Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 105

Lynch, Smith, Howarth
In summary, the teacher teaches a syllabus-learning outcome by planning the teaching of its knowledge sub-
components that are conceptualized through instructional learning outcomes. The key verb in an ILO indicates
what type of knowledge is to be taught, the scope and extent of learning that is required and by association
lays the foundation for the required teaching strategy --- LMQ5 --- (see ‘Designing the Classroom Curriculum in
the Knowledge Age’, Lynch and Smith, 2011) and the corresponding assessment strategy --- LMQ7 (see an earlier
section). Formative assessment occurs during the teaching process and is chiefly concerned with constructive
and developmental learning achievement feedback to students.
1. Examinations are common in schooling systems. Why might this be the case?
2. If your classroom curriculum required you to assess student attainment in
‘Physical Education’ what assessment instruments would you use and in what
teaching content context? Why?
3. What is the significance of the verb in a learning outcome statement?
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