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What does LT Planning in a collaborative learning space look like...

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Started by Carly Kidd 28 Feb 2017 10:34am () Replies (6)

Kia Ora,

I've been searching, thinking and discussing with some of my Colleagues Long term planning for reading, writing and maths...

We currently have 5 teachers in our year7/8 team using student data to drive teaching programmes. By this I mean analysing what students need, offering workshops on a 2 -4 week cycle (all referenced to LIs and SC) and students sign up based on their own analysis of their assessments ( all based on NZC of course!). Planning is very collaborative and I feel, meeting the individual needs of our students. This of course changes based on whether a student grasps the concept or not, students and teachers make this decision together (where possible).

So my question that I would like your help with is... does LT planning have a place in this environment? And if so how does it fit- without planning overload?

Has anyone out there mastered this? Have advice/ideas about it? Or trialling formats that they are willing to share?

Thanks in advance!



  • Tessa Gray (View all users posts) 14 Mar 2017 9:29pm ()

    I love your presentation title Steve and your big overarching themes. Yvonne, your comments around individual pathways and planning from 'where they've been' are useful places to start. Thank you Tracey for sharing how you scope the needs of your students, which helps to open up possibilities for student-led inquiry learning. I'd love to hear more about Reggio-inspired teaching and learning, maybe your friend could share more about this with us?

    I just want to quickly cross-post some comments I added to this rich discussion started by Justin Hickey recently, Do we need to question the way we assess? 

    The learning environment needs to be very clear about what is expected, what learners are doing, and why. Otherwise, motivation decreases, students are less able to fit discrete activities into larger knowledge frameworks, and they are less likely to become self-regulated learners.

    Formative assessment should be substantial, regular and provide meaningful feedback; as well as feeding back to individual learners, this knowledge should be used constantly to shape direction and practice in the learning environment.  The nature of learning (OECD) P12

    Key ideas for me?

    • Clear learning intentions
    • Formative assessment
    • Feedback

    We all know assessment informs next steps for teaching and learning, the challenge in an innovative environment is where teachers (in the pursuit of coverage) are responsible for creating opportunities for students to achieve to the best of their abilities across the breadth and depth of the New Zealand Curriculum (NZC). Two questions for me...

    • Where do these experiences/opportunities come from? 
    • Is everyone on the same page about assessment across your school/kura (including parents and whānau)?

    Here's some big themes or rich concepts ideas and you all might like to dive in and add your stories about student inquiry in a thread started by Mike Perry, What's happening at your place? Love to hear more smiley

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