Standard 3.2
Plan, structure and sequence learning programs
Designing lessons along Bloom’s taxonomy is an excellent way to determine how much students have understood and to foster inquiry based learning. My lessons are designed to question students:
1. Knowledge – to check learner ability to recall basic information
2. Comprehension – confirm understanding
3. Application – use or apply knowledge
4. Evaluation – assess, critical thinking
I use resources such as prezi, PowerPoint, online textbooks, Survey Monkey and Poll Everywhere, which are integrated into lessons to assist me to meet the requirements of standard 3.2.
I also like to use the Understand By Design (or Backwards Planning) approach to planning learning programs. UBD is a logical (albeit backwards) way to plan, structure and sequence learning programs. Understanding the key language abilities the students need by the end of the year, the assessments they need to complete and by when is fundamental to planning appropriate learning programs that flow.
In a year 9 Civics and Citizenship unit I first consulted both SACSA and ACARA documents. The activities I sequenced throughout the unit where a direct result of my understanding of what students should know at the end of the unit and the type of inquiry students should endeavor in order to answer the questions posed in both documents. This was my entry point into the unit of work and the sequence of activities and the choice of activities included followed.
As can be seen below, I have used backwards design to move from what students should know by the end of the unit of work as a starting point to sequencing learning activities and assessment:
The inclusion of formative activities to facilitate student success in summative tasks is an important aspect of planning. Below are examples of formative activities undertaken in a Stage 2 Psychology unit I designed and delivered:
Ruth Tipping 