How are we to know what works best exactly? It is very difficult, however well informed we are with the latest evidence. By engaging a range of learning modes, we are not just mixing it up for a bit of light novelty and soft engagement — we are doing it because learning is multi-dimensional and requires multiple lines of attack if every student is going to make maximum progress. I could go on…. The point is that none of these activities stands alone; they are interwoven, interlinked and all contribute to the learning process in some way.
I think this has consequences for our psychology around developing our practice and evaluating the quality of teaching and learning. We need more points of reference. Teachers need to have the confidence to plan lesson sequences where learning and progress are evidenced over time, not in artificial bite-sizes just to satisfy the accountability process. Learning can be deep and slow and we need to be very conscious not to promote fast and shallow as the alternative. And that means that in some lessons, you might not see exactly what learning is going on at all; you might have to come back later.
Much later. And that is completely legitimate. Like Like. KristianStill: Teach to the top. Push the ceiling support below. Not teach to the core, stretch the top, support the bottom. We need to use observations for the range of issues they can inform us about but always look for a longer time-frame over which to gauge progress and learning.
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You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Email Address:. Search Search for: Go. Students will then use their knowledge of living things and their needs and sustainable practices to write a persuasive message to an identified target audience that has the potential to change their behaviour to protect the environment and living things.
In this assessment piece, students must demonstrate their understandings of why sustainability is important to living things. These were catered for through the following strategies:. Week 1. Lesson 1: Geography. Reducing Waste: Environmental effects of consumption. Students engage with digital resources via YouTube and Google Earth on the Interactive Whiteboard to identify different categories of waste and research how waste is disposed of.
Students consider their own habits and reflect on their own impact on the environment by completing a weekly audit of items thrown away at home and completing a graph to show the results. Students select items that could be reused, reduced or recycled and defend their choice.
Categorising things into living, non-living and once living. Students first sort picture cards into categories that make sense to them, share with the class, then engaging in a learning experience about how scientists sort these same items via the internet and the Interactive Whiteboard. Students jointly construct questions about how waste affects living things in a variety of contexts. The planning process of 'backward design' is a framework for designing lessons. The planning begins with a focus on learning outcomes and leads to a deep understanding of the content taught.
The backward design model of curriculum planning provides a framework for designing a sequence of lessons that will lead students to deep understanding of the content taught. A sequence of lessons can refer to a curriculum unit or a sequence of learning experiences aimed at producing a particular learning objective, goal or intention.
Teachers are coaches of understanding, not mere purveyors of content or activity. They focus on ensuring learning, not just teaching and assuming that what was taught was learned ; they always aim - and check for - successful meaning making and transfer by the learner.
In the past, teachers planning curriculums might start with activities, resources and textbooks instead of identifying classroom learning goals and planning towards those goals. When using backward design, the teacher starts with classroom outcomes and then plans the curriculum, choosing activities and materials that foster student learning.
Ultimately, teaching should equip learners to be able to use or transfer their learning. The backward design model of curriculum planning process consists of:. Skip to content Skip to search. Error while loading notifications. You have no notifications. My Essentials. Error while loading essentials.
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