On the Same Page
What does good planning look like?
Presenter Notes
Assumptions:
 All students can learn

All students except for a very small minority, can access the curriculum via the Essential Learnings

Good planning, teaching, learning and assessment practices for student with disabilities are ideal for all students

Collaborative unit planning by teachers, therapists and other specialist support staff is highly effective

Co-planning is a professional practice all staff working with students with disabilities need to initiate, develop and master

QCAR is a useful framework that identifies what should be taught, learnt, assessed and reported for all students

No one is an expert... working together enables sharing of skills and understanding

Time spent planning for diverse learners, before the unit is taught, saves hours of:

making adjustments as an add-on
 managing behaviour of students who are not engaged or challenged
Pre-requisite:
 Participants need to have a general understanding of the Essential Learnings and Standards. Queensland Studies Authority website has power points and
information on the Essential Learnings and Standards
http://www.qsa.qld.edu.au/assessment/3166.html

Participants are required to bring a completed or draft unit plan
Time Required:
 2-4 hours depending on the existing knowledge of participants
Facilitator background reading:
 P-12 Curriculum Framework

Curriculum Guidelines for Students with Disabilities
Before Workshop:

Provide participants with links to readings (as outlined in facilitator’s background reading)

Ensure you have internet access and check that all hyperlinks within the PowerPoint presentation are working

Double-check each video clip to ensure correct media player is installed in laptop to be used for PowerPoint

Prepare handouts and activities

If working in a computer lab to present the Workshop, upload Guided and Blank templates before workshop so Teachers can “explore”
Resource / Equipment List:

Data Projector / large screen

External Speakers able to be connected to computer

Whiteboard markers and eraser
Items to be provided for participant use on tables:

Selection of highlighters, markers and felt pens

Sticky note pads
Slide Content
Slide Notes
Slide 1
Slide 1 – On the Same Page - What Does Good
Planning Look Like?
Notes:
 Welcome participants and introduce module
Slide 2
Slide 2 – Overview of module
Notes:
 Outline points on slide
Resources, References, Handouts, Activities
Resources:
Power Point – On the Same Page, Module - What does good planning
look like?
Slide Content
Slide 3
Slide Notes
Slide 3 – Fisherman with single rod
Notes:

Visual analogy for same learning experience will work
for all students in the classroom
Resources, References, Handouts, Activities
Handouts:
Laminated colour handouts of all three fisherman slides for each group
Activities:
Picture prompted discussion



Slide 4
Slide 4 – Fisherman with multiple rods
Notes:
 Visual analogy for lots of rods trying to catch all
students with multiple learning experiences
individualised for each student - too many resources
that are difficult for teachers to juggle
Slide 5
Slide 5 – Fisherman with single rod / multiple lures
Notes:
 Visual analogy for one rod with lots of hooks showing
similar learning experiences with appropriate
adjustments made to enable students with disabilities
to have multiple opportunities to achieve within the
intended curriculum
Ask participants to get into small groups (3 to 4 people each)
Hand out laminated slide sets of slide 3,4 and 5
Ask groups to discuss question “How does the picture represent
the unit planning process for a diverse class?” for each picture
 Bring small groups back into single group and write feedback of
ideas for slides 3, 4 and 5
see above
see above
Slide Content
Slide 6
Slide 7
Slide Notes
Resources, References, Handouts, Activities
Slide 6 – “Begin with the assumption…”
Notes:
Resources:
Vignette – “Meet Mr. Mitchell and Jamal”

Activities:
Complex sentence, short but with significant
implications regarding inclusion, teaching and learning,
school and societal expectations
Slide 7 – Considerations for planning?
Notes:

The effective alignment of curriculum intent, pedagogy,
assessment, and reporting is integral to implementing
the QCAR Framework, senior syllabuses and
nationally-recognised vocational education and training
programs
Think, pair share
 Presenter reads 1st and 2nd paragraph aloud of “Meet Mr. Mitchell
and Jamal”
 Ask participants to turn to neighbour and have short discussion
regarding what Mr. Mitchell’s unit planning might look like given the
quote on slide
 After short discussion, presenter can read final paragraph aloud of
“Meet Mr. Mitchell and Jamal”
Activities:
 Provide opportunity for discussion
Slide Content
Slide 8
Slide Notes
Slide 8 – Intended curriculum
Notes:
 There are essentially five types of curricula and an
educator’s goal should be to ensure all five are in
alignment

Each curricula type, while able to be categorised, are
actually all part of the whole process involved in
teaching and learning

Adjustments, whether individual or for groups within the
classroom, can be made / implemented across the four
curricula types – enacted, experienced, assessed
and/or achieved
Resources, References, Handouts, Activities
Resources:
Laminated cards divided into curriculum type and definition
Activities:
 Provide opportunity for discussion
 Matching activity – give pairs/trios a set of cards to be matched and
ask participants to match curriculum type and definition
Slide Content
Slide 9
Slide Notes
Slide 9 – Identify curriculum
Notes:
 Explain that this is the first page of “The Guided
Planning Template” called “Identify Curriculum”
Resources, References, Handouts, Activities
Handouts:
Guided Planning Template for each participant
Template can be used as hard-copy but if used electronically, can give
quick access through hyperlinks to relevant online documents which
provide additional planning information
References:
Note: when opening the hyperlinks, there may be a need to scroll down
the page when opened to find the relevant info
Essential Learnings
http://www.qsa.qld.edu.au/learning/7261.html
Ways of Working statements
http://www.qsa.qld.edu.au/assessment/3165.html
Scope and Sequence
http://education.qld.gov.au/curriculum/scope.html
http://education.qld.gov.au/curriculum/docs/scope-sequence.pdf
Knowledge and Understanding
http://www.qsa.qld.edu.au/learning/3165.html
Context for Learning – Using the Essentials to plan Units of work
http://www.qsa.qld.edu.au/downloads/assessment/qcar_using_el.ppt
Deep Understanding – Productive Pedagogies
http://education.qld.gov.au/public_media/reports/curriculumframework/productive-pedagogies/html/int-03.html
Slide Content
Slide 10
Slide Notes
Slide 10 – Identify unit overview and task outline
Notes:


Prior to playing video, highlight that these videos each
provide just a snapshot of conversations that take part
within a unit planning session
Staff would have already considered:
 school context and priorities
 the Whole of School Curriculum Plan
 how Essential Learnings are mapped within their
school - across year levels, junctures, phases and
disciplines

Bring participants attention to how planning is linked to
whole school scope and sequence, draws from
individual students’ IEPs
Resources, References, Handouts, Activities
Handouts:
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
Resources:
Video clip – “Identify Unit Overview & Task Outline’ (Coastline picture)
Facilitator resource: Video Overview for contents of video sections
Video clip demonstrates a collaborative decision-making, planning
session for the Esplanade SS “My Play Place” learning unit
PowerPoint presentation on the curriculum auditing process
http://education.qld.gov.au/qcar/docs/curriculum-audit.ppt
Activities:
Scavenger Hunt
 Give participants both handouts – Note: there are two versions of
the Scavenger Hunt (linear & visual)
 Ask participants which they would prefer to use

Introduce video clip as purpose made scenario to illustrate
collaborative planning

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 11
Slide Notes
Slide 11 – Assessment and Judgments
Notes:


Managing Learning for Diversity website has
information and resources about planning and
assessment
Lead discussion: In what ways did the guided template
inform the development of the Esplanade plan?
Resources, References, Handouts, Activities
Activities:
 Explain that this is the second page of “The Guided Planning
Template” called “Assessment & Judgments”

Template can be used as hard-copy but if used electronically, can
give quick access through hyperlinks to relevant online documents
which provide additional planning information

Use “formative” hyperlink to show participants webpage providing
definitions of Summative and Formative Assessment

Provide participants time to consider and process information from
slide

Encourage any questions / comments / thoughts
Resources:
Article – Formative and Summative Assessments in the Classroom
http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/112
0/Default.aspx
Managing Learning for Diversity website
http://education.qld.gov.au/staff/learning/diversity/
References:
Observed in student work
http://www.qsa.qld.edu.au/downloads/learning/kla_special_needs_table
.doc
Type of Assessment
http://education.qld.gov.au/curriculum/assessment/docs/designdecisions.pdf
Purpose
http://education.qld.gov.au/curriculum/assessment/pdfs/principl.pdf
Formative
http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/March2
006/Article7/tabid/722/Default.aspx
Assessable Elements
http://www.qsa.qld.edu.au/downloads/assessment/qcar_is_standards.p
df
Slide Content
Slide 12
Slide Notes
Slide 12 – Identify Essential Learnings
Notes:
• Essential Learnings drive the learning experiences
• Evidence is required to show that a student needs to
work at an earlier juncture
Resources, References, Handouts, Activities
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
Resources:
Video clip – “Identify Essential Learnings” (magnifying glass) Video clip
demonstrates a collaborative decision-making, planning session for the
Esplanade SS “My Play Place” learning unit
Facilitator resource: Video Overview for contents of video sections
Activities:
Scavenger Hunt
 Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 13
Slide Notes
Slide 13 – Identify Assessable Elements
Notes:


Assessable elements provide a focus for what will be
taught and assessed
All assessable elements are critical to the assessment
planning & implementing process
Resources, References, Handouts, Activities
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
Resources:
Video clip – “Identify Assessable Elements” (person writing) Video clip
continuation from previously watched
Facilitator resource: Video Overview for contents of video sections.
Activities:
Scavenger Hunt
 Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 14
Slide Notes
Slide 14 – What will be assessed?
Notes:

Identify the evidence we are looking for in student work
Resources, References, Handouts, Activities
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
Resources:
Video clip – “What will be assessed?” (postcards picture) Video clip
continuation from previously watched
Facilitator resource: Video Overview for contents of video sections
Activities:
Scavenger Hunt
 Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 15
Slide Notes
Slide 15 – Purpose of Assessment Item
Notes:

What is the genuine purpose of the assessment
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
 formative (assessment for learning)
Resources:
Video clip – “Purpose of Assessment Item?” (A mark picture) Video clip
continuation from previously watched
 summative (assessment of learning)
Facilitator resource: Video Overview for contents of video sections.
 diagnostic (assessment for learning)

Resources, References, Handouts, Activities
Consider how the context and structure of assessments
reflect the varied needs, abilities, interests and
experiences of students
Activities:
Scavenger Hunt
 Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 16
Slide Notes
Resources, References, Handouts, Activities
Slide 16 – Assessment Adjustments for Individual
Learners
Notes:
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)

Digital tools and media make it possible to design
ongoing assessment tasks that support individual
differences

Adjustments are made to assessment procedures to
minimise impact of the student’s disability on
performance
Resources:
Video clip – “Assessment Adjustments for Individual Learners” (hands
in colour picture)
Video clip continuation from previously watched.


Adjustments may include: additional time to complete
tasks, rest breaks, split sessions, separate assessment
venues, scribe, reader, personal computer, oral to
audiotape, audio taped questions, graphic
presentations, heavy lined paper etc
Adjustments may be made to provide special
provisions as outlined in the policy developed by QSA
Facilitator resource: Video Overview for contents of video sections
QSA Special Provisions
http://www.qsa.qld.edu.au/downloads/assessment/assess_snr_sc_poli
cy.pdf
Activities:
Scavenger Hunt

Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 17
Slide Notes
Slide 17 – Sequence of Learning
Notes:

All children’s learning is derived from the same
curriculum

Making educational adjustments is not the same as
offering an alternative curriculum

Making educational adjustments requires moving
beyond foundation level outcomes and life skills

Adjustments occur at all levels of planning
Resources, References, Handouts, Activities
Resources:
Template can be used as hard-copy but if used electronically, can give
quick access through hyperlinks to relevant online documents which
provide additional planning information
Most hyperlinks are to QSA and EQ websites
From Managing Learning for Diversity - Article about use of alternate
text
http://jset.unlv.edu/17.2/asseds/rose.html
QSA – Special Needs: Professional Development Package
http://www.qsa.qld.edu.au/learning/691.html
DSSU – DSSU Learning Community
http://www.learningplace.com.au/en/dssulc
EQ – General Information on Disabilities
http://education.qld.gov.au/studentservices/learning/disbility/generalinfo
Activities:
 Explain that this is the third page of “The Guided Planning
Template” called “Sequence of Learning”

Provide participants time to consider and process information from
slide

Encourage any questions / comments / thoughts
References:
Adjustments
http://education.qld.gov.au/students/disabilities/adjustment/faqs/whatis-ea.html
Slide Content
Slide 18
Slide Notes
Slide 18 – Learning Experiences
Notes:

Learning experiences directly relate to the identified
essential learnings and need to be explicitly taught

Learning experiences need to cater for the diverse
needs, abilities, interests and experiences of students

The learning experiences need to engage the learners
in a variety of digital media
Resources, References, Handouts, Activities
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
Resources:
Video clip – “Learning Experiences” (harbour picture) Video clip
continuation from previously watched
Facilitator resource: Video Overview for contents of video sections.
Activities:
Scavenger Hunt
 Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 19
Slide Notes
Resources, References, Handouts, Activities
Slide 19 – Embedding of ICTs and Citizenship
Framework
Notes:
Activities:
 Explain that this is the fourth page of “The Guided Planning
Template” called “Embedding of ICTs / Citizenship Framework”

Use of ICT is vital for the engagement of all learners


ICT needs to be imbedded within the curriculum
Template can be used as hard-copy but if used electronically, can
give quick access through hyperlinks to relevant online documents
which provide additional planning information

Provide participants time to consider and process information from
slide

Encourage any questions / comments / thoughts
Resources:
Most hyperlinks are to QSA and EQ websites
Smart Classrooms Bytes
http://education.qld.gov.au/smartclassrooms/strategy/sc-bytes.html
Universal Design for Learning information
www.cast.org
http://jset.unlv.edu/18.4/hitchcock/first.html
http://www.closingthegap.com/
References
Interactive whiteboards
http://www.learningplace.com.au/deliver/content.asp?pid=38787
Web Quests
http://learningplace.eq.edu.au/cx/resources/access/search.do?hier.topi
c=ddffc48c-a86f-02d7-8bb2-fd9ab8b3e583
Learning objects
http://www.learningplace.com.au/deliver/content.asp?pid=33916
Websites (scroll to bottom of page)
http://www.learningplace.com.au/deliver/content.asp?pid=38787
Assistive technology
http://www.learningplace.com.au/en/dssulc/assistive
Slide Content
Slide 20
Slide Notes
Slide 20 – Embedding of ICTs
Notes:

A range of digital tools and media need to be used for
teaching and learning
Resources, References, Handouts, Activities
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
Resources:
Video clip – “Embedding of ICTs” (students on the computer picture)
Video clip continuation from previously watched
Facilitator resource: Video Overview for contents of video sections
Activities:
Scavenger Hunt
 Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan
Slide Content
Slide 21
Slide Notes
Slide 21 – Use Feedback
Notes:


There are a range of assessment types that can be
used to monitor and assess learning
Resources, References, Handouts, Activities
Activities:
 This is the final page of “The Guided Planning Template” called
“Use Feedback”

Template can be used as hard-copy but if used electronically, can
give quick access through hyperlinks to relevant online documents
which provide additional planning information

Provide participants time to consider and process information from
slide

Encourage any questions / comments / thoughts
Assessments should have appropriate adjustments to
enable students to communicate what they have learnt
Resources:
Hyperlinks lead to a range of useful websites
Great article about Assessment and Universal Design for Learning
http://jset.unlv.edu/15.4/asseds/rose.html
Auslan Sign Bank
http://www.auslan.org.au/
Symbolworld
http://www.symbolworld.org/index.htm
References:
Formal report cards
http://education.qld.gov.au/strategic/accountability/performance/faq_pri
ncipals.html
Self-reflection
http://www.myread.org/monitoring_self.htm
adjustments
http://www.teach-nology.com/web_tools/materials/test_mod/
Slide Content
Slide 22
Slide Notes
Slide 22 – Use Feedback
Notes:


There are a range of strategies used to provide
feedback to students need to inform them of their
progress
Some students require more regular and/or
individualised feedback
Resources, References, Handouts, Activities
Handouts: (previously provided)
Esplanade SS unit plan
Scavenger Hunt (linear and/or visual)
Resources:
Video clip – “Use Feedback” (student and teacher picture) Video clip
continuation from previously watched
Facilitator resource: Video Overview for contents of video sections
Activities:
Scavenger Hunt

Refer participants to handouts previously provided

Introduce video clip as purpose made scenario to illustrate
collaborative planning – continuation of previously viewed video
clip

Ask participants to watch video clip once through without marking
Scavenger Hunt worksheet but considering points to be noted

Play video clip a second time, now asking participants to complete
section of Scavenger hunt worksheet

Participants may also wish to highlight/annotate relevant and
related details on Unit Plan