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How do we align curriculum intent, pedagogy, assessment and reporting?

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curriculum intent, pedagogy, ... What is curriculum alignment? What is curriculum? Curriculum is all the planned learning that is offered and enacted by a school. – PowerPoint PPT presentation

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Title: How do we align curriculum intent, pedagogy, assessment and reporting?


1
How do we align curriculum intent, pedagogy,
assessment and reporting?
On The Same Page
2
Module Overview
  • elements of an inclusive curriculum
  • strategies used by effective teachers
  • developing pedagogy to support students with
    diverse learning needs
  • principles of effective and authentic assessment.

3
Inclusion
4
How do I maximise learning for every student?
  • Share a statewide commitment to maximising
    learning for all students
  • Understand that planning, pedagogy, assessment
    and reporting are vital components

5
What is curriculum alignment?
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.

7
What is curriculum?
  • Curriculum can be thought of as
  • a sequence of elements
  • the intended, enacted, experienced,
  • assessed, and achieved curriculum,
  • each one responsive to the others.

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.

10
How has inclusion evolved?
1860 (Qld) Education Act
1981 Inter- national Year of Disabled Persons
1992 DDA 2005 Education Standards
26 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 learn
  • Learning experiences are equitable and inclusive
  • Teaching, learning and assessment is aligned
  • Learning experiences promote depth of
    understanding are connected, purposeful and
    challenging
  • All students have the opportunity to reach their
    potential

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 curriculum
  • Early Years Curriculum Guidelines for Prep
  • QCAR Essential Learnings and Standards for Year 1
    to 9
  • Queensland Studies Authority Senior Syllabuses,
    nationally endorsed Training Packages and
    nationally accredited vocational education.
  • the School Curriculum Policy/Plan
  • the School Planning expectations

13
How do I plan and assess at the class level?
  • by taking into account
  • knowledge about learners
  • individual needs of learners
  • learners achievement data
  • learners input
  • school improvement priorities and targets
  • A-E reporting policy

14
What are the capabilities?
  • Cross-disciplinary knowledge that is embedded in
    the essential learnings requiring students to
  • know how to work with knowledge
  • develop identity and managing self
  • act 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 Task
  • Provide a Context for Learning

16
How do I plan the Intended Curriculum for all?
  • Articulate Criteria for Success / Plan the
    assessment strategies
  • Plan learning experiences
  • Plan adjustments for diverse learners

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
    disability
  • capitalise on the strengths and interests of each
    student
  • adopt a wide range of strategies that involve
    whole-school, paired-class, within-class and
    individual student strategies
  • routinely involve colleagues, parents and other
    students in assisting them to deliver excellent
    learning experiences.

18
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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
    others
  • have 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 disability
  • The effects and side effects of medications
  • How 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
    skills
  • Flexible classroom groupings, including small
    group, whole class and 11 instruction
  • Providing 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?

26
When is an adjustment reasonable?
  • When it achieves this purpose while taking into
    account the students learning needs and
    balancing the interests of all, including those
    of the student with the disability, the teacher
    and other students.

27
Assessment and Reporting
In a time of greater student diversity,
increased emphasis on standards and
accountability challenges teachers to help all
students achieve.
28
What do we need to know about assessment?
  • Assessment tasks should assess what they claim to
    assess
  • Assessment criteria should be explicit so that
    the basis for judgments is clear and public
  • The literacy and numeracy demands of assessment
    tasks should be explicitly taught

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 learning
  • Assessment should inform planning, teaching and
    reporting

30
What are the principles of authentic assessment?
  • valid
  • explicit
  • comprehensive
  • inform planning and teaching
  • inform reporting

31
What makes an assessment traditional?
  • Short answers
  • Paper
  • Workbook
  • Pen and pencil
  • Easy to administer
  • Quick, easy grading
  • Specific time limits
  • Reflects recall ability

32
What makes an assessment authentic?
  • Application to real life situations
  • Hands-on activities
  • Multiple skills in a task
  • Demonstrations of ability to apply information
  • Ongoing for days, weeks, or throughout a unit of
    study
  • Reflects growth in a skill or ability

33
What is quality assessment?
  • It is an ongoing process of gathering evidence
  • It determines what each student knows,
    understands, and can do
  • It ensures learning required of students as
    indicated in the intended curriculum
  • It enables students from diverse backgrounds to
    demonstrate their learning

34
When is assessment inclusive?
When we enable all students to demonstrate the
extent and depth of their learning through
various modes and technologies.
35
How do I make assessments inclusive?
  • Understand the term assessment adjustment
  • Know why, how and when adjustments are made
  • Know when an adjustment should not be applied
  • Determine appropriate strategies

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 students
  • remove barriers that prevent students from
    demonstrating their current knowledge and skills

37
Who is responsible for making decisionsabout
adjustments?
  • Responsibility for decisions on what is
    considered to be a reasonable adjustment to a
    school-based assessment lies with the school.
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