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

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)

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

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

To design fair and equitable learning, teachers… Identify desired results Determine acceptable evidence Plan learning experiences and instruction

Backwards planning ‘Backwards Design’ (McTighe and Wiggins) Identify outcomes Determine evidence Plan learning experiences

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:

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

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.

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 21 st Century Learning competencies Distributes the ownership of the Values and key Competencies to all learning areas

Principles that underpin the curriculum design Leadership for Learning ◦ Curriculum Leadership ◦ Pedagogy leadership ◦ Assessment leadership Teacher professional learning

Reflection Connect-Extend-Challenge What 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?

Curriculum Mapping Mapping 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

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 learning Heidi Hayes JacobsKathy Glass

Curriculum Maps Include: The topic to be studied The 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)

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)

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 learning

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?

Morning Tea Please be back in 15 minutes

Unit Design Links Curriculum Maps to Learning Sequences Helps the collegiate teams to ‘zoom in’ to the specific topic for study Begins the ‘Learning by Design’ process Asks team to clarify the summative assessment task (tiered task) Starts the process of personalising the learning by considering individual needs and organising for moderation

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

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 way Phase 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)