Developing a shared understanding of Curriculum Aligning curriculum, pedagogy and assessment to impr

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• Developing a shared understanding of Curriculum
  (Aligning curriculum, pedagogy and assessment to
  improve learning)
• Professional Learning Presentation

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AIMS OF PRESENTATION

• To provide a context for developing a shared
  understanding of planning, programming and
  assessing using the SACSA Framework as a strategy
  for developing consistency of teacher judgement
• To illustrate several different starting points
  for planning and programming
• To provide participants with some possible
  processes that can be used for planning,
  programming and assessing using the SACSA
  Framework
• To unpack the SACSA Key Ideas and Outcomes by
  identifying the verbs (doing component) and
  nouns (knowing component) in each one
• To provide opportunity for discussion about
  planning, programming and assessing using the
  SACSA Framework
• To provide opportunity for discussion about the
  Essential Learnings and pedagogy
• To use the backward design process for aligning
  teaching and learning activities and assessment
  tasks with the SACSA Outcomes and Standards.

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Consistency of teacher judgement
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WHAT IS CONSISTENCY OF TEACHER JUDGEMENT?
A consistent judgement is the coherent
application of a common standard, such that
judgements hold true over time on both individual
and collective levels. Consistency occurs when a
teachers judgements accord with          those
previously made for individual students         
those made for all other students in a range of
contexts          those judgements made by other
teachers for all
students. Consistency of teacher judgement A
training and development CD-ROM for teachers,
2000, Commonwealth of Australia  
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WHY IS CONSISTENCY OF TEACHER JUDGEMENT IMPORTANT?
We do not all see the world the same way.
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WHAT ARE SOME STRATEGIES THAT SUPPORT CONSISTENCY
OF TEACHER JUDGEMENT?

• planning together
• developing common criteria for the achievement of
  curriculum Standards (eg a rubric)
• using a common assessment task across classes
• comparing samples of student work against
  criteria for achievement of SACSA Standards (eg
  using a collaborative moderation protocol)
• discussing annotated work samples
• comparing students work samples generated
  through teaching and learning activities with
  annotated work samples
• developing shared understandings about the
  developmental sequence of learning described in
  the curriculum
• sharing understandings about assessment
• discussing quality professional learning
  resources.

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A STRATEGY FOR IMPROVING CONSISTENCY OF TEACHER
JUDGEMENT DEVELOPING A SHARED UNDERSTANDING OF
THE SACSA KEY IDEAS AND OUTCOMES
Planning, programming and assessing using the
SACSA Framework
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• Important considerations
• all processes begin with discussion and
  negotiation with learners
• there is no one right way
• this is a complex process (because so is
  learning)
• participants need to have a basic knowledge of
  the curriculum
• everyone needs to participate to improve
  consistency of teacher judgement

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What are the elements of any planning,
programming and assessing process? Discuss
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• Different possible starting points
• An Essential Learning
• Big concept/fertile question/Essential question
• SACSA Key Idea Outcome
• Learning Area

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Within one Learning Area Key Idea
ST 3 OUTCOME
ST 4 OUTCOME
ST 5 OUTCOME
KEY IDEA
assessment processes
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Across Learning Areas
assessment processes
OUTCOME
KEY IDEA KEY IDEA KEY IDEA

OUTCOME
OUTCOME
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Strand
assessment processes
OUTCOMES 1.1, 2.1, 3.1
KEY IDEA KEY IDEA KEY IDEA
OUTCOMES 1.2, 2.2, 3.2
OUTCOMES 1.3, 2.3, 3.3
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OUTCOME
Learning Area
assessment processes
OUTCOME
KEY IDEA KEY IDEA KEY IDEA KEY IDEA KEY
IDEA KEY IDEA
OUTCOME
OUTCOME
OUTCOME
OUTCOME
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A STRATEGY FOR IMPROVING CONSISTENCY OF TEACHER
JUDGEMENT COLLABORATIVE PLANNING
1. One Key Idea and Outcome
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Informed by the backward design work of Wiggins
and McTighe (1998)
http//www.ubdexchange.org/resources/news-articles
/backward.html
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Wiggins McTighe (1998)
Identify desired results
Determine acceptable evidence
Plan learning experiences activities
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A STRATEGY FOR IMPROVING CONSISTENCY OF TEACHER
JUDGEMENT DEVELOPING SHARED UNDERSTANDINGS OF
THE SACSA KEY IDEAS AND OUTCOMES (continued)
Understanding the genre of the SACSA Framework
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What does a good objective or outcome look like?

• Wiggins (1998) suggests that well-stated learning
  expectations should include three components
• a doing component (what activity or process is
  involved?)
• a knowledge component (what is the content?)
• the criteria for satisfactory performance (what
  distinguishes those who understand from those
  who do not?)

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Genre of the SACSA
How well? Outcomes are standardized every 2
years
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Knowing

• Essential Learnings
• Enterprise Vocational Education
• Equity Perspectives

eg, grammar, energy, spelling, equations,
nutrition, historical events
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Doing

• participates
• researches
• demonstrates

• analyses
• synthesizes

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How well?
How well? Outcomes are standardized every 2
years
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Mathematics Key Idea Students refine their
concepts of measurable attributes and units of
comparison. They choose the most appropriate
attributes and units to quantify 2-D figures, 3-D
solids and time for a wide variety of purposes,
and are able to justify their choices to others.
skill or process
knowledge or content
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Mathematics Outcome 2.4 Chooses, estimates and
uses metric units to measure attributes of
figures and objects orders events or cycles of
events estimates the duration and time of
events constructs and uses measuring tools,
explains that all measurement is approximate and
that some tools increase their precision.
skill or process
knowledge
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Mathematics Outcome 2.4
Verbs
Nouns/ Noun phrases
Chooses, estimates and uses
Metric units
attributes of figures and objects
Measures
events or cycles of events
Orders
the duration and time of events
Estimates
measuring tools
Constructs and uses
all measurement is approximate
Explains
some tools increase their precision
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Mathematics Outcome 2.4
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In groups of 3-4, choose a SACSA Outcome and
determine which are the knowledge bits and
which are the doing bits
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A STRATEGY FOR IMPROVING CONSISTENCY OF TEACHER
JUDGEMENT COLLABORATIVE PLANNING (continued)
Designing for learning
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In your groups, with your chosen SACSA Outcome
determine the difference in the knowledge and
doing bits over 3 Standards
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• The 3 Es in SACSA
• Equity Cross-curriculum Perspectives
• Enterprise and Vocational Education
• Essential Learnings

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Which of the 3Es would be the most appropriate to
explicitly and deliberately develop through your
Key Idea and Outcome?
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• The 3 Es in SACSA What are our responsibilities
  as educators?
• understand
• incorporate
• acknowledge

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Mathematics Outcome 2.4 Student chooses,
estimates and uses metric units to measure
attributes of figures and objects orders events
or cycles of events estimates the duration and
time of events constructs and uses measuring
tools, explains that all measurement is
approximate and that some tools increase their
precision.
Which Essential Learning would be the most
sensible to explicitly and deliberately develop
through this Key Idea and Outcome?
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• Essential Learning
• Thinking
• Capabilities to critically evaluate, plan and
  generate ideas and solutions
• This includes
• Using a wide range of thinking modes

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Wiggins McTighe (1998)
Identify desired results
Determine acceptable evidence
Plan learning experiences activities
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Desired results
What knowledge, skills, understandings and
dispositions do you want to see?
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What if the task was to research events to be
held on sports day, design the layout of the
oval/sports field for each event, and determine
the best timetable for the day? What knowledge,
skills, understandings and dispositions might
students have the opportunity to demonstrate?
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What if the task was to design a playground for
the junior primary area? What knowledge, skills,
understandings and dispositions might students
have the opportunity to demonstrate?
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How might this be demonstrated?
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Acceptable evidence
So, therefore, what is acceptable evidence and
how might it be collected?
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Learning activities
So, therefore, what activities, experiences,
teaching sessions might you need to design to
enable the students to provide relevant and
acceptable evidence?
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Pedagogy
So, therefore, what might you see happening in
the classroom (or beyond)?
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• In your groups, re-look at your Outcome and
  discuss
• desired results
• acceptable evidence
• possible learning activities

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2. Big concept
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• Scenario
• Year 5/6 class
• Country school
• Community focus on agriculture mixed farming (ie
  crops, animals)
• Class discussion about genetic modification of
  canola

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Big concept The circle of life
Essential/fertile question Can humans interfere
in the life cycles of living creatures without
causing harm? .. an overarching question or set
of questions to help frame the unit for the
students and is usually related to the big
ideas that the unit deals with Yoram Harpaz
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The circle of life
Possible concepts life cycles reproductive
systems genetic engineering bio-control
assisted reproductive technology environmental,
social and economic effects ecological systems
interdependence ecological sustainability
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• Essential Learning Interdependence
• A sense of being connected to their world
• This includes
• Understanding what is needed for sustainable
  social and physical environments

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• Key Ideas and Outcomes
• Intended Outcomes
• Science 3.6
• English 3.3 and 3.6
• Provide evidence towards
• Science 3.5
• HPE 3.4

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Science 3.6
Science 3.5
English 3.6
Can humans interfere in the life cycles of living
systems without causing harm?
English 3.3
HPE 3.4
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Desired results
What knowledge, skills, understandings and
dispositions do you want to see?
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How might this be demonstrated?
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Acceptable evidence
So, therefore, what is acceptable evidence and
how might it be collected?
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Learning activities
So, how do you organise the learning experiences
and activities (program)? What pedagogy would you
see in action to have engaged students?
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• Discuss handout

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Planning learning assessment
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Source Education Queensland 2005
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Assigning a Standard
Collate and consider the learning evidence that
you have collected and observed, over time and in
a range of contexts. Make a judgement about the
Standard that the student has achieved for that
Learning Area.
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3. A Learning Area
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• Scenario
• Year 1/2 class
• Whole school literacy program, including literacy
  block
• Including guided reading

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Learning Area English Band Early Years Strand
Texts and contexts Mode/s Reading viewing Key
Idea Children recognise the range of experiences
and views shared by people as they read, view and
critically interpret different visual and written
texts containing familiar and new content,
language and text structures.
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Essential Learning Communication Learners
develop capabilities to critically reflect on and
shape the present and future through powerful
uses of literacy. In this example, the focus is
on the development of literacy, and in
particular, reading skills .
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English Outcome 1.3
skills
Reads and views a range of texts containing
familiar topics and language and predictable text
structures and illustrations and recognises the
way that texts are constructed to represent real
and imaginary experiences.
knowledge
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During the guided reading session, focusing on
skills
Reads and views a range of texts containing
familiar topics and language and predictable text
structures and illustrations.
knowledge
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What desired results do you want, in relation to
Reads a range of texts containing familiar
topics and language and predictable text
structures and illustrations
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In a guided reading session, what acceptable
evidence might you look for, in relation to
Reads a range of texts containing familiar
topics and language and predictable text
structures and illustrations
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What do you have to consider when conducting your
guided reading session? Reads a range of texts
containing familiar topics and language and
predictable text structures and illustrations
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Do you have enough evidence to make a judgement
about the achievement of SACSA English Outcome
1.3?
Reads and views a range of texts containing
familiar topics and language and predictable text
structures and illustrations and recognises the
way that texts are constructed to represent real
and imaginary experiences.
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Evidence cycle
DRAFT
Gather other evidence
English Outcome 1.3
Professional judgement
Rich teaching and learning activities around big
concept
Gather evidence
Focus on EL Communication Literacy numeracy
Specific code breaking skills
Literacy block
4 resources of a literate person Freebody Luke
Guided reading
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The end!