Learning+and+Teaching

 Principles of Learning and Teaching P-12 **[|poltleadchangepedagogy.pdf]** =Students learn best when: =

****1. The learning environment is supportive and productive.**** //In learning environments that reflect this principle the teacher:// 1.1 builds positive relationships through knowing and valuing each student 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students’ self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.

**2. The learning environment promotes independence, interdependence and self motivation.**
//In learning environments that reflect this principle the teacher:// 2.1 encourages and supports students to take responsibility for their learning 2.2 uses strategies that build skills of productive collaboration.

**3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program.**
//In learning environments that reflect this principle the teacher:// 3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students’ prior experiences, knowledge and skills 3.4 capitalises on students’ experience of a technology rich world.

**4. Students are challenged and supported to develop deep levels of thinking and application.**
//In learning environments that reflect this principle the teacher:// 4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 4.6 uses strategies to foster imagination and creativity.

**5. Assessment practices are an integral part of teaching and learning.**
//In learning environments that reflect this principle the teacher:// 5.1 designs assessment practices that reflect the full range of learning program objectives 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching.

**6. Learning connects strongly with communities and practice beyond the classroom.**
//In learning environments that reflect this principle the teacher:// 6.1 supports students to engage with contemporary knowledge and practice 6.2 plans for students to interact with local and broader communities 6.3 uses technologies in ways that reflect professional and community practices.


 * ** Principles of Learning and Teaching ** || ** How is this already reflected in your teaching program? ** || ** What are the links to the components of the Principles? ** || ** What are the challenges? ** || ** What are some strategies to prepare for these challenges? ** ||
 * ** 1. The learning environment is supportive and productive. ** ||  ||   ||   ||   ||
 * ** 2. The learning environment promotes independence, interdependence and self motivation. ** ||  ||   ||   ||   ||
 * ** 3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program. ** ||  ||   ||   ||   ||
 * ** 4. Students are challenged and supported to develop deep levels of thinking and application. ** ||  ||   ||   ||   ||
 * ** 5. Assessment practices are an integral part of teaching and learning. ** ||  ||   ||   ||   ||
 * ** 6. Learning connects strongly with communities and practice beyond the classroom. ** ||  ||   ||   ||   ||

 Student learning whole school self assessment tool


 * Elements || Foundational - Level 1 || Level 2 || Level 3 || Transformative - Level 4 ||
 * Learner at the centre || * Curriculum is usually designed by individual teachers based on the year level and associated domain level.

-Use Curriculum Planning Module [|slides 15 and 16] to develop knowledge about students backgrounds and needs

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on characteristic 7 of Characteristics of Effective Whole School Curriculum Planning

-Use Curriculum Planning Module [|Template 1.3A] to document discussion about how to strengthen curriculum to reflect stages of learning and learner characteristics

-Use Curriculum Planning Guidelines tool: [|//Process and strategies//] to encourage teachers to work together for planning

-Use Curriculum Planning Guidelines tools to develop understanding of [|cohorts of students in Victoria] and to support diverse needs of these students, eg. gifted, gender, Koorie, ESL and students with disabilities


 * Students require structured support to develop the necessary knowledge and skills to manage and monitor their learning.

-Use Assessment Professional Learning Modules Module 4 [|Activities 4.1] & [|Activity 4.2] to understand and develop metacognition in students through discussion and assessment planning

-Reading: VCAA [|//Stages of Learning//] (prep to Year 10) to develop understanding of typical characteristics of students at different stages of learning || * Teachers plan together to provide consistency of curriculum that reflects the stages of learning and student backgrounds and addresses the needs of particular cohorts of students.

-Use Curriculum Planning Module [|Template 1.2A] to examine student data, school strategic planning, staff knowledge and expertise and student learning initiatives

-Use Curriculum Planning Module [|Template 1.3B] to discuss and identify student future learning needs and domains that need to be emphasised to address these needs for consistency when curriculum planning

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristic 1 of Characteristics of Effective Whole School Curriculum Planning

-Use PoLT online Professional Learning Resource: [|__Principle 3:__][|__//Components Unpacked and Guiding Questions//__] sections for classroom examples and strategies.

-Use Curriculum Planning Guidelines tool: [|//Gifted and Talented Education Professional Learning Package for Teachers//] to plan support for gifted students

-Use Curriculum Planning Guidelines tool: [|__questions in the__][|__//Planning process template//__] to support planning as a team for cohorts of students

-Use Curriculum Planning Guidelines tool: [|//Responding to diverse needs checklist//] to plan a whole school approach to address diverse student needs

-Reading: [|//Prep to Year 10 Learner Characteristics//] to develop understanding of the development of the thinking child and how children view themselves as learners at different stages of learning


 * Teachers provide support for students to monitor and manage their learning.

-Use Assessment Professional Learning Modules Module 4 [|Activities 4.3] & [|Activity 4.5] to explore links between learning goals and motivation, and to plan assessment actions

-Use PoLT online Professional Learning Resource: [|__Principles 1 and 4:__][|__//Components Unpacked and Guiding Questions//__] sections for classroom examples and strategies.

-Use Curriculum Planning Guidelines tool: [|//PoLT Structured discussion for students//] to encourage students to reflect and monitor their own learning

-Use Curriculum Planning Guidelines tool: [|//PoLT student learning survey//] to encourage students to reflect and manage their own learning

-Use Curriculum Planning Guidelines tool: [|//Individual learning template plan//] and [|//Learning and teaching plan//] to explore goal setting for student learning || * Curriculum planning and practice reflects the achievements of students in relation to the standards for some domains, stages of learning and student backgrounds and perspectives.

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristic 6 of Characteristics of Effective Whole School Curriculum Planning

-Use PoLT online Professional Learning Resource: [|__Principle 3:__][|__//You Can Try This and Vignettes//__] section to determine appropriate activities and their application in a mixture of classroom environments.

-Use Curriculum Planning Guidelines tool: [|//SEAL Guidelines//] to assist whole school planning to support gifted students

-Use Curriculum Planning Guidelines tool: [|//Responding to diverse needs checklist//] to develop a whole approach to responding to diverse needs

-Use Curriculum Planning Guidelines tool: [|//Supporting diverse needs process//] to support curriculum planning to respond to diverse needs


 * Students have the opportunity to monitor and manage their learning through structured support.

-Use Assessment Professional Learning Modules Module 4 [|Activity 4.4A] to broaden repertoire of strategies for assessment AS learning

-Use PoLT online Professional Learning Resource: [|__Principles 1 and 4:__][|__//You Can Try This//__][| __and__][|__//Vignettes//__] sections for hands-on, practical suggestions and examples that teachers can use in their classrooms || * Curriculum planning and practice analyses and addresses the full range of learning needs of individual students providing coherence, balance and continuity across all of the domains.

-Use PoLT online Professional Learning Resource: [|__Principle 3:__][|__//Want to Know More and Reflection//__] sections to support reflection and evaluation of the outcomes of using various strategies.


 * All students are equipped with the necessary knowledge and skills to monitor and manage their learning.

-Evaluation and review using the [|//10 characteristics of effective whole school curriculum planning//]

-Use Assessment Professional Learning Modules Module 4 [|Activity 4.4B] to help students develop more specific self assessment questions, digging deeper into self assessment

-Use PoLT online Professional Learning Resource: [|__Principles 1 and 4:__][|__//Want to Know More and Reflections//__] sections to evaluate outcomes of strategies implemented to support students. ||
 * Leadership || * The leadership team is exploring what the Student Learning initiatives might mean for their school and beginning to raise awareness of these initiatives with staff.

-Use Curriculum Planning Guidelines tool: [|//Building knowledge of FS1 Workshop, PowerPoint and accompanying activities//] to build knowledge of the leadership team about student learning initiatives
 * Curriculum planning and practice for cohorts of students is undertaken as something separated from Student Learning initiatives and the School Strategic Plan.

-Use Curriculum Planning Guidelines tool: [|//Implementation action plan//] to develop an implementation action plan for the student learning initiatives || * The leadership team is building its depth of knowledge of the Student Learning initiatives and beginning to structure opportunities for staff to engage with these initiatives to facilitate whole school curriculum planning.

-Use Curriculum Planning Modules [|Slides 7-9] with associated reading from Victorian Essential Learning Standards Overview, Closing the Loop to build knowledge of the leadership team

-Use Curriculum Planning Guidelines tool: [|//What could a future curriculum look like PowerPoint presentation//] to build knowledge of the leadership team about future curriculum planning


 * Any discrepancies between current priorities in the School Strategic Plan and Student Learning initiatives have been identified.

-Use Curriculum Planning Module [|Template 1.2A] to examine student data, school strategic planning, staff knowledge and expertise and student learning initiatives

-Use Curriculum Planning Guidelines tool: [|//Exploring the standards PowerPoint presentation and accompanying worksheets//] to develop deep understanding of the Victorian Essential Learning Standards and explore its implication for curriculum planning || * The leadership team has a deep understanding of the Student Learning initiatives and has created structures and processes that support staff to implement these initiatives.

-Reading: [|//The creative age: Knowledge and skills for//] [|//the new economy//] to develop depth of knowledge


 * Whole school curriculum planning and practice demonstrates the interconnectedness between the School Strategic Plan, Student Learning initiatives and school improvement.

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristics 2 and 10 of Characteristics of Effective Whole School Curriculum Planning || * The leadership team has a meta-view of the Student Learning initiatives and provides clear direction for improving student learning that involves all staff, students and relevant aspects of the local community.


 * Whole school curriculum planning and practice is based on the local context and interconnects with the School Strategic Plan and an agenda of continuous school improvement.

-Evaluation and review using the [|//10 characteristics of effective whole school curriculum planning//] ||
 * Implementation and integration of Flagship Strategy 1: Student Learning initiatives || * Domains are connected in an ad hoc manner when planning learning experiences.

-Use Curriculum Planning Guidelines tool: [|//Program audit tool for professional learning teams//] to identify domains and dimensions in current curriculum

-Use Curriculum Planning Guidelines tool: [|//Familiarisation tool//] to develop knowledge of the 16 domains of the Victorian Essential Learning Standards

-Use Curriculum Planning Guidelines tool: [|//Curriculum audit workshop//] to inform curriculum planning

-Use Curriculum Planning Guidelines tool: [|//Unit planning tools 1&2//] to develop consistent approaches to curriculum planning

-Reading: [|//Victorian Essential Learning Standards: Overview//] to develop an understanding of the intent of the Victorian Essential Learning Standards


 * Assessment for, of and as learning is not explicitly planned for with assessment of learning (summative assessment) the focus.

-Use Assessment Professional Learning Modules Module 1 [|Activity 1.0] & [|Activity 1.1], [|PowerPoint presentation] , [|Activity 1.2] & [|Activity 1.3] to familiarise with research in assessment, various purposes of assessment and to audit assessment practices

-Use Assessment Professional Learning Modules Module 2, [|Activity 2.0] to discuss issues about assessment OF learning and the need for formative assessment

-Use Assessment Professional Learning Modules Module 3 [|Activity 3.0] and presentation to explore student perceptions for teacher feedback

-Use Assessment Professional Learning Modules Module 4 [|Activity 4.0] & [|Activity 4.2] and [|PowerPoint presentation] to familiarise with issues and research relating to self assessment


 * Teachers are beginning to use the Principles of Learning and Teaching P-12 to engage in reflection and discussion to improve student learning.

-Use Curriculum Planning Module [|slides 85-86] and [|Template 1.6C] to reflect on teaching practice, both current and future

-Use Curriculum Planning Guidelines tool: [|//Familiarisation tool-overview of PoLT//] to develop understanding of PoLT

-Use Curriculum Planning Guidelines tool: [|//Structured discussion tool for teachers//] to develop understanding of PoLT

-Reading: [|//PoLT Background Paper//] to develop understanding of PoLT


 * Implementation of Student Learning initiatives is based on individual teacher selection.

-Use Curriculum Planning Module handout and [|template 1.2A] to examine student data, school strategic planning, staff knowledge and expertise and student learning initiatives || * Domains are being combined when planning learning experiences for students.

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristic 3 of Characteristics of Effective Whole School Curriculum Planning

-Use Curriculum Planning Module [|Template 1.3B] focusing on identifying and combining domains to address student future learning needs

-Use Curriculum Planning Module [|Slide 60] and [|Templates 1.5B] & [|1.5C] to explore ways of combining domains and curriculum design to suit local context

-Use Curriculum Planning Guidelines tool: [|//Exploring the standards PowerPoint presentation and accompanying six worksheets//] to explore the integration of domains

-Use Curriculum Planning Guidelines tool: [|//Curriculum audit by Ringwood SC//] to examine programs in relation to the Victorian Essential Learning Standards

-Use Curriculum Planning Guidelines tool: [|//Curriculum mapping tool//] to explore various options for integrating domains

-Use Curriculum Planning Guidelines tool: [|//Planning process template//] to explore the integration of domains


 * Assessment for, of and as learning are being planned, with the focus on identification of effective assessment strategies.

-Use Curriculum Planning Module [|Template 1.6E] and [|slides 92-97] to develop a whole school assessment and reporting schedule

-Use Assessment Professional Learning Modules Module 1 [|Activity 1.5] to explore how different assessment purposes lead to different planning decisions

-Use Assessment Professional Learning Modules Module 2 [|Activity 2.1A] & [|Activity 2.1D] and PowerPoint presentation to plan effective assessment OF learning and to explore the concept of authentic and productive assessment tasks

-Use Assessment Professional Learning Modules Module 3 [|Activities 3.1] & [|Activity 3.3] to plan assessment FOR learning, and to improve the quality of written feedback to students

-Use Assessment Professional Learning Modules Module 4 [|Activities 4.1] & [|Activity 4.3] to plan assessment AS learning and to focus thinking on goal setting for motivation


 * The Principles of Learning and Teaching P-12 are being used to identify gaps, action and targeted professional learning across the school.

-Use Curriculum Planning Module [|Template 1.6F] to identify priorities and directions within the Principles of Learning and Teaching for whole school curriculum planning

-Use PoLT online Professional Learning Resource: [|//Components Unpacked and Theory//] sections to help teachers further their understanding of each principle and its components.

-Use Curriculum Planning Guidelines tool: [|//The Principles of Learning and Teaching P-12-Synergy and Challenges//] to deepen understanding of PoLT

-Reading: [|//Pedagogical content knowledge-How to teach better//] to develop deep understanding of PoLT


 * Implementation of the Student Learning initiatives is being explored through whole school curriculum planning. Teachers are deepening their understanding of one of the Student Learning initiatives.

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristic 5 of Characteristics of Effective Whole School Curriculum Planning

-Use Curriculum Planning Guidelines tool: [|//Whole school planning for enduring understandings//] to explore the student learning initiatives in light of whole school planning

-Reading: [|//Closing the Loop: Curriculum, Pedagogy, Assessment and Reporting//] to strengthen understanding of the integration of various Student Learning initiatives || * Many of the domains are strategically integrated creating quality learning experiences for students.

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristic 4 of Characteristics of Effective Whole School Curriculum Planning

-Use Curriculum Planning Module [|Slides 41-54], [|Template 1.4A] & [|Template 1.4B] to explore the strategic integration of domains through identification of curriculum drivers

-Use Curriculum Planning Guidelines tool: [|//Integrated standards learning and teaching planner//] as a way to document planning


 * Assessment for, of and as learning is planned for at the whole school level and for cohorts of students using a range of data. Parents and students receive regular information on strengths and areas for improvement/future learning.

-Use Assessment Professional Learning Modules Module 2 [|Activity 2.1C] to reflect on assessment tasks for deep understanding, [|Activity 2.3] to look at ways of goal setting when developing multi-domain assessment tasks, and use [|Activity 2.6] to investigate the use data to inform goal setting when planning teaching

-Use Assessment Professional Learning Modules Module 3, [|Activities 3.4] to gain evidence to inform planning, [|Activity 3.5] to examine questioning strategies, [|Activity 3.6A] & [|Activity 3.6B] to investigate a range of test data for formative assessment purpose

-Use Assessment Professional Learning Modules Module 4 [|Activity 4.4A] to broadening repertoire of strategies for assessment AS learning

-Use Assessment Professional Learning Modules Module 5 presentation, [|Activity 5.0], [|Activity 5.1B] , [|Activity 5.1C] , [|Activity 5.1D] , [|Activity 5.2] & [|Activity 5.3] to explore what making consistent judgements is about and how to use progression points and assessment maps to support moderation and making consistent judgements


 * Teams of teachers are explicitly using the Principles of Learning and Teaching P-12 to plan and trial improved approaches to learning and teaching.

-Use PoLT online Professional Learning Resource: [|//Guiding Questions, You can Try This and Vignettes//] sections to support teachers in identifying key themes around each principle to explore.

-Use Curriculum Planning Guidelines tool: [|//The eight questions teachers need to ask themselves//] to monitor student learning


 * Whole school curriculum planning and practice provides a structure to embed the Student Learning initiatives with confidence and there is engagement with all initiatives.

-Use Curriculum Planning Guidelines [|//Possible models for curriculum planning//] page to investigate various models for curriculum planning || * All domains are interwoven in a sophisticated way in the design and delivery of a cohesive curriculum for all students.


 * All teachers use assessment for, of and as learning to provide individualised learning. Learning portfolios enable ongoing information sharing between teachers, students and parents. Evidence-based, valid and consistent judgements are made through moderation.

-Use Assessment Professional Learning Modules Module 2 [|Activities 2.4A] & [|Activity 2.5] to further explore the development of multi-domain assessment tasks and rubrics

-Use Assessment Professional Learning Modules Module 4 [|Activity 4.4B] to look at developing specific self assessment questions

-Use Assessment Professional Learning Modules Module 5 [|Activity 5.4A] & [|Activity 5.5] to explore strategies for making consistent judgements and to develop protocols for making consistent judgements


 * The Principles of Learning and Teaching P-12 are embedded and enacted in teacher practice.

-Use PoLT online Professional Learning Resource: [|//Want to Know More and Reflection//] sections relating to all Principles to assist in mastery of each component and to support reflection on the outcomes of trialled strategies.


 * Whole school curriculum planning and practice clearly integrates the Student Learning initiatives.

-Evaluation and review using the [|//10 characteristics of effective whole school curriculum planning//] ||
 * Organisational structures and learning environment || * Current organisational structures allow limited flexibility within student groupings and roles and responsibilities of teachers. Student learning and welfare are managed separately.

-Use Curriculum Planning Guidelines tool: [|//Design options workshop//] to support schools in making effective planning decisions for the implementation of the Victorian Essential Learning Standards

-Use Curriculum Planning Guidelines tool: [|//Resource and organisational issues//] to support decision making in these areas


 * Learning spaces are confined to the classroom and there is limited use of ICT to support student learning.

-Use Curriculum Planning Guidelines tool: [|//Teacher responsibility matrix//] to support decision making in relation to the use of ICT and learning environment || * Current organisational structures are being examined and options are developed and analysed to identify structures that will better support student learning.

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristic 8 of Characteristics of Effective Whole School Curriculum Planning

-Use Curriculum Planning Module Template 1.5D [|slides 70-79] to help examine organisational considerations for each student grouping/subject/program


 * A needs analysis informs future developments of physical and electronic learning environments. || * Flexible organisational structures are being implemented for aspects of the learning program and/or particular groups of students.


 * Some spaces have been reorganised to create physical and electronic learning environments that support student learning. || * Organisational structures enable learning to happen in a range of places at a range of times through flexible use of people, IT and spaces.


 * Physical and electronic learning environments have been created that complement diverse student learning needs.

-Evaluation and review using the [|//10 characteristics of effective whole school curriculum planning//] ||
 * Performance and Development Culture || * Professional learning is fragmented and usually short term.

-Use Curriculum Planning Module [|Template 1.1B] focussing discussion on Characteristic 9 of Characteristics of Effective Whole School Curriculum Planning

-Reading: [|//Working in teams//] to develop understanding of the importance of working in teams


 * Professional learning focuses on individual teacher needs rather than agreed school priorities and processes. || * Teams of teachers plan for learning opportunities that will meet their needs as a group.

-Use Curriculum Planning Guidelines tool: [|//Student Learning Professional Learning Package Overview//] as monitoring tool for professional learning


 * Whole school curriculum planning has begun to identify needs and processes for more effective professional learning within the school context.

-Use Curriculum Planning Module [|Template 1.2A] to examine student data, school strategic planning, staff knowledge and expertise and student learning initiatives

-Reading: [|//Principles of Highly Effective Professional//] [|//Learning//] to explore the characteristics of effective professional learning || * Protocols have been established to increase the effectiveness of professional learning including the importance of reflection on practice.

-Use Curriculum Planning Guidelines tool: [|//Learning study overview//] to explore ways of organising professional learning


 * A schedule of professional learning is established that best meets the needs of all teachers by focussing on their learning needs and grouping teachers accordingly. || * Professional learning in collaborative teams focuses on exploration and sharing of learning and teaching practices to continually improve student learning.


 * The school fosters a culture that values and supports ongoing professional learning, risk taking and focussed evaluation.


 * Accredited as a Performance and Development school.

-Evaluation and review using the [|//10 characteristics of effective whole school curriculum planning//] ||

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