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Qt Consistent Plans 2006 Update2010
Qt Consistent Plans 2006 Update2010
Qt Consistent Plans 2006 Update2010
Qt Consistent Plans 2006 Update2010
Qt Consistent Plans 2006 Update2010
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Qt Consistent Plans 2006 Update2010

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Planning for consistent practices across subjects.

Planning for consistent practices across subjects.

Published in: Education
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  • 1. Improving Learning: Agreeing on Consistent Practices across all Subjects Focus Issues Stage 4/5 syllabuses Common framework, modeled in BOS documents Cycle of learning/teaching, QT model Explicit and systematic approaches to: scaffolding certain text types, writing process, information process, strategies to read complex texts - before, during, after reading. Visual learning - graphic organisers. Questioning. All teachers use the “model for literacy learning” Numeracy skills Reading graphs and charts, measurement – other Technology-ICT Basic applications for presentation, agreed formatting standards, research and information process Subject-related ICT content – routine class use Year 10 Computing Skills Assessment 2006 Emerging: smartboards, blogs, podcasts, e and m learning Study and learning SQ3R, skim/scan, note making, test taking – multiple choice & short/extended response skills Thinking skills, memory skills, reflection and self evaluation Homework for practice and performance –use of diary. Nature and quality of tasks Differentiating work Agreed, shared programming framework principles using planning pyramid for different learning Content, process, product styles and abilities Agreed, shared lesson format – 3/4 part lesson Self-directed School-home agreements learning Structured inquiry learning opportunities – individual and group – G & T Promote independent learning of seniors Effective organization – workbooks, equipment Outcomes and Rich assessment tasks standards Knowledge of CPD/DLAs and Band descriptors – Stage 5/6 programming & Assessment for learning, marking guides, rubrics & checklists, effective feedback, reflection, self and peer evaluation assessment Engaging, motivating and monitoring across subjects -TLAR Standard of report comments Conditions for Engaging classroom, learning style awareness, prior knowledge, connections learning Quality of learning environment Facilities & resources enhancement Healthy Lifestyle Attendance Discipline Presentation Class behaviour Achievement gaps: assist students School image and promotion Expect success Set high standards Support low achievers Cooperate & persist E Talbert 5/05
  • 2. What works in the classroom? Implications for Teaching and Improving Student Learning Aspect Elements QT Opportunities for shared language and consistent practice Guiding Essential elements of school improvement to principles improve student learning • High expectations • Outcomes and standards for performance defined and communicated • Success for all • High challenge, high support • Early intervention with additional support • Partnerships – community, school • Quality ongoing, classroom focussed, teacher professional development • Effective leadership – instructional, learning culture Learning styles MI, VAK, intelligence, social and emotional intelligence Thinking and Blooms taxonomy, open-ended, higher-order, questioning metacognitive skills, learning how to learn Constructivism Project, problem, inquiry, research-based learning, use of ICT Real world Contextual, active learning, authentic connections Differentiation Meet individual needs – content, process, product Graphic Visual representations, KWL, PMI, Venn, organisers concept maps Basic skills: Model of explicit, systematic teaching, prior Literacy and knowledge numeracy Wide repertoire of literacy teaching strategies Learning alone Cooperative learning, self –directed, capacity and in groups for reflection, self and peer assessment
  • 3. Elaine Talbert. June 2005 and reviewed February 2010 Teaching and Learning Concepts and Strategies to meet Diverse Learner Needs Please consider each of these items carefully and rate your current understanding of them and the capacity you believe you currently have to coach members of your staff in their successful application in classrooms. H = high, M = moderate, L= low, U = Unfamiliar with concept Concept, strategy Rating – my current capacity to effectively coach my staff H M L U 1. Active learning 2. Advance organisers 3. Anticipation guides: see prior knowledge 4. Assessment for learning 5. Attention focussing 6. Authentic tasks, assessment 7. Automaticity 8. Bloom’s taxonomy 9. Brain-based learning 10. Chunking 11. Concept learning, development, mapping 12. Constructivism, constructivist theories and principles 13. Convergent thinking, questions 14. Cooperative learning 15. Critical thinking 16. Cycle of learning, inquiry 17. Deductive reasoning 18. Differentiated curriculum: process, content, product 19. Discovery learning 20. Emotional intelligence 21. Explicit and systematic model of teaching for literacy – model, guide, independent practice 22. Expository teaching 23. Graphic organisers: KWL, PMI, Venn, cause and effect
  • 4. 24. Higher – order thinking skills (HOTS) 25. Information literacy and process skills 26. Inquiry learning 27. Integrated curriculum 28. Instructional models, design: direct, interactive, inquiry 29. Knowledge – declarative, procedural, conditional 30. Learning how to learn 31. Learning logs/journals 32. Learning styles: inventories 33. Literacy strategies: three level guide, planning pyramid 34. Memory: nature of, schemas, skills and techniques, mnemonics, short, long 35. Metacognition, metacognitive skills 36. Modelling 37. Motivation: theories, approaches, to learn 38. Multiple intelligences theory 39. Multisensory teaching: VAK, visual, auditory, kinesthetic 40. Outcomes focused teaching and assessment – standards framework 41. Note making, taking: Cornell, 42. Peer assessment 43. Prior knowledge - anticipation guides 44. Portfolios for learning 45. Problem solving, finding 46. Project, problem, inquiry, research based learning 47. Questioning: open-ended, fat v skinny, 48. Reading processes and skills: SQ3R, word attack 49. Real life connections: practical applications of authenticity 50. Rubrics: performance criteria and marking guides 51. Scaffolding learning 52. Self direction and assessment – planning, goal setting, reflection 53. Self-regulation, self-evaluation, self-monitoring 54. Study skills: note- making, summarising, reading texts, 55. Structured overview 56. Test taking skills 57. Text types for writing 58. Thinking skills: critical, creative, 6 hats
  • 5. 59. Writing process 60. Zone of proximal development

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