Quality Teaching GaTS

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State of New South Wales through the Department of Education and Training, 2008. This work maybe freely reproduced and distributed for personal, educational or government purposes. Permissionmust be received from the Department for all other uses. Licensed Under NEALS

Gifted and Talented Education

Quali ty Teachingand Curriculum Planning


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GAT Unit 2Curriculum K-12

State of New South Wales through theDepartment of Education and Training, 2008

State of NSW, Department of Education and Training, Curriculum K-12

Directorate, 2008

Copies of this document may be made for use in connection with DETactivities on the condition that copies of the material shall be made withoutalteration and must retain acknowledgement of the copyright.

Any enquiries about alterations, or about reproduction for other purposesincluding commercial purposes, should be directed to Curriculum K-12Directorate on (02) 9886 7743 in the first instance.


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State of New South Wales through theDepartment of Education and Training, 2008

The Quali ty TeachingFramework and Gifted EducationThe purpose of this document is to explore how the NSW Quality Teachingmodel might beused to inform curriculum, assessment and teaching practice for gifted and talented students.The NSW Quality Teachingmodel (Department of Education and Training, 2003) is a

generalised model of pedagogy that relates quality teaching practice to the enhancement ofstudents achievement outcomes. This includes curriculum implementation, classroompractice and assessment design. This document includes suggested activities that can beused for teacher professional learning in gifted education.

What do gifted and talented students need?Gifted and talented students need a curriculum that is modified or differentiated to providethem with an appropriate level of challenge. Differentiation ranges from slight to majormodifications of the curriculum through adjustments to content, processes and skills. Itprovides a planned, documented and challenging curriculum that matches the ability of giftedstudents to:

learn at faster rates

find, solve and act on problems more readily

manipulate abstract ideas and make connections to an advanced degree.(NSW Department of Education and Training, 2004)

What is curriculum differentiation?

A differentiated curriculum is a program of activities that offers a variety of entry points forstudents who differ in abilities, knowledge and skills. When a curriculum is differentiated,teachers offer different approaches to what students learn (content), how students learn(process) and how students demonstrate what they have learned(product). Differentiatedinstruction is a mix of whole-class, group and individualised activities. For further informationon the nature of curriculum differentiation consult the support document at

http://www.curriculumsupport.education.nsw.gov.au/policies/gats/support/index.htm

Differentiation should include enrichment and extension activities. Enrichment refers to thebroadeningof the curriculum to develop knowledge, application, thinking skills and attitudesto a degree of complexity appropriate to the students developmental level (Braggett, 1997).Enrichment activities are often found only in extra-curricular provisions and need to bewritten into programs to ensure all students have access. Extension activities involve thedeepeningof students knowledge, understanding and skills. These concepts are consistentwith the elements of good practice, as described in Quality teaching in NSW public schools:Discussion paper(NSW Department of Education and Training, 2003).

Activity

The development of quality curriculum and teaching and learning activities suited to giftedand talented students (GATS) depends on an understanding of their needs, characteristicsand interests. Tables one, two and three outline the elements of each dimension,Intellectual Quality, Quality Learning Environment and Significance, of the QualityTeaching Modeland provide questions to consider in catering for the needs of GATS.

Select one element (or more) from a dimension and consider how the NSW QualityTeaching Modelsupports curriculum differentiation.

How does this element impact on the needs of gifted and talented students?
http://www.curriculumsupport.education.nsw.gov.au/policies/gats/support/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/support/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/support/index.htm


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State of New South Wales through the NSW Department of Education and Training, 2008

Table one INTELLECTUAL QUALITYSummary Implications for GATS Questions to consider in catering for the needs of gifted and talented students.

DK

Essentially teacherbusiness.*What the teacher plans toteach and how thatcontent is presented ordelivered.

Clarify key conceptsFocus on concepts andprinciplesIncrease complexityFlexible delivery of contentAdjust pace

What concepts (knowledge, skills and understandings) are central to the learningexperience? How are these key ideas related to syllabus outcomes?

Does the content extend beyond material presented in the normal program in terms ofgreater depth and breadth (complexity)?

Do I modify how I deliver and present that content? (outcomes, pacing, materials andresources)

D

U

Essentially studentbusiness.*How students show what

they have learnt anddemonstrateunderstanding.

Assess for learningProvide different ways ofdemonstrating

understanding and showinginsightProvide quality feedback

Do tasks require students to explore relationships, solve problems, construct explanationsand draw conclusions in systematic, integrated or complex ways in relation to the centralideas or concepts?

Does feedback inform future learning? Are students able to assess their work and thework of others?

Do students have opportunities to demonstrate understanding in different ways?( modes of communication etc)

PK

Knowledge is not fixedand is open to question.

Explore multiple or conflictingperspectivesTolerance of ambiguity

Are questions designed that have no fixed answer?

Is divergent thinking encouraged?

Are debate, argument and different points of view supported?

Are humour, satire and paradox explored?

HOT

More than learning facts,applying, using, creatingand critically evaluatingknowledge.

Apply and transfer learning tonew and more complexsituations and problems

Do students spend more time engaged in analysis, synthesis and evaluation in thelesson/unit?

Is problem solving, critical and creative thinking and research encouraged?

Are tasks open -ended or do they put a limit on student performance?

M

Deconstruction andanalysis of written, spokenand artistic texts

Analyse the language usingnon-specialist terms so thatstudents can interpret thecontent

Are there opportunities to explicitly name and analyse knowledge as a specialistlanguage and explore the various ways in which language (including written, spoken andartistic texts) is constructed

Are there opportunities to examine the language ofmultimodal texts?

SC

Sustained focus on and

demonstratedunderstanding of keyconcepts.

Apply the methods of inquiry

used by professionals in thereal world

Are students given opportunities for sustained communication (including written, spoken

and artistic texts) of ideas, concepts, performance or arguments focused on thesubstance of the task?

Are opportunities planned for students to observe or talk to practitioners or specialistswith particular expertise and/or skills?

DK deep knowledge DU deep understanding PK problematic knowledgeHOT higher-order thinking M metalanguage SC substantive communication


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Table two QUALITY LEARNING ENVIRONMENTSummary Implications for GATS Questions to consider in catering for the needs of gifted and talented students.

EQC

Stating thecharacteristics of aquality product orperformance.

State the EQC forprocess and product andmode of communication.(Self evaluation and selfreflection is central tolearning)

Are the characteristics for a quality product /performance made clear?

Are students able to evaluate their own work/learning using clearly articulated ornegotiated explicit quality criteria?

Does assessment inform the direction of teaching and learning for both studentand teacher?

Is feedback provided to students to inform their learning?

E

Student interest andinvolvement with work.

Cater for individual learningneeds

Does learning cater for differences in student readiness, interest and learningprofiles?

Do students feel challenged most of the time? Are students engaged in the

substance of the lesson? Are students able to pursue areas of interest or passion?

HE

Aiming high andpresenting realisticchallenges.

Design appropriatechallenges and conceptualrisk-taking

Are students supported to take conceptual risks in demonstrating their learning?

Are all students encouraged to aim high?

Is there an appropriate balance of group and individual tasks?

SS

Support for learningand mutual respectamong teachers andstudents.

Catering for students socialand emotional needs

Does the learning environment support the learning needs of GATS?

Is respect for others ideas, opinions and work modelled and fostered?

Is this evident in relationships with the wider community?

SSR

Students regulatingtheir own behaviour.

Students are active andresponsible learners

Do all students, most of the time, demonstrate autonomy and initiative inregulating their own behaviour?

Are students helped to learn about their needs and those of others?

Are goals and work contracts negotiated?

SD

Students havingchoice.

Negotiate learning goalsProvide choice in learningactivities

Do students determine significant aspects of the learning program?

Do students set their own learning goals?

How can students exercise choice of content, process, product, learning

environment, pace of learning? Criteria for evaluation? Is there a balance between teacher-assigned and student-selected tasks?

EQC (explicit quality criteria) E (engagement) H (high expectations)SS (social Support) SSR (student self regulation) SD (student direction)


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Table three SIGNIFICANCESummary Implications for GATS Questions to consider in catering for the needs of gifted and talented students.

BK

What students alreadyknow and can do.

Establish student

readiness

interest

learning profile

Does the background/prior/out-of-school knowledge of students inform teaching andlearning?

Does pre-assessment or pre-testing lead to appropriate differentiation?

Do I pre-test in terms of student readiness, interest and learning profile? Do I know theextent of student abilities? Do I use off-level tests?

CK

Recognition and valuingof the knowledge ofdiverse cultural groups:different ways of being,seeing and knowing.

Experience different ways ofbeing, seeing and knowing -opportunities for enrichmentand extension beyond thedominant culture

Is the knowledge, traditions, beliefs, skills, languages, practices and protocols of diversesocial/cultural groups (race, sexuality, gender, ethnicity, religion, disability etc) valued andan integral part of curriculum design?

What role can the community play in this regard?

What cultural knowledge do students bring to the classroom?

N

Narrative usedpurposefully to deepenunderstanding, delivercontent and engagestudents.

Access a wide range ofstories: biographies,bibliotherapy of particularinterest to students

Do stories written, told, heard, read, viewed help illustrate or bring to lifeknowledge/learning addressed in the project?

Do students reflect on their learning through narrative form? (e.g. project journal, diary,poetry, media)

Is narrative used as content and/or process?

Are analogy and metaphor used as teaching tools?

I

Valuing and celebratingstudents differences.

Ensure social and culturaldiversity is represented inclassrooms and programs forthe gifted and talented.Celebrate difference.

Are individual differences celebrated? Do I unconditionally accept students as they are andexpect students to become all they can be?"

Do I cater for difference different learning needs, ways of knowing, ways of being andseeing? Are the contributions of all students valued?

Are students supported to pursue their interests and passions? Is talent developmentfostered?

CONN.

Learning has valuebeyond school.

Plan learning experiences withreal purpose, real audiencesand real deadlines.Engage in transformationallearning

Do I structure real-life contexts or problems, and provide opportunities for students to sharetheir work with audiences beyond the classroom?

Does the students work influence an audience orimpact beyond the classroom?

Do students produce real work for real purposes and real audiences? Do beyond schoolconnections link to outcomes (e.g. mentors, service learning)

KI

Meaningful links betweenand within subjects andKLA areas that connectslearning.

Use macro-concepts as aconceptual organiser forconnecting learning within andacross subject domains.

Are meaningful connections made among subject areas which contribute to the deepunderstanding of core concepts central to the project?

Are students are asked to address problems/issues/ themes which require knowledge frommultiple topics or subject areas?

B (background knowledge) C (cultural knowledge) N (narrative)I (inclusivity) C (connectedness) K (knowledge integration)


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An approach to design ing qual i ty curr icu lum, assessment and teach ing inst ruct ion

for al l students

The following process for curriculum planning is recommended by the NSW Board of Studies:

Step 1 Select outcomesA manageable number of outcomes are chosen to form a focus for the unit. It is important that theoutcomes relate in a meaningful way to present a clear purpose for the teaching, learning andassessment activities. Outcomes may be incorporated from within or across subject/Key LearningAreas (KLAs).

Step 2 Decide on the subject matter or focus of the unit of workThe context and subject matter of the unit should be determined once the outcomes have beenselected. These decisions will help determine the selection of relevant syllabus content and theevidence of learning that is required. The question to be addressed is Why does this learningmatter (to the student)?

Step 3 Select the relevant syllabus contentContent from the learn about column relevant to the outcomes is selected and organised in alogical sequence. The amount of content selected should be manageable in the time allocated tothe unit. Content relevant to the outcomes is then identified from the learn to column. In somecases the learn to statement has a direct relationship to a single learn about statement. In othercases the learn to statements are presented so that they can be applied across a range of contentthat students will learn about. What will students need to learn and to do in order to be able toachieve the key assessment task in the unit of work?

Step 4 Decide on the evidence of learningAs the outcomes form the focus of the unit, it is necessary to identify the specific evidence of

learning to be observed through the teaching and assessment activities. The selection of a keyassessment task helps to identify more specifically what students are to learn. How will studentsapply their knowledge and show that they have learnt the intended content? How well are studentsexpected to do it? The criteria for assessing students learning can be developed by addressing thefollowing questions:

What is the standard for a quality performance or product?

Have clear criteria been provided that explicitly state the quality of work expected?

How will students evaluate and reflect on the quality of their work?

What models, samples, examples will be provided to assist in self-evaluation?

Before the unit of work is taught it is important to find out what outcomes the students havealready achieved. Step 4a and relevant questions are included here to assist in thedevelopment of differentiated programs.

STEP 4A: Design a pre-test or pre-assessment task to find out what students already knowabout the intended content

What would students need to know (knowledge) and be able to do (skills) in order to

demonstrate achievement of unit outcomes?

How will students communicate their understanding?

What is the expected standard for a quality performance or product?

Do they already have the knowledge and skills needed to communicate understanding?

Which students demonstrate significant mastery of the core concepts: knowledge, skills and

understandings?


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Step 5 Plan the teaching, learning and assessment activities

Assessment for learning activities should occur as a normal part of the teaching process. Teachersplan the most suitable teaching, learning and assessment activities for the selected content,ensuring that they will provide the desired evidence of learning determined in Step 3. Teaching,learning and assessment activities should be student-centred to promote the development ofknowledge, skills and understanding. A key assessment task should be developed to drive theunit of work and smaller scale tasks may act as checkpoints for formative assessment, along thepath to the major assessment task. What other evidence of student learning could be collected.

Step 6 Plan feedback opportunitiesFeedback provides students with information to guide their learning and occurs routinely throughgood teaching practice, mostly in an informal manner. However, when planning units of work,teachers should consider how to maximise feedback and how it contributes to student learning.Feedback should focus on students progress in relation to outcomes and indicators. Both formaland informal evaluation of student work indicates how well students have achieved includingwhether they have misconceptions or gaps in skill development. At this point it may be appropriateto address these issues.

STEP 6A: Address misconceptions and/or reteach

Step 7 Plan opportunities for teacher reflection and evaluationIt is important to reflect on the degree to which the focus has remained on syllabus outcomesduring the teaching, learning and assessment process. Identification of the evidence of learning asdescribed in step 4 will assist with this. After the unit has been implemented it is also necessary toevaluate students achievement and what should be done next to assist them in their learning. TheQuality Teachingframework (NSW Department of Education and Training, 2003) may be used todesign units of work and to reflect on their implementation and effectiveness.

(Adapted from the NSW Board of Studies, 2008)

Further information on assessment practice is available on the Board of Studies web site athttp://arc.boardofstudies.nsw.edu.au/go/sc/afl

How d oes the NSW Quali ty teaching mod el suppo r t curr iculum di f ferent iat ion?

The process of curriculum planning is assisted by addressing these questions:

What do you want students to learn?

What will students do or produce?

Why does this learning matter? How well do I expect them to do it?

(NSW Department of Education and Training, 2003)

Each of these questions can be aligned with the recommended steps in the curriculum planningprocess and also with elements in the Quality Teachingframework (NSW Department of Educationand Training, 2003). These relationships are shown in Figure one The throughline ofa task.Thisdiagram illustrates the importance of planning curriculum where the outcomes, learning activitiesand assessment tasks are logically organised and aligned.
http://arc.boardofstudies.nsw.edu.au/go/sc/aflhttp://arc.boardofstudies.nsw.edu.au/go/sc/aflhttp://arc.boardofstudies.nsw.edu.au/go/sc/afl


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The throughline of a task

Outcomes

Indicators

Task content

ExplicitQualit

FeedbackYou have, you

should now

What do you want students to learn? deep knowledge

knowledge integration higher-order thinking

problematic knowledge,

cultural knowledge

background knowledge

What will students do or produce? deep (demonstrated) understanding

substantive communication

higher-order thinking narrative

connectedness

metalanguage

student direction

Why does this learning matter? background knowledge

cultural knowledge

narrative

inclusivity

connectedness knowledge integration

How well do I expect them to do it? explicit quality criteria

high expectations

student direction

higher-order thinking


metalanguage scaffolds

What and how well? refer back to indicators and explicit quality

criteria for appropriate feedback

deep knowledge,

metalanguage


provide opportunities for students to reflecton their learning and its demonstration

(M. Genner, 2007)

Figure one


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Evaluating the effect iveness of assessm ent task design

The NSW Quality Teachingmodel (2003)provides a common language for analysing theeffectiveness of assessment, curriculum implementation and teacher instruction that can beapplied from K-12 across all KLAs (Table four).

Table four

Questions to guide evaluation QT elements

1. What do I want students to learn?

Does the task focus on core concepts and key ideas central to thetopic, subject or KLA?

Does the task meet syllabus requirements: aims, objectives,foundation statements, stage outcomes and content?

What do students already know, understand and can do?

Is there evidence of planning for individual student learning needs?

Is there evidence of pre-testing or pre-assessment?

deep knowledge

backgroundknowledge

2. What am I going to get the students to do or produce?

How will students demonstrate their understanding of the key ideasand core concepts?

How will students show they have learnt the intended content?

How will students apply/use this new content?

Are students asked to analyse, synthesise (creative thinking) andevaluate (critical thinking)?

Is the demonstration of understanding sustained and focussed onkey concepts?

deepunderstanding

higher-orderthinking

substantivecommunication

3. How well do I expect them to do it?

Is the standard made clear?

Are there high expectations for the performance and/or product?

How will students know what a quality product or presentation lookslike?

Are the criteria for success made explicit to the students? e.g. writtencriteria, oral instructions, modelling, feedback during completion ofthe task.

Are opportunities and processes for feedback to students evident?

(key aspect of assessment for learning)

highexpectations

explicitqualitycriteria

4. Why does this learning matter (to the student)?

Does the learning connect to the students world outside theclassroom and the school

Does it link to prior learning?

Does it form a basis for future learning?

connectedness

backgroundknowledge


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ActivityThe document Quality teaching in NSW public schools: An assessment practice guide (NSWDepartment of Education and Training, 2004a) and the information in Table four can be used toevaluate the effectiveness of an assessment task. For example consider how well the task outlinedin Table five fulfils the requirements of good assessment practice.

If an element in the Quality Teachingmodel codes poorly the following questions should beaddressed:

1. Is there an issue/problem with the task?2. If so what could be done to improve the task?

opic Design a healthy food meal

Phase ofDevelopment

Early Childhood

Learning Area Crosscurriculum

Strategy Creative Thinking

opic Healthy Choices

Students will

Show different healthy foods or from pictures discuss different types of healthyand non-healthy food

Activity

Conduct a survey of the class to find out what the healthiest food is.

Design an original healthy food lunch using drawings and labels

Participate in healthy living scenarios

Optional: (Develop a new healthy lunch)

Assessment The extent to which students were able to produce unusualdesigns?

An important part of the curriculum implementation process is to evaluate how well assessmenttasks measure students achievement outcomes in relation to syllabus standards. A possibleapproach to developing teaching and learning activities and assessment tasks that are logicallyorganised is shown in Table six. This approach to curriculum planning is based on Tomlinson &McTighe (2006) and the plan has been developed using a Healthy Choices unit for students inStage One.

Table five


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Planning backwardsThe approach displayed in Table six centers on the idea that the design process should begin withidentifying the desired results and then "work backwards" to develop instruction rather than thetraditional approach which is to define what topics need to be covered (Wiggins & McTighe, 2001).

The process involves three main stages:

Stage 1: Identify desired outcomes and results.

Stage 2: Determine what constitutes acceptable evidence* of achievement in the outcomesand results (assessment).

Stage 3: Plan instructional strategies and learning experiences that bring students to these

levels of achievement.

Start with the end in mind and begin with the intended outcomes and the most difficult task. Ifstudents have already completed all of the learning experiences in the unit, what final keyassessment task would demonstrate understanding of the necessary knowledge and skills, valuesand attitudes?


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Table six

Stage 1: Desired results

Foundationstatement

Students make simple decisions in relation to health .They describe balancedeating habits and healthy personal habits..

Outcome(s) PHES1.12 Displays basic positive health practices.DMES1.2 Identifies some options available when making simple decisions.

EnduringUnderstandings

*A balanced diet keeps us healthy * We can make choices *Choices haveconsequences

Subject matter or focus Healthy choicesLife requires people to make choices

Task scenario The school canteen wants to encourage students to choose healthy foods. Theyhave asked students to suggest new interesting healthy meals and snacks otherstudents would like to eat.

CONTENT Learn to (skills) VERBS Learn about (knowledge) NOUNS

Core ContentBasicAbstract

Make simple decisionsDescribeDescribeDisplays/demonstrates

in relation to healthbalanced eating habitshealthy personal habitsbasic positive health practices

Core ContributingQuestionsrelating to core outcomesand content

How does food keep you healthy?

What foods are good for you?

Do I have a choice about what I eat? How do I know what to eat?

Are some foods good for me and not for others?

How can I encourage others to make healthy food choices?

Quality Teachingand curriculum planning

Step1: Select outcomes

What do I wantstudents to learn?

What do I wantstudents to understand?

Step 2: Decide on thesubject matter focusof the unit of work?

Why does the learningmatter (to thestudent)?

Step 3: Select the relevantsyllabus content

What do I wantstudents to learn?


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Stage 3: Plan the teaching, learning and assessment experiences

Teaching andLearning

Assessment FOR

learning

Step 5: Plan the teaching, learning and assessmentexperiences

Step 6:Plan feedback opportunities

Stage 2: Evidence of learning

Key assessment task Students will demonstrate their understanding by producing different models (real orsimulated) for healthy meals to be trialled at the school canteen

Criteria forassessing learning

Students will be assessed on their ability to

Identify basic healthy foods representing a balanced diet

Make simple decisions about healthy and non-healthy foods

Explain their choices and decisions

Other evidence of andfor learning

Teacher prompt: Can identify and classify foods as healthy and non-healthy(Work sample)

Test: Can recognise common sight words on packaging

Dramatic scenarios : Makes simple health- related choices and explaindecisions

Skill check :Can use charts and packaging for information

Pre-testing and pre-assessment (Diagnostic assessment)

Step 7: Plan opportunities forteacher reflection andevaluation

Step 4: Evidence oflearning: Through whatauthentic performance taskwill students demonstrateunderstanding?

What will students do orproduce?

How well do I expectstudents to do?

Step 4A: Pretesting orpre-assessment

What do students bringto the table?

What do they alreadyknow?

What can they alreadydo?

How do they currentlymake sense of this?

Step 5: Plan the teachingand learning andassessment

Step 6:Addressmisconceptions and/orreteach

Step 6: Plan feedbackopportunities

Table six continued

(Adapted from Wiggins and McTighe, 2001)


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Plann ing fo r dif ferent iat ion

The curriculum plan in Table six does not include modifications to the proposed unit ofwork to cater for gifted and talented students. Some students who are gifted maydemonstrate achievement of syllabus outcomes and so are capable of accelerated

progression in the form of curriculum compacting. This means that extension work can besubstituted for tasks where students have demonstrated prior achievement of syllabusoutcomes.

A system of curriculum differentiation for compacting the curriculum is outlined in Module5 Curriculum differentiation for gifted students, (MacLeod, 2005) and is available at

http://www.dest.gov.au/NR/rdonlyres/54063D73-3271-4AF1-84AF-10E601B26F38/5469/Module5_SECONDARY.pdf

Module 5 outlines the following steps to develop a differentiated unit of work:

decide on the skills and content outcomes to be assessed

identify the key concept(s) that underpin(s) the unit

devise focus and contributing questions write one structured/support question and two extended questions for each

contributing question where appropriate

design pre-tests or pre-assessments (graphic organiser, flow chart, concept map,discussion questions)

develop supported and extended outcomes to correlate with support and extendedquestions

construct the activities for support, core and extension

write assessment tasks, formulate criteria and determine date of assessment

conduct formative and summative evaluation.

Why do you pre-test? Pre-testing and on-going assessments inform the proposed instruction.

What do you pre-test? Pre-test the key assessable outcomes. If students are able to demonstrate mastery, then alternate learning activities need to

be planned and negotiated.

This approach to differentiation, presented diagrammatically in Figure two, allows forthree levels of student readiness. Students who are achieving at stage level will beappropriately challenged by finding answers to the core-level questions. However, some

students will not be ready to work at stage level and will need teacher support andlearning activities to assist them to achieve stage outcomes. Extension questions andactivities need to be developed for those students who have demonstrated achievementof outcomes at stage level through pre-testing. This approach to the development of adifferentiated unit of work can be organised in the planning stage by using a conceptmap. For example, the planning of the Healthy Choices Unit using a concept map isillustrated in Figure three. A curriculum plan which includes modifications to cater forgifted and talented students is shown in Table seven.
http://www.dest.gov.au/NR/rdonlyres/54063D73-3271-4AF1-84AF-10E601B26F38/5469/Module5_SECONDARY.pdfhttp://www.dest.gov.au/NR/rdonlyres/54063D73-3271-4AF1-84AF-10E601B26F38/5469/Module5_SECONDARY.pdfhttp://www.dest.gov.au/NR/rdonlyres/54063D73-3271-4AF1-84AF-10E601B26F38/5469/Module5_SECONDARY.pdfhttp://www.dest.gov.au/NR/rdonlyres/54063D73-3271-4AF1-84AF-10E601B26F38/5469/Module5_SECONDARY.pdfhttp://www.dest.gov.au/NR/rdonlyres/54063D73-3271-4AF1-84AF-10E601B26F38/5469/Module5_SECONDARY.pdf


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(Adapted from MacLeod, 2005)

Syllabus outcomes for unit.

N.B. You might choose to list only the assessableoutcomes

Macro-concept(s) + Focus question

CoreContributing

question

CoreContributing

question

CoreContributing

question

CoreContributing

question

Pre-testing or pre-assessment of outcomes to establish priorunderstandings and skills of students

Extended questions + extended outcomes+ assessment evidencePlanning the criteria for assessing learning:

Key assessment task + other evidence of learning

Planning the teaching, learning andassessment for learning activities

Planning feedback

Planning opportunities for teacher reflection and evaluation

Figure two


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(Adapted from MacLeod, 2005)

PHES1.12 Displays basic positive health practices.DMES1.2 Identifies some options available when making simple decisions.

The PROBLEM/ISSUE/CHALLENGE

CORE - The school canteen wants toencourage students to choose healthy foods.They have asked students to suggest newinteresting healthy meals and snacks otherstudents would like to eat.

EXTENDED -Help! Some students haveallergies to certain foods. How can we cater forthese students too?

Responsibilityand Well-beingDoes an apple a day

keep the doctor away?

How can we keephealthy?

What might happenif I didnt eatvegetables?

Can the right foodever be the wrongfood?

What foodsare good for

me?

Why is our healthimportant?

How does food keepyou healthy?

How do I makehealthy choices?

Key

Core contributingquestions

Extensionquestions

Support question

Figure three


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Focus Healthy choices

Focus question: Wil l an apple a day keep the doctor away?

Macro-concepts: Responsibility and well-being

Enduring * A balanced diet keeps us healthyUnderstandings: * We can make choices

* Choices have consequences

CoreScenario

The school canteen wants to encourage students to choose healthy foods.They have asked students to suggest new, interesting healthy meals andsnacks other students would like to eat.

Extendedscenario

Help! Some students have allergies to certain foods. How can we cater forthese students too?

Stage 1: Desired resultsFoundationstatement

Students make simple decisions in relation to health .They describe balanced eatinghabits and healthy personal habits..

CoreOutcome(s)

PHES1.12 Displays basic positive health practices.DMES1.2 Identifies some options available when making simple decisions.

ExtendedOutcome(s)

PHES1.12 Evaluatespositive and negative health practices.DMES1.2 Considers a range of options whengeneratingcomplex decisions.

ContentBasicAbstract

Learn to (skills) verbs Learn about (knowledge) nouns & adjectives

Make simple decisionsDescribeDescribeDisplays/demonstrates

in relation to healthbalanced eating habitshealthy personal habitsbasic positive health practices

Content

ComplexAbstract

Make complex decisions

EvaluateAnalyseDevises

in relation to well-being and responsibility

balanced eating habits in different situationshealthy personal habitspositive health practices

Contributingquestions

How does food keep you healthy?

What foods are good for you?

Do I have a choice about what I eat? How do I know what to eat?

Are some foods good for me and not for others?

How can I encourage others to make healthy food choices?

Extendedquestions

What might happen if I didnt eat vegetables? Can the right food ever be the wrong food?

If you could only eat five foods for the rest of you life what would they be and why?

Step2: Plan extended outcomesusing Blooms Taxonomy (1956) toincrease the level of complexity andabstraction. Ensure that the content,assessment task and criteria forlearning align with the level ofthinking and doing required.

Step 1: Frame the unit in amacroconcept that frames thelearning. This will ensure thatenrichment and extension flowsout of the core program.

devise a focus question tohook students

identify the enduringunderstandings

devise a real problem, issueor scenario

Step 3: Consider the contributingquestions and devise questions thatextend the core questions. Thequestions should be open-endedand invite substantial inquiry. Youcan ask students to devise their ownand build them into the unit. Youcan use Blooms (1956) or modelsfrom Williams (1993) and Maker(1982) to generate ideas.

Step 3: Locate the verbsandnouns in the content. The verbspoint to the kind of thinking anddoing required and thus point to anappropriate performance-basedtask. Use the macroconcept toincrease breadth and depth so thatthe content (knowledge, skills andunderstandings) extends beyondthe topic.

Differentiating a unit of work (Adapted from Tomlinson & McTighe, 2006)

Table seven


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Stage 2: Evidence of learning

Core task Students will demonstrate their understanding by producing differentmodels (real or simulated) for healthy meals to be trialled at the schoolcanteen.

Extended task AND consider how to adapt or adjust the lunch for children with particulardietary requirements

Core task

Criteria for

assessinglearning

Students are assessed on their ability to:

make simple decisions about healthy and non-healthy foods

explain their choices and decisions

create a model that communicates positive health and foodmessages.

Extended task

Criteria forassessinglearning

Students will be assessed on their ability to:

evaluate the special dietary needs of some children and devise arange of solutions

justify their choices and decisions

communicate (optional) positive health and food messages throughwritten, spoken and/or artistic texts.

Productmodifications

Students could choose an alternative mode of communication as long asthe performance of understanding meets explicit quality criteria.If the product (e.g. model) is to be assessed, appropriate outcomes,indicators and content must be built into the task design.

Stage 3: Plan the teaching, learning and assessment experienc esTeaching and

Learn ing

Assessment

FOR

learning

Step 5:Plan the teaching, learning and assessmentexperiences

Step 6:

Plan feedback opportunities

Step 4: Students need to bechallenged with work thatrequires them to think beyondthe topic. They can considerproblems, issues, themes,paradoxes and questions towhich there are no fixedanswers. Complexity can beadded in terms of content,process and product. The taskshould demand new learning.

The Bloom taxonomy(1956) ormodels from Williams (1993)and Maker (1982) can be usedto generate ideas.

Step 4: The criteria for a qualityproduct or performance needsto be explicitly stated. Thisprocess can be negotiated andmay involve an audiencebeyond the school.

Providing opportunities forstudents to demonstrateunderstanding in different ways,negotiation and choice arecentral to a learning

environment that supports theneeds of GATS.

Provide quality feedback thatsets the direction for futureteaching and learning. Guidestudents in setting goals andprovide feedback that supportsthem in working towards theirpersonal best.


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Putt ing it al l together

Using the NSW Qual i ty Teaching Modeland other curriculum models to plana differentiated unit of work

1. Select outcomesWhat do I want my students to learn?

Select the syllabus outcomes to be assessed.

Plan the extended outcomes. Use Blooms (1956) Taxonomy to increase the levelof challenge.

2. Decide on the focus of the unitWhy does that learning matter to the students?

Select a case study, issue, problem, paradox, theory, scenario etc.

Identify the overarching macro-concept(s) that underpin(s) the unit.

Devise a focus question that invites inquiry to guide the learning.

3. Select the syllabus contentWhat do I want my students to learn?

Identify the outcomes related to the KLA, and look at the related content.

Use the outcomes, content statements (learn to and learn about) to devisecontributing questions. These are questions students would be expected to beable to answer if the unit had already been taught.

What will a student need to know, be able to do and understand to demonstrateunderstanding?

4. Decide on the evidence of learning

What will students produce to demonstrate understanding? Use a curriculum model, e.g. Maker (1982), Bloom (1956), Williams (1993) to

devise a key performance-based assessment task.

Plan tasks that have real purposes, real audiences and real deadlines.

UseAnderson et al. (2001) taxonomy to check that planned assessment includeshigher-order thinking skills for all students.

Consider what other evidence you will need to collect to check that students arelearning the knowledge, skills and understandings required to achieve the keyperformance-based task.

4A. Pre-testing (Diagnostic assessment)What do my students already know, do and understand?

Use the contributing questions as a guide andAnderson et al. (2001) taxonomy toensure that the questions assess the students factual and conceptual knowledge,procedural and metacognitive knowledge.

Use graphic organisers, flow charts, drawings and tests so students can tell andshow you what they already know.

Tell students what you are doing so that they can suggest what theyd like to doand build in their suggestions to the curriculum design.

Use the information from the pre- test or pre-assessment to establish the learnerreadiness. Then use your knowledge and assessment of their interests and preferredways of learning to plan extension questions that will engage students who havedemonstrated mastery.

Remember:


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GATS may not demonstrate mastery offer it anyway!

All students may attempt the extension questions if they want to have a go.

Enrichment is work/study beyond the regular curriculum at the same level ofchallenge thatexpands breadth.

Extension is work/study at a level of challenge beyond the core program thatexpands depth.

5. Plan the teaching, learning and assessment activities

Use curriculum models such as:

The Maker Model (1982)

The Williams Model (1993)

Blooms Taxonomy (1956)

to design challenging extension questions and to generate activities that flow from thecore program. Plan and sequence students learning experiences in response to theirlearning needs. Take into account their readiness, interests and learning profiles.Build in ideas from the students and include choice where appropriate.

6. Plan feedback for learning- How well do you expect students to perform this task?- What constitutes quality?- What are the criteria or expected standard?

Talk to your students about your expectations and involve them in developing their owncriteria.Use the syllabus standards to guide the development of criteria assessing studentlearning in terms of their

Factual KnowledgeBasic elements that students must know to be informedabout a subject or discipline and work on it.

Conceptual Knowledge Knowledge of how the basic elements or ideas in asubject or discipline are related.

Procedural KnowledgeKnowledge of how to do things in the subject ordiscipline (techniques, methodology, processes)

MetacognitiveKnowledge about cognition and a personal awareness of onesown cognition and strategies for controlling and applying appropriate thinkingprocesses. Knowledge and understanding of the type of thinking authentic to theinquiry e.g. thinking as a scientist, or artist, or writer and so on.

(Anderson et al., 2001)

References

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,Pintrich, P.R., Raths, J. & Wittrock, M.C. (Eds.). (2001).A taxonomy forlearning, teaching, and assessing: A revision of Blooms taxonomy ofeducational objectives. New York: Longman.

Board of Studies NSW.Advice on programming and assessment, viewed 7February 2008,http://arc.boardofstudies.nsw.edu.au/go/sc/afl#The-principles-of-assessment-for-learning
http://arc.boardofstudies.nsw.edu.au/go/sc/afl#The-principles-of-assessment-for-learninghttp://arc.boardofstudies.nsw.edu.au/go/sc/afl#The-principles-of-assessment-for-learninghttp://arc.boardofstudies.nsw.edu.au/go/sc/afl#The-principles-of-assessment-for-learninghttp://arc.boardofstudies.nsw.edu.au/go/sc/afl#The-principles-of-assessment-for-learninghttp://arc.boardofstudies.nsw.edu.au/go/sc/afl#The-principles-of-assessment-for-learninghttp://arc.boardofstudies.nsw.edu.au/go/sc/afl#The-principles-of-assessment-for-learning


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Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives: the classificationof educational goals. New York: Longmans, Green & Co.

Braggett, E. (1997). Differentiating programs for secondary schools:Units of workfor gifted and talented students. Highett, Vic.:Hawker Brownlow

Education.

Genner, M. (2007). Personal communication.

Gross, M. U. M., MacLeod, B., Bailey, S., Chaffey, G., Merrick, C. & Targett, R.(2005). Gifted and talented education professional learning package forteachers. Retrieved 24 January 2006, from Australian GovernmentDepartment of Education, Science and Training web site:http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publication

MacLeod, B. (2005). Module 5 Curriculum differentiation for gifted students. InS. Bailey (Ed.), Gifted and talented education professional learningpackage for teachers. Sydney: Australian Government Department ofEducation, Science and Training and University of New South Wales,GERRIC (Gifted Education Research, Resource and Information Centre).

NSW Department of Education and Training. (2003). Quality teaching in NSWpublic schools: Discussion paper. Sydney.

NSW Department of Education and Training. (2004a).An assessment practice

guide. Sydney.

NSW Department of Education and Training. (2004). Policy and implementationstrategies for the education of gifted and talented students. Sydney.

Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction:Understanding by design. Heatherton, Vic.:Hawker Brownlow Education.

Wiggins, G., McTighe, J., (2001) Understanding by Design. Prentice Hall Inc

Williams, F.E. (1993). The cognitive-affective interaction model for enriching gifted

programs. In J.S. Renzulli (Ed.), Systems and models for developingprogramsfor the gifted and talented(pp. 461484). Highett, Vic.: HawkerBrownlow Education.
http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publicationhttp://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publicationhttp://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publicationhttp://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publicationhttp://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publicationhttp://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publicationhttp://www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm#publication

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