Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 75

Lynch, Smith, Howarth
LMQ5: What are my Teaching Strategies?
The Application of Evidence Based Strategies to achieve the defined learning outcomes
(LMQ2)
LMQ5 is the point at which the teacher decides and then records the teaching strategies (the
specific teaching steps) that are a best fit to the defined learning outcomes (LMQ2) and the overall
circumstance of the learning program (LMQ1, LMQ3, LMQ4, LMQ6).
LMQ5 is the actual teaching design stage where the classroom curriculum, from a teaching perspective, is
conceptualised. LMQ5 is completed on two levels. The first level is the overall plan for teaching during a
school term, the Term Plan (or unit plan). The second level is the specific detailing of teaching strategies, the
Daily Teaching Plan.
Table 6.2 Selecting Required Teaching Strategy using Dimensions of Learning 27
The Extent of Knowledge Held by
The Teaching Strategy Required
students
The knowledge to be learned (LMQ2) is new to Identify how students will acquire and integrate
students.
new knowledge they are learning.
Basic conceptual knowledge (LMQ2) has been Identify how students will extend and refine
learned by students but requires further knowledge they are learning.
development.
The knowledge (LMQ2) has been developed in Identify how students will apply what they are
students, but needs extending through learning meaningfully.
meaningful application
27
Sourced from Marzano, R., & Pickering, D. (2006, 1997). Dimensions of Learning Teacher’s Manual. Mid-continent Regional
Education Laboratory, Colorado, USA.
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