Learning Teaching Subject Department Planning Regional Seminar 2004
Learning & Teaching Subject Department Planning Regional Seminar 2004
School Improvement – SDP Process REVIEW Prioritise Adopt / adapt EVALUATE – self MISSION VISION AIMS DESIGN Action Plans / Policies Monitor IMPLEMENT
The Timetable Pastoral care, behaviour & discipline Partnerships with the community Curriculum & assessment/ organisational policies Adapted from Hopkins & Mac. Gilchrist 1998 Premises & school environment TEACHING PUPIL PROGRESS AND ACHIEVEMENT LEARNING Schemes of work Staff development Resources Staffing & their organisation into groups & teams Decision making processes
Programme § § § To explore the issues of ‘Why’ and ‘How’ To discuss the organisational needs and the development needs of the subject and to explore how to achieve a balance To examine suitable worksheets for use by teachers in a school who will be working on the introduction / development of subject department collaborative planning
Issues for Consideration § § § What is subject planning? Why engage in subject department planning? What is the link between school planning and subject department planning?
How does subject planning arise? May emerge as: § a priority during school review as part of SDP § a priority pre- or post-subject inspection § part of school-self evaluation § an outcome of the introduction of a new syllabus
Developing & Sustaining Collaborative Subject Planning Challenges : Opportunities : Climate of Isolation To develop confidence and collaboration Time and Capacity Absence of Professional Dialogue Domination of Examination Results Changing and Increasing demands on Schools To engage in debate and reflection To be empowered as educators and as decision makers What has been your experience ?
DGL Unit 9: Subject Planning Step 1: Establishment of a Subject Department Using Worksheet 1 a: To consider the introduction of a subject Department Using Worksheet 1 b: To consider how the subject Department will operate Using Worksheet 2 A : Subject Diagnostic Window Step 2: Subject Methodologies Planning Templates 2 and 3: Subject Methodologies and Subject Resource Needs Using Worksheet 5: Effective strategies worksheet Using Worksheet 6: Key Learning skills Using Worksheet 7: Effective Teaching Strategies Step 3: Curriculum Content Planning Template 6 and 7 Template 6: Curriculum Content – 2 yr plan Template 7: Curriculum Action Plan Step 4: Subject Planning Policy Development Template 1 & 4: Subject Planning Policies and Procedures – Subject Profile Worksheet 4: Subject Dept. Policy Check list
SDPI DGL Unit 9 Templates Step 1: Establishment of a Subject Department Worksheet 1 a: n To consider the introduction of a subject Department Worksheet 1 b: n To consider how the subject Department will operate Using Worksheet 2 A / 2 B : n Subject Diagnostic Window
Setting up a Subject Department Worksheets 1. A & 1. B 1. Why do we need a Department? 2. What can it do for us as teachers? 3. What can it do for our students?
Setting up a Subject Department What does it need to work well?
What has worked. . . § § § Subject convenor – secretary, record-keeping, to ensure progress & continuity Commitment to meetings – time, at least three meetings in year Central subject planning records - accessible, organised, up to date ( meeting record template) Clear link to overall school planning Support and goodwill of school authorities essential
Review of Subject Department § § § Diagnostic Window Context factors Key Questions
Subject Diagnostic Window What is already working well? Evidence What is not yet working well? Evidence
Process. . . Step 1 Agree Convenor § Reflect individually on Diagnostic Window § Agree the Diagnostic Window for the subject (Some initial support and briefing may be of assistance to the convenor) §
Process. . . Step 2 § § § Following Diagnostic Window identify two or three priorities to be addressed by the subject teachers Identify separately other subject specific issues that will require a broader school attention Are there whole-school issues arising ?
Follow up to Diagnostic Window Key Questions: As a subject group, what can you do to help teachers and your students in this subject? § teaching and learning strategies that can meet the needs of all students – i. e. top, middle, weak, special needs § addressing the syllabus fully, using appropriate methodologies § ongoing evaluation / review / assessment of progress … § provision of and use of resources § other DGL Checklist
Reflect on process and worksheets
Subject Action Plan § § § What needs to be done? What steps can you take? How, who, when etc? Consider Samples
Subject Planning – Policies & Procedures Template DGL Unit 9 § § § § § Aims and Objectives Methodology Class Organisation Learning Needs / Provision for Differentiation Textbooks and Materials Student Assessment / Progress / Homework and Reporting Monitoring and Evaluation Resources and Inservice needs Whole school issues
Subject Planning – Learning & Teaching – Links to Whole School Issues § § § § § Resources – acquisition & management Homework Policy Learning & Teaching; strategies for effectiveness Curriculum Development Differentiation, Special Needs & Learning support Assessment & Reporting Links to home Staff - Team development – collaboration Transition issues – Primary, Junior, Senior cycles Self-evaluation and review
Some Post-inspection Recommendations § § § § Team development – team approach Planning to organise course content Planning to help development of the subject in the school Planning in the context of revised syllabus Highlight resource needs Share ideas and experiences within the classroom Development of a shared understanding / policy regarding everyday classwork, homework, practical work, end of term assessments etc.
Looking At Our Schools Area 4 : Quality of Teaching and Learning Aspect: Planning and preparation Component: Planning of work: § § § Do we have a long-term plan for our subject? Does it outline the content to be covered? Does it meet the requirements of the syllabus? Does it include strategies for differentiation? Does it provide for cross-curricular approaches? How will the plan be monitored and evaluated?
A New Form of Senior Cycle ? A different school culture for senior students - mature relationships, involvement, engagement and enjoyment A re-structured learning experience - nature and composition of programmes - inquiry driven approaches, learning to learn and critical thinking - emphasis on communication skills and group work A re-balanced curriculum - Emphasis on skills and relationship with knowledge Different forms of assessment and a new certificate for senior cycle - methods, modes, achievements in other areas NCCA 2004
Your school – where to now?
- Slides: 25