LT+Feedback

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 * A conversation starter **


** 1. Structure and organisation**    ** 2. Use of language**     **3. ** **How well documents address the following concerns shared by users:** · // Outcomes and indicators too broad, lacks detail //      ·  // Inconsistent connection between outcomes and indicators //      ·  // Steps of achievement are too big //      ·  // Use of indicators is confusing, too broad and do not cover the area of learning //      ·  // Sequence of outcomes and indicators, gaps in some areas //      ·  // Lack of specific examples for indicators //      ·  // Organisation of indicators confusing //      ·  // Not enough information for teachers to identify essential knowledge, understanding, skills and processes that guides teaching programs //      ·  // Difficult to use the document to make judgments about evidence of learning //      ·  // Too subjective and open to interpretation // **4** ** . Teaching and Assessing Support materials that complement this area of learning.** Add these resources to the LT Resources page. The link is lcoated on the left hand side navigation bar       || 
 * **Expectations - What we expect feedback about** || **Please provide feedback on**

Level 2 Piloters: Verification - Feedback Expectations - due 5 August (Wk 3)
**1. The ** **National Statement of Learning for LT** needs to be incorporated in the renewed NTCF. Compare the National Statement of Learning for LT to this document and highlight the following: · Location of national statements in the NTCF document · “Levelness” of the NTCF in relation to Year 3, 5, 7 and 9 expected levels in the National Statements **2.** **Check that there are Elaborations for each of the Key Learning statements** ·  scope and sequence of key understandings and skills students need to demonstrate · learning area meta-language teachers need to know and understand ** 4. Check the language use for Outcomes, Key Learnings is targeted at a general audience** (student, educators, parents, community) and language of Elaborations is targeted at educators and is learning area specific ** 5. Check the developmental sequence of Key Learnings using** · evidence of student learning that has been moderated in your workplace ** 6. Suggest text or sources for text, for the Overview, that will inform teachers about LT and intended use in designing for and assessing learning.** ** 7. Suggest teaching support materials that are commonly used by yourself, staff at your school to support the teaching and learning of writing**. Add these resources to the LT Resources page. The link is lcoated on the left hand side navigation bar.
 * 3. Check the elaborations sufficiently make explicit the following: **

Level 3 Piloters: Designing for Learning - Feedback Expectations - due 1 September (Wk 7)
Designing for Learning - 8 Learning Management Questions || Yvonne Patterson - During Term 2, I programmed using the Backward Planning document. This had an explicit Learning Technologies focus, however during Term 3, I have adapted this document so that the 8 Learning Management Questions are explicated. This was a Science-based unit-of-work. I found that explicitly using the 8 LMQ's was visually more easy to follow, really helped me to focus on specifics in my planning and also assisted with the recording and reporting of student achievement in the Learning Areas that were the focus. [|//Natural and Processed Materials programme.doc//] Cath McKay - We did initial planning for our renewed ICT01 Year 10 unit without the 8 Learning Management Qus and then in Term 3 we came back and reviewed our planning with the 8 LMQ's and made changes appropriately. For example we had not explicitly looked at what our students already knew when they started the course, and this is really important as we are dealing with such a range of students from mainstream cyber-savvy to remote indigenous cyber-virgins. Dan Simmonds - These questions helped me far more explicit in my planning. The questions also really made me focus on how this unit of work would be assessed. A part of my planning that is always a bit soft. Using the document also made me more aware of just how many other KLA's I cover when doing a unit that has a technology focus. **//How did you use the NTCF LT area of learning?//** //YP - I// // knew what the focus for learning would be, i.e. Murder Under the Microscope and considered what skills and understandings they would develop. Appropriate Learning Technologies outcomes that articulated those skills and understanding were selected.// **// CM - Our ICT01 unit covers parts of all of the domains of the current LT area of learning. The culminating task is to create a presentation which demonstrates the range of skills the student has learnt throughout the unit including internet research, internet safety and ethics issues, keyboarding, and skills using powerpoint. From the old Presentation domain we were specically trying to cover: P1 select appropriate tools and skills to design and produce a multimedia presentation or performance P2 interact with others locally and globally using a range of technologies P3 competently use a range of software that creatively enhances presentation, performance or communication of information. Dan Simmonds-//** The unit I planned covers P1, P2 and P3. The unit made the students stop and think about style verse substance with the culminating video being shown at the upper primary assembly on Friday afternoon. // *** When using the renewed NTCF LT what helped you to answer the Learning Management Questions and plan for learning? ** // YP - During Term 2 where there was a focus on Learning Technologies, I used the old NTCF but will revisit using the Renewed NTCF. CM - I found the 8 LMQ's more helpful in my planning than the renewed NTCF as such because the P1 exit outcome is quite narrow and thats all we were given so far. But it was good to bring in the consideration of audience and purpose in to the planning and design of the major project and the self and peer evaluation. We discussed the unit in relation to some of the LMQ's in our Curriculum Area team - to find out how we wanted this unit to fit within the ICT pathways and relating it to preparation for St 1 & 2 and undertaking the PLP. This was all about answering the first 2 qu's. // ** * **When using the renewed NTCF LT what was a barrier/ challenge/ issue to you to answer the Learning Management Questions and plan for learning?
 * **Expectations of Level 3 Piloters** ||  Using the 8 Learning Management Questions you will design a unit of work, program, or learning sequence. The questions will lead you in when to use the renewed NTCF.  [[file:Learning Design Questions.doc]]
 * **Expectations - What we expect feedback about** ||  Provide oral feedback on MP3 players or written feedback in response to these stimulus questions:  //  =  //  * How did you use the 8 Learning Management Questions to design for learning? //=//

CM: The breadth of our students across the band levels and also their differing access to resources and equipment is a barrier in answering some of the questions. ie there are so mncy different contexts to learning. Also see my feedback in relation to trying to follow through the development of a student up through the bands in the discussion tab. // // * What are your suggestions for overcoming this barrier? CM: Well it was just quite good to approach the students from these questions - and really look at the different contexts and how we can plan for that. So, for example we are using Espace both as a planning tool with community teachers but also with individual students. // // ** * ** What changes have you made to planning and programming as a result of using the renewed NTCF? //// CM: We have included a design process which takes into account audience and purpose. We have also put in some worksheets, activities and checklists which tell us what the student already knows, and what resources and equipment they have available to them.

** * **What helped you make these changes? CM: Just reading and discussing the 8LMQs and the new LT outcome in relation to audience and purpose. //  ** * **  // Are you collaborating with others to use the Learning Management Questions and the renewed NTCF LT? If yes, how are you collaborating with other educators to participate in this pilot? //CM: Working in a team with two other teachers - to rewrite and develop this unit. // ** * **Are you planning or actually making major changes to how you design for learning as a result of being involved in piloting? If yes, what do these look like? // CM:Yes, planning has been quite different using the 8LMQ's as a guide. It has been a good process to follow. Good to have the structure. ||

Level 4 Piloters: Gathering Evidence and Making Judgements of Student Learning - due 30 September (end of Wk 10).
** 1. ** **Gathering Evidence of Learning:** Within a current learning sequence or unit of work identify where you have planned to gather evidence of student learning that will either / both 1) inform you of further teaching and learning needs and 2) be used to make judgments about progress and achievement. **2.  ** **Making Judgments** – Use current methods (rubrics, marking guides, teacher professional knowledge) to sort the students evidence of learning into groups that show similar demonstrations of learning   ** 3. ** **Making Judgments** - Choose 1 sample from each of these groups that best represents the learning of this group AND samples that were difficult to group. **4.** **Making Judgments** - Using the current NTCF outcomes and indicators to 1) identify the NTCF level of the evidence 2) annotate the evidence and 3) record this judgment.   ** 5.  Making Judgments ** - Repeat Step 4 using the renewed NTCF LT area of learning.   **6.**  **Feedback and Reporting -** Provide feedback to the learners about their progress against the expected outcomes.   ** 7. **    **Teaching and Learning** - Identify next teaching and learning opportunities for these samples, record this and attach to the samples.   ** 8.  ** **Compare and contrast the outcome and process** of using the two different NTCF LT areas of learning.  || //   ·     // How did using the renewed NTCF LT section help you plan for gathering evidence or making judgments? //   ·     // When using the renewed NTCF LT what was a barrier/ challenge/ issue to you in making judgments about student learning? //  ·    // What are your suggestions for overcoming this barrier? //  ·     // What changes have you made to gathering evidence or making judgments as a result of being involved in this pilot? //  ·     // What helped you make these changes? //  ·     // Are you collaborating with others to using the renewed NTCF LT to make judgments? If yes, how are you collaborating with other educators? //  ·     // Are you planning or actually making major changes to how you gather evidence and make judgments as a result of being involved in piloting? If yes, what do these look like? ||
 * **Expectations of Level 4 Piloters** ||  You will compare the use the current and renewed NTCF LT area of learning to make judgments about student learning and indicate next steps in teaching and learning.
 * **Expectations - What we expect feedback about** || ** * **How did you use the NTCF LT area of learning