Junior Cycle and L2LPs
Learner Outcomes and Experiences
Welcome, Introductions and Housekeeping
Outline for the Day
Learning Intentions
Success Criteria
Reflection using Looking at our School (LAOS)
Teaching and Learning
Leadership and Management
Learner experience
Teachers individual practice
Learner outcomes
Teachers collective/ collaborative practice
Leading teaching and learning
Managing the organisation
Leading school development
Developing leadership capacity
Individual and
Collaborative Practice
SEN teachers
Subject teachers
School leaders
Parents
SNAs
OT, SLT etc.
SEN teachers
Subject teachers
School leaders
Parents
SEN teachers
Subject teachers
School leaders
What do we need for highly effective quality teaching and learning?
Teachers Individual, Collective and
Collaborative Practice
Students
Pedagogy
Subject knowledge
Meeting Priority needs
Classroom management
Assessment, Progress and attainment
Engage with professional development
Working together
Build whole staff capacity
Collectively develop
Collaboration and Junior Cycle�
Wellbeing
Planning
Assessment and Reporting
Teaching and Learning
��Let’s explore your teacher �(SET and Subject) collaborative journey?
How can you collectively develop inclusive learning and assessment tasks?
How can you collectively develop inclusive classroom learning and assessment?
How can you work together to ensure learner needs are met?
Can collaboration happen here?
Where are you in your school context on this collaborative journey?
Where are the opportunities for collaboration?
What might collaboration look like?
Collaboratively Planning for Teaching, Learning and Assessment…
Student Learning Experience
Evidence of Learning
Key Learning
3
2
1
Planning for inclusive teaching, learning & assessment
Key Learning
Think about:
Priority Needs
Goals:
Knowledge, Skills, Values, Understanding, Competencies
What is a learning outcome? ��What a student should know, understand, and be able to do at the end of the course. (L2LP Guidelines, pg.30)
National Framework of Qualifications
Subject Specifications broadly aligned to Level 3
L1LPs broadly aligned to Level 1
L2LPs
broadly aligned to Level 2
A national framework of qualifications “is an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved.“ (EQF 2008) European Qualifications Framework
Broad alignment to NFQ indicators means?
Level 1
Level 4
Level 2
Level 3
Understanding Learning Outcomes
Verb – skills/actions �(sometimes implies methodology)��Content – subject/area/topic/theme��
Learning Outcomes
LEVEL 2:
PLU – Preparing for Work
Element:
L.O. Give examples of safe practices in three distinct workplaces
LEVEL 3:
Subject: Wood Technology
Element:
L.O. Apply recognised health and safety practices in the use of tools, equipment and materials
Highlight the verb in green
Highlight the content in red
Inclusive learning experiences…
They then develop learning intentions and success criteria for a lesson or series of lessons that stem from and complement the aims of that unit of learning
These should be co-created, shared and discussed with students.
Key Prompts/Questions
What is it the students are going to learn?
How will they and their teacher known they have ‘learnt’?
How will they demonstrate this learning?
What will happen if students are not engaging with learning and/or meeting success criteria?
Teachers use the learning outcomes provided by subject, PLUs or short course specifications as a starting point for planning a unit of learning
What Is a Learning Intention?
‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’
(Learning Unlimited, 2004)
Success Criteria
Success Criteria suggest ways to achieve a learning outcome.
“How will I know when I have learned?”
“How will I know when I have achieved the learning outcome?”
Learning Intentions and Success Criteria
Learning Intention
To mow the lawn evenly without damaging the plants
Success Criteria
What do you think a student should demonstrate in terms of…
Knowledge
Skill
Competency
These should form the basis of your success criteria for a learning outcome(s) and/or assessment activity…
Understanding
Values
Learning intentions and Success Criteria
Think about a learning experience and work collaboratively to create some learning intentions and success criteria…
Student's L2LP plan
Short-term plan
Planning for inclusive teaching, learning & assessment
Evidence of Learning
Key Learning
Formative Assessment -
Learning Intentions and Success Criteria
Possibly leading to...
Assessment Activity
Show proof of learning…..
The process of generating, gathering and judging evidence of learning at Level 2
PLUs learning outcomes
Success Criteria are established to use in judging the evidence of leaning
Evidence in the portfolio meets the 'majority' requirement for Level 2 certification in the Junior Cycle Profile of Achievement
Teachers select learning outcomes and/or design assessment activities to generate evidence of learning
Students generate evidence of learning
- ongoing assessment
- assessment activity
Evidence of learning is included in the portfolio along with the identified success criteria
Assessment
Success Criteria are the criteria through which a student’s work is assessed.
They will accompany evidence of learning.
They set out what the evidence should include/convey to demonstrate that the student has successfully met the relevant learning outcome/s.
Writing Success Criteria for an Assessment Activity…
Writing Success Criteria…
Learning Outcomes:
Suggested Assessment Activities:
Assessment Task A: Students are given three scenarios; they should role play the correct safety procedure for each scenario.
Assessment Task B: Students complete a safety check on a specific context, they should evaluate and make recommendations for more effective practices.
Assessment Task C: Students sort photographs of three workplace practices into safe and unsafe practices
What could the Success Criteria be?
Planning to Assess
How could this aid your planning?
How can this planning be done collaboratively?
Planning for Teaching, Learning and Assessment
Student Learning Experience
Evidence of Learning
Key Learning
Think about:
Learner
experiences
Focusing on inclusive
Learning Intentions and Success Criteria
What do we need for highly effective quality learner experiences?
Inclusive design
Content
Depth and Breadth
Format
Feedback
Teacher's individual practice
Classroom
Experiences:
Learning Intentions and Success Criteria
Units of work
Plans
Assessment: Formative and Summative
Reporting
Individual and
Collaborative Practice
SEN teachers
Subject teachers
School leaders
Parents
SNAs
OT, SLT etc.
SEN teachers
Subject teachers
School leaders
Parents
SEN teachers
Subject teachers
School leaders
Reflection – Looking At Our School
Learner Outcomes
Learner Experiences
Teacher's individual practice
Teacher's collective and collaborative practice
Leadership and Management
Exit Activity
With a colleague or on your own, think back to the key things that have been explored today………
Draw a visual picture or mind map to articulate the key messages of today’s presentation and at least one practical “take-away idea” you can use in your classroom.
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