Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 45

Lynch, Smith, Howarth
This is why we refer to teaching as “Learning Management:” i.e. ‘design with intent’.
While the LMDP works to enable the teacher to develop a robust classroom curriculum, and located therein
is the assessment and reporting regime, the process of engaging in the LMDP is also process of assessment:
the collection of evidence from which judgements are made. These introductory comments bring us to an
elaboration of the Learning Management Design Process.
Figure 3.1: The Relationship of Learning Management to the Learning Management Design Process and
Teaching.
Teaching
Learning
Management
Learning Management
Design Process
The Learning (Management) Design Process or LMDP
The Learning Management Design Process represents a rethink of the various curriculum development
models that are commonplace in the teaching lexicon of classrooms (see Brady, L., & Kennedy, K., 2010,
as a collection of such models). Teachers fundamentally use the Learning Management Design Process (LMDP)
for four inter-related reasons. To:
1.
2.
3.
4.
embed themselves in Learning Management,
pragmatically develop their classroom curriculum,
appraise themselves of its global performance and
ultimately position themselves as an effective teacher for all students .
We use Figure 3.1 to show the relationship Learning Management has to the LMDP. The foundation layer
of Figure 3.1 is the theory and practice of Learning Management. The second layer comprises the Learning
Management Design Process, based on eight design based questions (see Chapter Five) which, when answered in
plan form, become the classroom curriculum ready for teaching, assessment and reporting.
For student learning outcome effect, the application of Learning Management requires in a
teacher a combination of a specific knowledge base, a ‘new teacher’ mindset and strategic creativity
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