Google Ed! Exploring, mapping and
searching curriculum and
assessment….
Anne Looney SDPI 2007
[email protected]
Exploring
The press for reform…
 The student experience
– Failure
– Non-participation
– Non engagement
 Evidence that the quality of teaching matters
 Evidence that it matters more for students with special
needs and with English as an additional language
 Public accountability for public services
 Knowledge society/ahead of the curve
 Inclusion
– The discourse of the problematic
And the press against






The stretch factor in Irish education
The normative power of policy
The rich, the poor and the nervous in-between
About Mother and Other
Tradition and nostalgia
Complex educational structures, complex policy
context
Explore YOUR context/setting
Any other sources of press?
Who is winning?
Mapping
Compass points
 Inclusion
 Report Card Templates
 Assessment for Learning
 Key Skills/School Network
The classroom of diversities…
 Greater ability range
 Special needs
– general
– specific
 English as an additional language
I teach science, not special ed…..
 The cosmopolitan teacher?
– Subject specialist
– Static measures of success
– Changing student profile
 Teaching regardless…
– Teaching to the middle
– Teaching to the top
– The ESRI findings on pace of instruction
International experiences…
 System-wide and deep response
 Resourcing is for the system not the ‘group’
 An emphasis on data and evidence
Or
 Ad hoc response
 Resources short-term and ‘targeted’
 No or poor monitoring
Teaching for inclusion






Is
Is
Is
Is
Is
Is
teaching for success
teaching for learning
teaching for understanding
teaching for progression
teaching using evidence and feedback
GOOD teaching……
Teaching for exclusion
 Is teaching to the test
 Is teaching to the text
 Is teaching for coverage
 Is teaching fuelled by guesswork and hope
 Is BAD teaching….
Differentiation
 the most complex and technical aspect of the
teaching craft
 neglected in teacher preparation?
 seen as static – getting the level/pitch right
 Dynamic, demanding and sophisticated
Differentiation is
HIGHER LEVEL TEACHING!
Some differentiation challenges





The
The
The
The
The
question
question
question
question
question
of
of
of
of
of
place
pace
range
choice
additional support
One of the biggest challenges… is to teach
differentiation strategies……
To the students
Who
Who
Who
Who
Who
Who
may
may
may
may
may
may
be used to learning in the middle
be used to ‘hiding’
be used to an easy pace
‘passenger’
not have talked about learning
want the answers, not the questions
Futures…
 achievement gaps
 concerns for teacher quality
 collapse of public education
 Disaffected student groups
OR…
 International praise for achievement standards
 Students with strong commitments to schooling
 High quality teaching force
100 year-old wisdom….
What the wisest and best parent
wants for his own child, that must
the community want for all its
children. Any other ideal for our
schools is narrow and unlovely;
acted upon, it destroys our
democracy.
John Dewey. 1899, p.5.
NCCA Inclusion Project




Case Study Research
Schools dealing with the ‘inclusion challenge’
To move beyond anecdote
To capture what schools are doing
– Beyond normative policy to practice
– The ‘costs’….
 To tender this autumn
Report Card Templates
 With three networks of primary schools
 In support of the statutory requirement to report to
parents
 To work with draft national report card templates
– Reporting to parents at two points in the school year
– To report the results of standardised tests
– To develop a shared language of student achievement
 Schools as change sites
 Principals leading change processes
Assessment for Learning
 School-based work is complete
 Dissemination of strategies
– With support services
– ACTION
 Assessment in Primary Schools: Guidelines for
Teachers
 [email protected]
Senior Cycle work
Senior Cycle
– phase one syllabuses
– short course on enterprise
– transition units
– flexible programmes of study
Key Skills
After 30 years of teaching, they pushed me to innovate
and to really look at what it was like to learn in my
class….
Phase one curriculum components
Subjects to
be reviewed
New subjects Short
courses
Other
developments
Mathematics
Social and
Political
Education
Social, Personal
and Health
Education
Applied
Mathematics
Languages
Biology
Chemistry
Physics
Physical
Education
Enterprise
Education
Technology –
Art and
PE framework
Music
Psychology
Feedback from the Key Skills Network






Classes are more enjoyable for everyone
Group work needs to be planned
Students like well-planned group work
Relationships in the classroom are better
Longer class periods are needed
Students are reluctant to change at first, but are
glad when they do.
Map YOUR context/setting
Where are the sources of change?
Who is the focus?
Searching
Primary/post-primary connections
 Info market research
 ESRI findings
– On progression
– On settling in
– On progress
– On the long-term impact of this
 Curriculum connections…
 Building bridges
The Maths Bridge
 The first curriculum framework for primary postprimary transfer
 Will connect curriculum
 Will support teachers in connecting learning
 Will bring teachers together in both the
development and the trialling
 Will focus on AFL
 Will bring post-primary teachers into contact with
Micra T and Drumcondra Tests
Descargar

Slide 1