Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 55

Lynch, Smith, Howarth
their knowledge and perhaps memorise it. In contrast, adding, subtracting and writing a critical essay require
modelling, shaping of the skill and internalisation so that the skill becomes automatic.
There are significant time implications of skill and procedure development that limit the amount of content
that can be attempted by the teacher. Moreover, the actual classroom teaching strategies for each kind of
knowledge are different and expert teachers have these strategies at their fingertips (Marzano, 1997). If you
want to read more about ‘evidence based practice’ we recommend the following text:
Marzano, R., & Pickering, D. (1997). Dimensions of Learning Teacher’s Manual. Mid-continent
Regional Education Laboratory, Colorado, USA.
And the following supplementary texts:
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
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

Marzano, R. (1998.) A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-Continent
Regional Education Laboratory.
Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria,
VA.: ASCD; What is "Dimensions of Learning" and how is it used at Central Queensland University and schools?
Retrieved November 26, 2010 from http://www.cqu.edu.au/dol/
Dimensions
of
Learning
Hub.
Retrieved
November
26,
2010
from
http://www.nsn.net.au/hubs/dimensions_of_learning_hub
Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.
Marzano, R. J., & Kendall, J. S. (2008). Designing and assessing educational objectives. Thousand Oaks, CA:
Corwin Press.
The Evidence Phase
The evidence phase, while known colloquially as assessment and reporting, is concerned with the collection
of evidence that in forms the teacher, the student and the community about the extent of student learning.
The defined learning outcomes set out in the outcomes phase, drive the type and extent of evidence required.
In a loop back to the outcomes phase, the evidence collected is used to guide the setting of the next phase
of learning outcomes. A process of benchmarking, as outlined in the Outcomes phase is also used in the
evidence phase to report student progress.
This chapter has expanded the Learning Management concept to a curriculum development model that
identifies what needs to be in the classroom curriculum development process with emphasis on the evidence-
based teaching strategies that fit. While teacher creativity is important in the development of teaching
strategies, it is not sufficient if the agenda is for all students to make the required learning gains, as research
done by Hattie (2009) reveals. We elaborate the LMDP further in the following chapters.
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