings requiring students to:know how to work with knowledgedevelop identity and managing selfact in the social and political world
15 How do I plan the Intended Curriculum for all? Select and unpack the required curriculum to be studied (e.g. Essential Learnings)Design the Assessment TaskProvide a Context for Learning15
16 How do I plan the Intended Curriculum for all? Articulate Criteria for Success / Plan the assessment strategiesPlan learning experiencesPlan adjustments for diverse learners16
17 How do inclusive teachers provide relevant learning experiences for all students? These teachers:tend to view all of their students as having individual needs - not just those with a disabilitycapitalise on the strengths and interests of each studentadopt a wide range of strategies that involve whole-school, paired-class, within-class and individual student strategiesroutinely involve colleagues, parents and other students in assisting them to deliver excellent learning experiences.
19 How do inclusive teachers provide relevant learning experiences for all students? These teachers:prefer to assist students to participate in the work of the class rather than to work on individually tailored programs or modified curriculum.‘experiment’, test hunches about what might work and take a reflective and problem-solving approach to their teaching.
20 How do inclusive teachers provide relevant learning experiences for all students? These teachers:plan thoroughly and extensively and use time for essential consultation and collaboration with othershave positive attitudes, high levels of adaptation and fewer barriers to including students with disabilities
21 What are the pedagogical issues? It is useful and prudent for teachers to be knowledgeable of issues associated with particular disabilities:How the child experiences disabilityThe effects and side effects of medicationsHow the disability may more generally affect the student in the classroom.
22 How do we improve the learning outcomes of students with disabilities? • Effective instruction e.g. targeted concepts – to ensure active engagement.• Instruction geared to students’ success.• Systematic introduction of new concepts.• Linking new information to previously learned skills.
23 How do we improve the learning outcomes of students with disabilities? • Providing immediate feedback• Heterogeneous/ flexible grouping arrangements.• Cooperative learning• Peer tutoring
24 How do we improve the learning outcomes of students with disabilities? Naturalistic teaching strategies where existing routines and contexts were used to teach specific skillsFlexible classroom groupings, including small group, whole class and 1:1 instructionProviding practice opportunities
25 Why do we apply adjustments? To assist a student with a disability to participate in learning experiences and assessment tasks on the same basis as other students.What is the purpose of applying adjustments?25
26 When is an adjustment reasonable? When it achieves this purpose while taking into account the student’s learning needs and balancing the interests of all, including those of the student with the disability, the teacher and other students.26
27 Assessment and Reporting In a time of greater student diversity,increased emphasis on standards and accountability challenges teachers to help all students achieve.27
28 What do we need to know about assessment? Assessment tasks should assess what they claim to assessAssessment criteria should be explicit so that the basis for judgments is clear and publicThe literacy and numeracy demands of assessment tasks should be explicitly taught28
29 What do we need to know about assessment? Judgments should be based on a range of evidence (formal and informal)It should provide students with opportunities to demonstrate the extent of learningAssessment should inform planning, teaching and reporting29
30 valid What are the principles of authentic assessment? explicit comprehensiveinform planning and teachinginform reporting30
31 What makes an assessment traditional? Short answersPaperWorkbookPen and pencilEasy to administerQuick, easy gradingSpecific time limitsReflects recall ability
32 What makes an assessment authentic? Application to real life situationsHands-on activitiesMultiple skills in a taskDemonstrations of ability to apply informationOngoing for days, weeks, or throughout a unit of studyReflects growth in a skill or ability
33 What is quality assessment? It is an ongoing process of gathering evidenceIt determines what each student knows, understands, and can doIt ensures learning required of students as indicated in the intended curriculumIt enables students from diverse backgrounds to demonstrate their learning33
34 When is assessment inclusive? When we enable all students to demonstrate the extent and depth of their learning through various modes and technologies.34
35 How do I make assessments inclusive? Understand the term ‘assessment adjustment’Know why, how and when adjustments are madeKnow when an adjustment should not be appliedDetermine appropriate strategies35
36 What is the purpose of applying adjustments? The purpose of applying reasonable adjustments to assessment tasks:to assist a student with a disability to participate in assessment tasks on the same basis as other students.proactive way of ensuring equitable assessment for all studentsremove barriers that prevent students from demonstrating their current knowledge and skills36
37 Who is responsible for making decisions about adjustments? Responsibility for decisions on what is considered to be a reasonable adjustment to a school-based assessment lies with the school.37