Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 59

Lynch, Smith, Howarth
Table 4.1: The Guidance Provided by Learning Management When Developing the Classroom Curriculum
The question
teachers
ask
when thinking
about
the
development of
their
Classroom
Curriculum:
Learning
Management
Capability
Domain
Mindset
Knowledge
Base
Learning Management Response
(A checklist for the teacher to evaluate their capabilities)
I have an expert knowledge of disciplines that I teach.
My teaching approaches are aligned with required student learning outcomes and student profiles
rather than my personal interests
I apply a creative use of evidence-based pedagogy and conduct research as a teacher researcher
My students having diverse abilities, I design to meet planned curriculum content goals in each.
I create the right work context and situation to support my goal of making a difference
I analyse, interpret and make innovative responses to problems I encounter
My teaching expertise relies on continuous learning
I am accountable for student learning outcomes
Innovation
It is OK to take calculated risks
I constantly research my practice seeking new research justified ways
of doing my teaching
Experimenting and trying new things is how the profession moves
forward
Design
My teaching plans must be content specific
I collect evidence that indicates the extent to which student learning
outcomes have been achieved
I know what is required of me as a teacher and align my teaching
to required student learning outcomes and student profiles
I make my pedagogical strategies and techniques explicit in the design
documentation when I develop a classroom curriculum
Diagnostics
When plans go awry I follow clear processes to identify and remedy
faults
Execution Capacity
I must continue to seek out and exploit opportunities. Teaching
expertise as goal. I research my own practice and that of
colleagues for profession gain.
Entrepreneurship
I consider the physical and digital classroom to be part of a larger
learning industry system. All of the other components can and
should be explored for student benefit
I network locally, nationally and globally to increase my personal
capacities as a teacher
Understanding the Learning Management Design Process
As we’ve established previously, Learning Management is a developmental and conceptual framework for
developing the classroom curriculum. To draw on learning management principles requires the teacher to
enact the Learning Management Design Process. In this section, the eight questions, which comprise the
LMDP, are explained as a step-by-step guide to developing the classroom curriculum. In later chapters we
focus specifically to the rudiments of the Assessment an d Reporting, which are represented in Learning
Management Questions 7 and 8 respectively. We have included sample ‘answers’ or ‘findings’ for each
‘question’ to provide a deeper insight into what the process reveals.
The first point to note when enacting the LMDP is that the process is question-based. This means the
‘answers’, when recorded effectively in plan form, become the classroom curriculum (a ‘teaching plan’ by
another name). A suggested documentation template is provided later in this chapter to assist this process.
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