learning design using the renewed nt curriculum framework

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.auDEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au

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Learning Design using the renewed NT Curriculum Framework April 2008

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au

Contents of this video

1. Intended outcomes of piloting

2. Gathering baseline data of perceptions

3. Why change the current NT Curriculum Framework

4. The renewed NT Curriculum Framework model and features

5. Contextualising the renewed NTCF in DEET initiatives through the Teachers Story

6. Overview to the Learning Design Model


1. Intended Outcomes of Piloting

Know and understand• Similarities and differences between current and renewed NT Curriculum

Framework • Similarities and differences between learning design process and current

processes • What aspects of both documents enable better learning design and

assessment

Be able to use the learning design process to develop a learning sequence or program with a focus on:

• Using the renewed NT Curriculum Framework to identify what learners need to learn

• Using the renewed NT Curriculum Framework to describe how you will know learners have demonstrated the targeted / expected outcomes

• Using the NT Curriculum Framework to make judgments about the learning achievements

• Provide content, structure, perception and level of use feedback to Expert Focus Groups


2. Gathering baseline data of our perceptions and use of the NTCF

Stages of Concern question

Stages of Concern continua

Using the data to inform professional learning needs


Gathering baseline data: What are our perceptions?

“A concern is a perception, idea, thought or feeling and can be

positive or negative”


What are your concerns?

On separate pieces of paper or in an email with headers for each question, please answer the following questions and send your responses to [email protected]

Level 3: When you think about planning using the current NTCF what are your concerns?

Level 4: When you think about assessing using the current NTCF what are your concerns?

Both Level 3 and 4 : When you think about designing for learning using the renewed NTCF what are your concerns?


Speaking Notes Slide 3 and 5

• Concerns will be coded in relation to the Stages of Concern continuum in the Concerns Based Adoption Model

• The Stages of Concern information will give pilot coordinators information about the nature of professional support you and teachers in general will need in implementing the new NTCF

• You will be asked to share your concerns throughout the pilot– Prior to using the new NTCF materials– Immediately following use of the NTCF materials for planning

and/ or assessing – At the end of the piloting period

• Individuals and schools can receive information regarding the nature of concerns throughout the pilot

Awareness Information Personal Management Consequence Collaboration Refocusing


Identifying Stages of Concern

Stages of Concern Expressions of Concern

Stage 6: Refocusing I have some ideas about something that would work even better.

Stage 5: Collaboration I am concerned about relating what I am doing with what my co-workers are doing.

Stage 4: Consequence How is my use affecting clients?

Stage 3: Management I seem to be spending all of my time getting materials ready.

Stage 2: Personal How will using it affect me?

Stage 1: Informational I would like to know more about it.

Stage 0: Awareness I am not concerned about it.

IM

PA

CT

TASK

SELF

Hall & Hord, p. 63


Speaking Notes Why renew

NT Teachers• Feedback from teachers 2000 – present indicates that:

– Outcomes and indicators are too broad and general– Too much flexibility in content– Indicators are combination of examples, activities, mini-outcomes– Difficult to use to make judgments about student evidence of learning, does not build

consistency of judgment – Teachers new to NT need considerable orientation to use the document for purpose

intended– Outcomes often selected based on where year level expected to be not where students

demonstrating at • NT Board of Studies

– Asked for a review of the NTCF 5 years after implementation which started in 2001• Federal Government

– NT signed commitment to embed National Statements of Learning English, Mathematics, Science, ICT and Civics & Citizenship into curriculum

– National Curriculum and National Assessment Program needs to be reflected in documents and documents used to contribute to these reforms


3. Why change the current NTCF?

NT Teachers– Feedback from teachers

NT Board of Studies– Review needed 2006

Federal Government – Agreement 2006-2007 National Statements of Learning

– Respond to National curriculum and assessment agenda


4. The Renewed NT Curriculum Framework Model

and Features


Speaking Notes Teaching and Learning Mirror

• The current NTCF describes what students need to learn through Outcomes and Indicators

• The renewed NTCF describes 1) what students need to learn through Learning Progress Maps and 2) support for teachers to enable this learning through Assessment Guidelines and Teaching Map

• It aims to create a teaching and learning mirror - informing learning design AND making judgments about learning

• Whilst the hard copy pilot materials do not adequately show this mirror the online environment being developed will allow for these documents to be interconnected


What is the renewed NTCF Model?

Teaching Support

Materials Inform learning design

•Links to current Layer 2 resources in Explore NT•Recommended published resources and Web 2.0 resources

Learning Progress Map for Strands

•Design for Learning packages that scaffold design for multilevel classes•Elaborations that scope and sequence knowledge•Feedback required on need for further scope and sequence documents for school/ team level planning

Make consistent judgments of student learning

•Outcomes

•Key Learnings

•Elaborations with linked Moderated Evidence of Learning

Assessment

Guidelines

•Moderated evidence of learning•Common assessment tasks•Moderation processes


Speaking Notes – NTCF Structure

• Outcomes– Describe the integrated learning at the strand level

• Key Learnings– these are the content standards and describe what we expect to see

when a collection of student evidence demonstrates the Solid level of performance.

– It is essential to see all these descriptors. – It is intended they will help teachers in making more consistent

judgments– If learners are not demonstrating these they are either demonstrating at

a lower level or emerging at this level. If learners are demonstrating more than this they are demonstrating at the next level or a comprehensive demonstration

• Elaborations– these have been scoped and sequenced using a cognitive development

model called the Structure of Observed Learning Outcome– They further describe the essential components of the Outcomes


Features of the Learning Progress Map

Features PurposeOutcome •Monitoring progress

through the Learning Progress Map Integrated learning demonstration expected at the

Strand level

Key Learnings •Make consistent judgments about student evidence of learning over time (approx 2 years)

Describes the solid performance level at each Key Growth Point and Band for each Strand

Elaborations •Scope and Sequence essential knowledge •Annotate evidence of learning for making consistent judgments

•Descriptors organised into what learner need to know and understand and what learners need to demonstrate •Organised using elements

•Moderated evidence of learning at each Band Solid level of performance, Emerging and Comprehensive demonstrations where possible


Speaking notes

• Insert Science as Inquiry Learning Progress Map and repeat messages about features

• Insert Learning Technologies Learning Progress Map and repeat messages about features


5. Contextualising the NT Curriculum Framework within DEET and NT Board of Studies

Initiatives


Speaking Notes Teachers Story

• This table is the teachers story. Like all good stories has chapters with each chapter linking the one previous and the one following. The first chapter identifies the ‘complication’ or issue / problem or area for your investigation as a piloter. For example, will the renewed NTCF help me better plan lessons to improve students writing. You will measure this by looking at student work (Chapter 2 and 3) and communicate these findings to colleagues, piloting team, and students (Chapter 4)

• The table also shows that the renewed NT Curriculum Framework is one of three system initiatives for supporting teachers to plan and assess learning. These initiatives aim to bring together Curriculum (NTCF), Pedagogy (T&LF) and Assessment (A& R policy) a necessary element of a system that improves student outcomes.

• As a piloter you will be working across these chapters of the teachers story depending on the level at which you are piloting:

• At this point I ask you to think about your area for investigation in this pilot. – Level 3 only – Teaching and Learning, Gathering Evidence– Level 4 only – Gathering Evidence, Judging– Level 3 and 4 – all chapters


Proposed curriculum policy story

Teaching and Learning

Gathering Evidence

Judging and Recording Evidence

Feedback and Reporting

Renewed NT Curriculum Framework

Assessment and Reporting Policy

(under development) Using principles of assessment to guide choice of methods and design of assessment Of, As and For learning

Making on balance judgments using

- NTCF Key Learnings-Moderated samples-Collegial moderation

Recording and monitoring student learning, eg CeTool

Reporting student learning including A to E reporting

Using an evidence based model to provide feedback to learners

NT Teaching and Learning FrameworkIncludes the Learning Design Model that incorporates the 8 Learning Management

Questions and NT Learning Dimensions


6. Learning Design Model

8 Learning Management Questions


The Teachers Learning Design Story using the 8 Learning Management Questions


Gathering Evidence

Judging and Recording


What do learners already know?

How will we know learners have demonstrated the learning outcomes?


How will I inform learner and others of the learner’s progress and achievements?

What do learners need and want to be?

What resources are needed and available? Who will do what?

What will constitute the learning journey?

How best do learners learn?


Learning Design Process: 8 Learning Management Questions(Smith,Lynch and Knight,2007)


Where do learners need and want to

be?


What resources are at my disposal?

What is the context for learning?

What constitutes the learning journey?

Who will do what?

How will we check to see the learner has achieved the

learning outcomes?

How will learners and others be informed of the

progress?


Learning Management Questions – Aligning curriculum, pedagogy and assessment

NT Curriculum Framework

(T – 10)

NT DEET Teaching and

Learning Framework

(T-12)

Assessment and Reporting

Policy and Guidelines


How will I inform the

learner of their progress?


How will we check to see learners have achieved learning outcomes?

Where do learners need and want to be?

What does the learning journey look like? What is the best context for learning?

How best do learners learn this content?


7. Features of the Teaching and Assessment Support Materials

Science as InquiryEnglish Writing

Mathematics Spatial SenseLearning Technologies: Communicating through

Publishing, Performing, Producing


Speaking Notes Teaching and Learning Mirror Features

• The following slides show what this teaching and learning map model looks like through actual materials

• Slide – Science as Inquiry• Slide – English Writing• Slide – Maths Spatial Sense

– Learning progress map – go to actual doc to show how this is one part of NTCF with other being KGP/Band per page

– Teaching Support Materials – published and locally developed eg Design for Learning

– Assessment Support Materials – evidence of learning samples, published rubrics, eg NAPLAN

• Slide – an explanation of Design for Learning Materials • Slide - links to Explore NT products• Slide – links to NT teacher developed scope and sequence documents• Slide – links to published scope and sequence document

– Invite science piloters to give feedback on benefits of these


What is the renewed NTCF Model?

Teaching Support

Materials Inform learning design

•Links to current Layer 2 resources in Explore NT•Recommended published resources and Web 2.0 resources

Learning Progress Map for Strands

•Design for Learning packages that scaffold design for multilevel classes•Elaborations that scope and sequence knowledge•Feedback required on need for further scope and sequence documents for school/ team level planning

Make consistent judgments of student learning

•Outcomes•Key Learnings

•Elaborations with linked Moderated Evidence of Learning

Assessment

Guidelines

•Moderated evidence of learning•Common assessment tasks•Moderation processes


Example of Pilot Materials Science As Inquiry

Learning Progress Map

Strand: Science As Inquiry

Teaching Support Materials

Assessment Support


Example of Pilot Materials English Writing


Writing Teaching Support

Materials Assessment

Support


Example of Pilot Materials Mathematics Spatial Sense


Strand: Spatial Sense


Assessment Support Van Hiele Levels

0 Visualisation

(Approx KGP levels toBand 1)

1 Analysis/Description(Approx Bands 1 – 2)

2 Abstraction

Informal Deduction(Approx Bands 3 – 4)

3 Deduction

Formal Logic(Approx Bands 4 - 5)

4Rigor / Principles

(Band 5+ / University student)


Example of Pilot Materials Learning Technologies – Communication through Publishing, Performing, Producing

Learning Progress Map Element: Learners consider audience and purpose when designing and producing a multimedia presentation or performance.


Assessment Support

Learning Federation

Learning ObjectsExplore NT or

www.curriculum.edu.au


Teacher Support Materials:Design For Learning packages

Purpose:

Guide for designing for learning for multilevel classes

Contents:

•Assessment task

•Marking Guide / Rubric

•Samples of student evidence of learning

•Use of 8 Learning Management Questions to scaffold teachers to design to improve learning

Audience:Teachers who want a ‘design’ guide


Teaching Support Materials: From Explore NT

Published resources NT teacher developed resources linked to NTCF

NT teacher developed programs


Teaching Support Materials: For School / Team Level Planning

English Writing Examples

Grammar scope and sequence

Word Study Scope and Sequence


Teaching Support Materials: For School / Team/ Faculty Level Planning

A scope and sequence of conceptual development in relation to understanding states of matter in Science Natural Processed Materials Strand.DET Victoria, Victorian Essential Learning Standards

www.education.vic.gov.au/studentlearning/teachingresources/science


Teaching Support Materials: Web 2.0

Links to useful websites that expand on content e.g. Science www.environorth.org.au

www.primaryconnections.edu.au

Links to Learning Federation Learning Objects e.g Science www.curriculum.edu.au

Link to interactive online spaces • Wikis• Blogs• Teacher TV• Teacher Tube


Contacts

General / Learning Design Model / Planning for Learning/ Stages of Concern responses

[email protected] 89994355 [email protected] 8999 [email protected]@nt.gov.auScience [email protected] [email protected]


8. Understanding and using the 8 Learning Management

Questions to design for learning


Current planning for learning cycle

Current NTCF planning and assessment cycle

What is your personal planning and programming cycle?

•Starting point

•Questions you ask and answer

•What you record


8 Learning Management Questions – a process for designing for learning


What do learners need and want to

be?


What resources are at my disposal?

What is the context for learning?

What constitutes the learning journey?

Who will do what?

How will we check to see the learner has achieved the

learning outcomes?

How will learners and others be informed of the learner’s

progress?


Comparing Learning Design experiences

Current Model

Differences

Similarities between my model and the 8 Learning Management

Questions

Learning Design Process

Differences


Getting started

What’s your starting point for this learning sequence or program?

• Student evidence of learning or student reports

• Student interest, question

• Context opportunity, eg school or community event, NAP testing, a competition

• School curriculum map

• Teacher identified need



Data Sources available What I have

What I need

NTCF Reports DEET Schools•CeTool Analysis Table in Planning Module•BIC Reports 1.2b, 3.1b, 3.2b, 3.3b

MAP Reports 2007

•Writing Item Analysis Report•Writing Raw Score Report •Student Achievement Report

Classroom evidence of learning

•Student evidence of learning•Classroom / school tests •Teacher observations and interviews



Learners knowledge strengths

Learners knowledge needs and gaps


Where do learners need and want to be?

Prior

Learning Outcomes

Targeted Learning Outcomes

Future Learning

Outcomes


What do learners need and want to learn?

Knowing What and Why Knowing How, When, Who, Where

Facts, Vocabulary > Time Sequences > Cause and Effect Relationships >

Episodes > Generalisations / Principles > Concepts

Skills

Processes


Setting SMART Goals

Specific

Measurable

Agreed

Realistic

Time-framed

A model for writing SMART learning focused goals and targets

By (date), learner/s will [do more or better on specific aspect of learning] by an increase/ change / improvement of (amount of change) as demonstrated by (NTCF outcome, level, key learning and behavioural criteria.


Assessment FOR learning:

occurs when teachers use inferences about student progress to inform

their teaching.

DET Victoria, Assessment Professional LearningModule 5: Making Consistent Judgments

Assessment AS learning:occurs when students reflect on and monitor their progress to inform their future learning goals.

Assessment OF learning:occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

How will we know when learners have achieved the learning outcomes? Assessment design


How will we know when learners have achieved the learning outcomes? Assessment design

Method and Possible Tasks

Assessment as learning – learner driven and informs learner of where at in relation to goals

Assessment for learning – informs teachers of what’s next

Assessment of learning – to make judgment about progress and achievement


How will we know learners have achieved the learning outcomes? Assessment design

Method of Assessment

Reliability and comparability

How accurately does the collected evidence reflect what the learner

knows and can do?

Curriculum relevance Do the tasks represent all the valued learning you want the students to have undertaken? Do they assess a sample of all

the important aspects of the learning?

Instructional utility

How useful is the method in yielding insights into students

knowledge and conceptual understandings and can be used to guide teaching and learning?

Fairness

Are the tasks constructed, presented and conducted so that all students have an equal chance of demonstrating their

learning against the NTCF?

Do the assessment tasks require specific knowledge or skills which some students may not have, and which have

not been explicitly taught?

Practical Convenience

Is the method and task easily incorporated into classroom activities?


How will we know when learners have achieved the learning outcomes? Marking guide design

• Design or choose a published rubric – NAPLAN Narrative Writing Marking Guide 2007– Examples in Science Design for Learning materials

• Choose example samples of work to show students expected levels of performance – DEET website, www.deet.nt.gov.au has samples for Maths

(mostly Number Sense) and English (mostly writing) – Other States websites eg. DET Victoria

http://www.education.vic.gov.au/studentlearning/assessment/default.htm


How do learners best learn?

• What do you do that you know works to improve these learning outcomes?

• What does the research say that works to improve these learning outcomes?– See Slide 55 for strategies to improve knowledge about what – See Slide 56 for strategies to improve knowledge about how

• What adjustments are needed to cater for indigenous learners? learners with special educational needs? ESL learners? Boys?

• What does this mean for:– Choice of Instructional Strategies – Classroom Environment – Classroom Organisation


How learners best learn?

Three stages of information processing

to form knowledge and memories

about “what” (declarative knowledge)

Construct meaning

Link new information with prior knowledge

•Build vocabulary•Use K-W-L charts •Use student interests, experiences as contexts•Advanced organiser questions

Organise Identify patterns in the information

•Use graphic organisers

Store Consciously store the information in memory

•Linking strategies•Mnemonics

Construct Meaning

Organise

Store


How learners best learn?

Three stages of developing knowledge and memories about “how” (procedural knowledge)

Construct Models

Envision the steps of the process

•Model and demonstrate•Share or negotiate the steps to be taken

Shape Modify, adapt and increase understanding of the process

•Describe success using rubrics and actual evidence of learning

Internalise Practice to achieve automaticity and fluency.

•Practice schedules•Reflect on effort •Monitor and record progress

Construct models Shape Internalise


What resources do I have at my disposal?

• Review information from previous question and identify the resources that research, learner needs and preferences, and area of learning elements required

• For each outcome list the resources• Scan the environment for these resources

Outcome Resources Required


What will constitute the learning journey? What are the best contexts for the learning?

Outcome focus

Sequence of teaching, learning and assessment

tasks

Key Instructional Strategy

Classroom Organisation

Who does

what?

The teacher:

The learners:

The teacher:

The learners:


How will I inform the learner and others about the learners progress?

• Where am I going? Feed Up

• How am I going? Feed Back

• Where to next? Feed Forward

Use an evidence based feedback model (Hattie, 2007)


Hattie, 2007


9. Giving Feedback to Expert Focus Groups


Feedback Protocols

Norms – Live above the line

Expected Products • Concerns – using Stages of Concern question – before, immediately after

use of NTCF and towards end • Warm, Cool and Hard feedback in relation to structure, content, and use • Annotated document with suggested questions and suggested changes

Suspend judgment, make observations

Responsibility to improve

What will help all teachers

Learning opportunity

Criticism Blame / Put downs for errors What will help me


10. Planning for Learning

Professional Learning Model

Teacher Inquiry Cycle

Planning for learning


Speaking Notes for Planning for Learning

• Using the renewed NTCF with the learning design model requires educators to change their knowledge and practice

• Robert Marzano provides a model for planning professional learning that enables educators to change knowledge and practices and improve student outcomes

• Use the model to plan your professional learning journey – how can you work through the phases with colleagues in your school or if you are a sole ‘piloter’ with other piloters


Phase I: Develop a model or language of instruction for yourself, team or school.

Ensuring Effective Instructional Practices (Marzano, 2007)

Phase IV: Monitor the effectiveness of your and your colleagues use of the model on your knowledge and practices AND on student learning. Invite and give feedback.

Phase III: Establish a systematic way for you and your colleagues to observe each other using the model to plan, teach, and assess learning.

Phase II: Develop a systematic way for you and your colleagues to interact about teaching, learning and assessing using the model.

Readiness: Systematically explore and examine the teaching and learning model.


Speaking notes professional learning that improves student outcomes

• Piloting the renewed NTCF needs to ensure student outcomes improve

• The new NTCF used with the Learning Management Questions should improve student outcomes

• This model of designing a learning plan for yourself will help you plan for three inquiries

– 1. Identifying what learners already know and what they need to improve / change (answering these answers the first 2 learning management questions)

– 2. Reflecting on what you have done as a teacher to contribute to these outcomes, what planning, teaching, assessing strengths you want to continue and what you need to learn to do

– 3. Monitoring and measuring the effectiveness of your learning using student outcomes

• Now it’s your turn to develop a learning question and plan this slide scaffolds the question and provides a model for planning your actions


Planning my inquiry


Gathering Evidence

Judging and Recording Evidence


What do your learners need to learn?

How have I contributed to these outcomes?

What do we already know works?

What do your learners already know?

What sources of evidence have we used?

What do your learners already know?

What do we need to learn to do to achieve these student outcomes?

What sources of knowledge can we use?


Developing my inquiry question

How will using the renewed NT Curriculum Framework to ………………………..………… (your intent of using the NTCF) improve……………………………… (student outcomes) by ………………………. (amount of improvement) as demonstrated by………………. ………………….. (criteria, evidence of learning you intend to gather)?

Example 1: How will using the English Writing section of the NTCF to plan a program for teaching recount improve Transition students recount writing from current KGP 2 level to KGP 3 emerging level of all learners as demonstrated by the language structure and features Key Learnings?

Example 2: How will using the Science As Inquiry section of the renewed NTCF for planning for day/night sky unit develop students investigation skills and knowledge about the cause of changes to the day and night sky, improving from yet to be determined Science as Inquiry levels to expected NTCF – Year level of Band 1 as demonstrated by the Key Learnings in planning, investigating and evaluating.


Developing a professional learning plan

Inquiry Question?

What I need to learn?

Phases My plan to meet my learning needs

Readiness Explore the model – NTCF and Learning Design

Phase 1 Develop knowledge and understanding of the models

Phase 2 Develop a systematic way to interact with others about using the models

Phase 3 and 4

Develop a systematic way to observe and be observed, offer and receive feedback on your use of the model


Contents

1. Intended outcomes of piloting 2. Gathering baseline data of perceptions and use 3. Why change the current NT Curriculum Framework4. The renewed NT Curriculum Framework model and features5. Contextualising the renewed NTCF in DEET initiatives – the

Teachers Story6. Learning Design model 7. Content of the teaching and assessing support materials 8. Understanding and using the 8 Learning Management

Questions 9. Giving feedback 10. Planning for piloting

– Professional learning that improves student outcomes– Designing your learning plan

learning design using the renewed nt curriculum framework

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