Learning Management
and the Learning
Management Questions
Al Strangeways
Lecturer in Education
Charles Darwin University
CHARLES DARWIN UNIVERSITY
The Teacher as Learning
Manager
Visualisation Exercise
• Picture a Teacher
• Picture a Learning Manager
• What are the similarities and
differences in your pictures? (Dim 3)
learning
teacher
manager
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Teacher
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Learning Manager
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Some Key Terms
• Learning Manager (LM): the person
• Learning Design (LD): the process
• Learning Management Questions (LMQs): the
scaffold
• Learning Management Plan (LMP): the result
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Why the new names?
• New type of teacher for new era
(socio-econ change accelerating)
• Evidence: one size learning
program doesn’t fit all
• Teach the student not the subject
• Customise programs based on
researched best practice (manage
and design)
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Learning Management
Questions Overview
1. What does the learner
already know?
1: Profiling
2. Where does the learner
need/ want to be?
3:
Assessment
7. How will I check to
see the learner has
achieved the
learning outcomes?
8. How will I inform
the learner and
others about the
learner’s progress ?
2: Delivery
3. How does my learner best
learn?
4. What resources do I have at my
disposal?
5. What will constitute the Learning
Journey and therefore what is the best
context for the learning?
6. Who will do what?
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LMP for: Reading Group 2
LMP Focus: Guided Reading
(1) What does my Learner Already Know?
•
The reading group is classified as working at KPG3 in
reading. This means that they are reading texts for
beginner readers, which have repetitive language
structures and supportive illustrations.
•
It must be noted that within this group- there are some
that are working at either higher or lower levels of the
group. For those that are working lower- it must be
ensured that they have an easier page to read and that
they have help if needed.
(2) Where does my learner(s) need / want to be?
•
My learner will be able to:
•
(Procedural Knowledge): Be more independent with
their reading, therefore increasing their comprehension
and understanding of texts.
•
(Declarative Knowledge): NA
(3) How does my learner best learn?
Guided, quiet reading within a small group. This enables each
student to be able to have a go at reading and be heard
by the teacher/pre-service teacher. It gives the
opportunity for one on one reading. In using guided
reading, the students feel safe as it is a non-threatening
environment and the students are also working
collaboratively.
(4) What resources do I have at my disposal?
•
1- Curriculum Framework
•
2- Guided Reading book- ie “The Big Yellow Castle”
•
3-Teachers guide to particular book.
(5) What will constitute the learning journey?
Learning Experiences : What is to be taught? What are the
Sequential Strategies
1: Settling students- gain attention- ask questions about front
cover of book
2: Individual children reading page each- all following with
fingers
3: Oral questions throughout (stopping to increase
understanding) and at end, discussion at end of book
4: Discuss and give out comprehension exercise. Watch and
help where needed to ensure student understands and
completes comprehension well.
(6) Who will do what?
I will complete the reading group- ie creating comprehension
task, guide the reading, ask questions, explain comprehension
and ensure students understand and complete task
7) How will I check to see my learner has achieved the
defined learning outcomes?
Through the guided reading I will be able to identify whether
the students are reading at the right level. I will also be able to
identify if the outcomes have been met by the comprehension
task.
(8) How will I inform the learner and others of the learner’s
progress?
Discuss with Donna as to how the task went, how they are
reading and how the students answered the comprehension
task. This will later on help with reporting and identify whether
students are still reading at this level or if they are reading at a
higher level.
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Envoy and Structured
Overview Task
Group 1: Phase 1
As, Bs, C,s
Group 2: Phase 2
As, Bs, C,s
Group 3: Phase 3
As, Bs, C,s
1. Work in expert group to understand key elements of your assigned
phase and fill in your areas of structured overview, in preparation for
envoying to new group.
2. As, Bs, Cs, form new groups to give and receive information , and fill in
remaining areas of structure overview
3. Groups 1, 2, 3, reform to check new information received from envoys
from other expert groups
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Dimension 4 Task: use
knowledge meaningfully
Create your own LMP
• Choose your knowledge area (learning
about mentoring, broader professional
learning, something you want to learn in
your non-professional life)
• Have a go at filling in the 8 LMQs to
design your learning program
www.cdu.edu.au