Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 144

Designing the Classroom Curriculum
Table’ (a listing of each student and their learning performance—linked to LMQ2) and is the basis for a
new or revised classroom curriculum.
Table 11.2: Examining Student Data - Considerations and teacher actions
Step
1
2
3
4
5
Questions to
ask
Who did and
who did not
achieve the
defined
learning
outcomes?
To
what
extent
did
each student
achieve
or
not achieve
the defined
Syllabus
learning
outcomes?
What are the
global
deficiencies
in learning
outcomes?
What are the
specific
student-
centred
deficiencies
in learning
outcomes?
What are the
classroom
design
consideratio
ns for the
next iteration
of
my
classroom
curriculum --
--i.e. LMQ1
Process of Analysis What Results? Classroom Curriculum Considerations
A categorising of students into
‘achieved’ and ‘not achieved’
listings.
Note which student and which
associated learning outcomes
correlate is achieved/ not
achieved?
Construct
a
Cohort
Identification
Table:
Spreadsheet the class cohort (x
axis) and the learning outcomes (y
axis) to visualise correlate
deficiencies. See Table 11.3 for
an example)
NOTE: The goal in teaching a
classroom curriculum is to
achieve a defined syllabus
learning outcome in all students.
The
instructional
learning
outcomes (ILOs) are the
component pieces. So you are
seeking to find out which ILOs
are achieved and by what
quantum of the class. In this
process you come to realise
common deficiencies. A basic list of students who are able to
advance in the classroom curriculum
and those who should not. This is best
used as ‘in-teaching’ formative teaching
guidance. 1.
Update LMQ1 data from your
original classroom curriculum and
thus revisit LMQ’s 3 through 5. A revised classroom curriculum --- if
deficiencies revealed-- or the next
classroom curriculum--- if progress is as
per plans.
2.
3.
A visual representation of which student
and which ILOs have been achieved/
not achieved.
A listing of the individual knowledge,
skills and/or understandings (the ILOs
in other words), which are components
of the overall syllabus learning outcome,
and which thus indicate the specific
learning deficiencies and the scope of
further teacher actions.
4.
5.
How will I remediate those students
who have not achieved the defined
learning outcomes?
Is the quantum of results requiring a
whole class revision or small group/
individual strategies?
Can I progress the classroom
curriculum as I originally planned?
What aspects of learning achievement
or non-achievement can I attribute to
my teaching? What are the implications
for my teaching approaches?
What aspects of the Syllabus LO
require further whole class teaching?
Return to LMQ1 and the cycle of classroom
curriculum development continues with a
revised or new classroom curriculum.
In making teaching decisions on such data there are various documents and processes that should be
referenced/ used as data is reviewed and analysed:
1. The Stage: Benchmarks for judging student performance
Each K-10 syllabus is divided into 5 ‘stages’. Each Stage defines a specific body of teaching work for students. The
concept of Stages creates a framework to define the progress of a student. The link between a Stage and a Year Level
in school also sets a series of performance standards or goals to be achieved in each student. Each stage contains
Foundation Statements, which are short, clear descriptions of the knowledge and skills that each student should develop
at each stage of the syllabus. They answer the question 'What must be taught in all schools and at by what stage in a
student’s schooling'? 63 Review a KLA / Subject syllabus for examples of a Stage.
63
Sourced from http://syllabus.bos.nsw.edu.au/stages/
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