Informed curriculum decision making Train-the-trainer workshop: Session 2, Conversation 2 14875
Dec 24, 2015
Intentional conversation 2
The purpose of this intentional conversation is to:• explore the five curriculum
decision‑making processes in the QKLG• examine what these curriculum
decision‑making processes might look like in practice
• engage in reflection on current decision‑making practices and compare them with the QKLG
• extend understandings of the relationship between the decision‑making processes and the decision-making elements.
Key messages of intentional conversation 2
The key messages to share are:• Teachers commonly use five
curriculum decision-making processes.
• As teachers engage in these decision-making processes, they consider a number of key elements.
• Informed curriculum decision making reflects the principles in the QKLG and contributes to quality learning and teaching.
Conversation process
1. Skim-read the handout of the decision-making processes.
2. Select a component of the diagram and jot down an example of what you currently do.
3. Take turns to explain your example to the group.
4. Read Figure 2: Informed decision making and compare the ideas with your current practices.
5. As a whole group, share your comments and insights.
6. Consider the reflective questions in the diagram and how you might use the decision-making elements.
Decision-making practice
Elements:• responsiveness to children• building inclusive partnerships• creating inclusive learning environments• developing learning contexts — play, real-life
engagements, and routines and transitions• promoting children’s learning and
development.
Processes:• planning and organising for learning• interacting and co-constructing learning• monitoring and documenting children’s
learning• assessing children’s learning• reflecting on learning and practice.