Glossary

|| What are the local and global debates about the curriculum? Currently becoming broader and broader - resulting in an all too easy loss of depth? Within the NTCF Renewal and other development projects, is there a leaner, relevant curriculum emerging? || || What teachers do - includes the art //and// science of teaching || || What we all do - being physiologically wired for learning || || * PCK is a notion invented by academics to describe an aspect of professional knowledge and expertise developed //by// teachers. (Loughan et al 2006 p17) || ||  || ||  || ||  || || Designed and user contrtibuted space - requires "smart" approaches to Quality Assurance (QA) i.e ratings, and workflow issues so that teachers "own" and "shape" this dynamic space. ||
 * = Ad d what you think is important in defining the following terms= ||
 * **Curriculum**
 * **Teaching**
 * **Learning**
 * **Pedagogical Content Knowledge (PCK)**
 * PCK refers to the knowledge that teachers develop about how to teach particular content/subject matter in ways that leads to enhanced student understanding of that content
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">PCK is not the same for all teachers within a given content area despite the fact that there are many commonly shared elements of teachers' PCK within that content area.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Understanding teachers' practice in terms of PCK may be helpful in making explicit and refining teachers' professional learning about practice.
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Outcomes**
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**EsseNTial Learnings**
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Key Learnings**
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Elaborations**
 * <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">**Assessment**

Includes feedback? ongoing conversations between learners and their teachers. Gee, Hattie and Marzano all point out the effect size of feedback on learners achievment. || <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Assessment is the purposeful, systematic and ongoing process of acquiring information for making judgments about learners demonstration of outcomes. This then informs teachers design process on how best to proceed for groups and individual teachers as it points out, to name a few, misconceptions, gaps in knowledge and skills and what areas learners are intersted in.

Maths Summer School: Hattie made a forceful point about how important it is (and how rare it is) for teachers to offer explicit feedback about the work or artefact, rather than about the person (teachers tend to do the fuzzy stuff, not the explicit stuff.)

As teachers plan learning experiences they also plan how they will monitor learners' progress in terms of assessment for, as and of learning. Summative (assessment of learning ) forms of assessment are important for reporting, monitoring and accountability purposes and system planning but assessing is integral to the total learning process not something which only occurs at the end. || ||
 * [|YouTube] || [|Jamie McKenzie] outlines the conumdrum **YouTube** faces in education - valuable educative videos but can be a source of inappropriate videos and chew up valuable bandwidth. [|Jamie puts up a solution.]