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Guaranteed and Viable CurriculumFour layers of curriculum design
Layer 1: Whole School curriculum overview by domain and pathways map
Layer 2: Curriculum Area Map – prioritisation of the curriculum (Essential, Should, Nice)
Layer 3: Subject “Road Maps” UBD STAGE 1 & 2 (agreed by the domain team)
Layer 4: Unit/Lessons (Teacher Level) – UBD Stage 3 (Teacher autonomy)
• Introduce Learning Intentions & Success Criteria
• Build the Context & Modelling
• Modelling and deconstruction
• Co-Construction and Guided Practice
• Independent Construction, monitoring and conferencing
• Plenary
HPSC INSTRUCTIONAL MODEL
Students Learn
Independently
Teacher Instructs
StudentsLearn
TogetherWe LearnTogether
HPSC Teaching and Learning CycleStriving for excellence in teaching and learning
STUDENT CENTRED LEARNING
PLANPLC Phase Diagnose:
- Based on data, what do students already know?
- What do we want students to know and be able to do?
- What do I need to know and be skilled at to teach
the students?
ASSESSPLC Phase Evaluate:
Where are my students now?
How am I providing individualised feedback?
Moderation
INSTRUCTPLC Phase Implement:
Differentiation
Formative assessments How do I know they are learning?
& Monitor
Individual student progress
• Introduce Learning Intentions & Success Criteria
• Build the Context & Modelling
• Modelling and deconstruction
• Co-Construction and Guided Practice
• Independent Construction, monitoring and conferencing
• Plenary
The Gradual Release of Responsibility instructional framework purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner. This shift in responsibility occurs both within lessons and across the duration of a unit of work.
(Douglas Fisher & Nancy Frey, 2007)
The phases are not linear. They can be used in any order however every lesson should contain all four.
Interactive/guided instruction; work together with students to show steps and complete task. Use of exemplars to show students what success looks like (Hattie) Asking questions - Asking students to elaborate or to clarify their answers allows you to determine how to respond and how best to scaffold understanding Prompts are hints or reminders that encourage students to do the work when they have temporarily forgotten to use a known skill or strategy in an unfamiliar situation. Prompts can be phrased as statements or question Direct explanation: sometimes prompts and cues are not enough to resolve the errors and misconceptions that students have. When confusion lingers, the teacher needs to provide a direct explanation. This doesn’t mean just correcting students. It’s a matter of shifting guided instruction back into focused instruction.
Collaborative learning: students are strategically grouped, and work differentiated. Peer to Peer Co-construction through teacher scaffolds - during this stage students are expected to apply the skills and knowledge they have been taught and turn to one another for support and enrichment. Conferencing Circulate to monitor and evaluate student practice Engages students in focused talk, questioning and individualised feedback.
1.Setting Goals
2.Structuring
Lessons
3. Explicit
Teaching
4. Worked
Examples
5. Collaborative
Learning
1.Setting Goals
2.Structuring
Lessons
3. Explicit
Teaching
4. Worked
Examples
5. Collaborative
Learning
6. Multiple
Exposures
7. Questioning
8. Feedback
9. Metacognitive
Strategies
10. Differentiated
teaching
6. Multiple
Exposures
7. Questioning
8. Feedback
9. Metacognitive
Strategies
10. Differentiated
teaching
1.Setting Goals
2.Structuring
Lessons
3. Explicit
Teaching
4. Worked
Examples
5. Collaborative
Learning
8. Feedback
HPSC INSTRUCTIONAL MODELHigh Impact Teaching Strategies High Impact Teaching Strategies
High Impact Teaching StrategiesHigh Impact Teaching Strategies
6. Multiple
Exposures
7. Questioning
8. Feedback
9. Metacognitive
Strategies
10. Differentiated
teaching
9. Metacognitive
Strategies
6. Multiple
Exposures
7. Questioning
8. Feedback
9. Metacognitive
Strategies
10. Differentiated
teaching
1.Setting Goals
2.Structuring
Lessons
3. Explicit
Teaching
4. Worked
Examples
5. Collaborative
Learning
6. Multiple
Exposures
7. Questioning
8. Feedback
9. Metacognitive
Strategies
10. Differentiated
teaching
6. Multiple
Exposures
7. Questioning
8. Feedback
9. Metacognitive
Strategies
10. Differentiated
teaching
1.Setting Goals
2.Structuring
Lessons
3. Explicit
Teaching
4. Worked
Examples
5. Collaborative
Learning
Students Learn
Independently
Teacher Instructs
StudentsLearn
TogetherWe LearnTogether
Students should be able to apply information, ideas, content, skills and strategies Teacher circulates and provides support and feedback Metacognition is the learner’s mindful acknowledgment of his or her own learning processes, the conditions under which one learns best, and a recognition that learning has occurred. The goal is then for students to be able to work independently to understand their thinking process. Self-regulation: develop students’ ability to self-assess so they can identify gaps and prioritise learning. All students need to self-regulate as they engage in independent learning. Developing students’ ability to be self-regulated learners should be a part of every lesson.
• Set the stage for learning • Provide focused instruction
• Activate and gauge students’ prior knowledge • Establish purpose: learning
intentions/ success criteria • Think aloud: Unpack your thinking using “I Statements” • Noticing: Observing and listening will help you identify misconceptions and partial understandings to enable you to further scaffold student learning
