Lynch , Smith , Howarth
Considering these points together then , the task in Learning Management Question 1 ( LMQ1 ) is to ascertain what a student already knows as a first analysis of their readiness for teaching and to establish a starting and end point for teaching ( i . e . in LMQ2 where the learning outcomes are set ). In simple terms LMQ1 is where student performance data ( evidence ) is analysed for teaching program design reference and the source of such data is both generated ( i . e . pre-teaching assessments :
Teachers start the LMD Process by considering the ‘ at standard ’ students first . Modifications to the developed classroom curriculum are made according to the profile of each requiring special consideration ( RSC ) student . In cases where the RSC student requires major modifications the teacher should develop a stand-alone individual education program ( IEP ) using the LMD Process as the guide . Most schools have templates that will assist in this process . We examine RSC students in a concluding section .
The Steps to Follow
Step 1 . Confirm / choose the KLA / subject that will focus the Classroom Curriculum . Consult the appropriate syllabus .
Step 2 . Think about what you aim to achieve in students by reviewing the support documentation associated with the syllabus and its outcome statement . ( What is the knowledge to be taught ? What constitutes the knowledge hierarchy for teaching it ?)
Step 3 : Benchmark each student on their readiness for learning in their Year Level ( those fundamental literacy and numeracy skills that are required for example ).
Step 4 . Benchmark each student on their Readiness for the syllabus level . ( Determine those who are ‘ at standard ’ or ‘ require special consideration ’ using the syllabus and its indicators as a reference ).
Step 5 : Record the information you have compiled as a series of key dot point summaries for each student and which together provides a specific insight into how you should design your teaching ( in LMQ5 ). Place any support information in a Student Performance Portfolio for ongoing teaching , assessment and reporting references .
NOTE : A ‘ cohort identification table ’ is a handy presentation format . See the two examples which follows .
Classroom teachers usually develop and maintain a Student Performance Portfolio . This portfolio is a set of files on each student and contains work samples that are performance benchmarked . Information collected as part of LMQ1 should be summarised and stored in such a portfolio .
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