Curriculum Leadership Using ICT for Planning Teaching and Learning

1
Curriculum Leadership Using ICT for Planning
Teaching and Learning
Welcome
2
Introducing

• Robin Clarke
• MEd, BA. Dip Ed, Grad Dip Ed Admin
• Education Research Solutions

3
Overview

• Challenges for Curriculum Leaders
• How they can be addressed
• Curriculum design
• Planning, teaching, learning using ICT
• Coordinating the school program

4
Challenges for Curriculum Leaders

• Connect.
• Policy. and . Practice
• Curriculum (plans).. andPedagogy (action)

5
Policy and Practice

• Understand system requirements
• Answer the questions WHY we teach and
• So What Clarify the outcomes

6
Nail the why to the wall

• Goals
• Outcomes focused education is setting shared
  goals and enabling students to achieve them?

7
Curriculum and Pedagogy

• Curriculum Leaders improve classroom learning
• Connect Plansand Action

8
What is curriculum?

• Planned learning experiences in
  context

9
Curriculum Leaders
provide 'Frameworks
Frameworks are parameters within
which people make decisions
10
Different people in the learning organisation
view the Curriculum Framework differently

• Curriculum Design
• provides a lens at each layer
• System
• School (leader)
• Teacher
• Student

11
System Framework
Outcomes Teaching
Principles Assessment Reporting Accountability
12

School Framework Coordinated
learning program across school
Comprehensive Coherent
Developmental
13
System Framework
School Framework
Teacher Framework Learning
strategies Knowledge Skills
14
System Framework
School Framework
Teacher Framework
Student Framework Constructivism
Ask the kids
15
Learn how to learn

• Challenge
• to engage students in their learning
  process.

16
Student Framework

• Involvement in the
• planning, organisation, application and
  evaluation of their learning.
• Negotiation of the curriculum
• Higher order outcomes require students to take
  responsibility for their learning

17
Decision Making Frameworks

• Each framework has decision-making processes
  that are to be supported by Curriculum Leaders
• 1. Curriculum Framework
• 2. School Framework
• 3. Teacher Framework
• 4. Student Framework

18
Layers and Lenses
19
Leaders help to answer questions

• For whom?
• Why?
• What?
• When?
• How?
• With what?
• So What?
• How Well?

20
Your opportunity to raise issues

• What are other challenges?
• What would you like ICT to be able to do to help?
• Any ideas to share?

21
Leaders develop conceptual frameworks
22
Debonos Six hats of Thinking

• Engage students in the learning process
• Connect planning and action
• Cater for individual differences

23
Linking Teacher Planning and Student Learning

• Teacher Planning
• Motivation intention
• Input information
• Clarification understand
• Organisation framework
• Application use
• Assessment - Evaluation

• Student Learning
• Red hat feelings engaged
• White hat information
• Black hat questions
• Blue hat organisation
• Green hat application
• Yellow hat valuing

24
Leaders Pull the Jigsaw Together

• Linking Curriculum Framework
• With
• Classroom teaching - pedagogy

25
Leaders use ICT for teacher planning

• What will help teachers to plan?
• Simple - easy to use
• Fast - save time
• Developmental - outcomes
• Adaptable - flexible
• Value existing plans

26
Leaders use ICT forSchool Curriculum
Coordination

• Whole of school plan
• Coordinated - developmental
• Teachers share
• Supervision of teachers
• Monitor student progress
• Accountability

27
Solutions through Research
'Using ICT for teacher planning and school
coordination
How can we enable teachers to plan quickly and
efficiently?
How can we establish a School Curriculum
Centre?
28
Research Outcomes

• Simple, easy to use Time-saving
• Connections link all elements
• Flexible different planning styles
• Developmental outcomes focused
• Cumulative value adding
• Collaborative promote sharing

29
System Layer Why we teach. So What

• Outcomes, Requirements, Expectations.
• Planning
• Communication
• Supervision
• Monitoring
• Accountability

30
School Layer What we teach When

• Coordinated program across the school
• Developmental outcomes focused
• Coherent connected links
• Comprehensive Know about, Know to
• No Gaps, blind spots or duplications

31
Teacher Layer How, with what, so what, how
well

• Planning, Teaching and Learning
• How strategies - adopts learning process
• Why goals, engaging, negotiated
• With What resources (electronic)
• So What teaching and assessment
• How Well criteria and standards

32
Student Layer For whom, So what

• Understand and use learning process
• For whom negotiated curriculum flexible
• Constructed developmental
• Student Centred Students involved in.. the
  planning, organisation, application, evaluation
  and celebration of their learning
• So what goals, outcomes, benefits appreciated

33
Requirements for Effective Use of ICT

• Hardware Computer and Multi-media projector
• Dedicated Software For planning, teaching,
  learning
• Content Curriculum planning documents
• Competencies Teacher skills in use of ICT
• Pedagogy Teaching and learning practices

34

• Use of ICT for planning teaching and learning
• Comprises
• Curriculum design
• Curriculum content
• Dedicated software for creating / adapting
• Pedagogy

35
Examine the program