Want to make creations as awesome as this one?

Transcript

Assignment 2: Analysis and Scoping

Scoping Plan for Digital Learning Design

Step 1 - Who?

Step 2 - Why?

Define what you want them to know and do......refer to BloomsThe Business Problem

Learning Outcomes

Development of Learning Outcomes

The Learning Gap

Learner Personas

Rationale

Step 3 - What

Step 4 - How

Bibligraphy

Rationale

Rationale

Continued proffessional development Programme of SEND training for creative arts faculty team membersFulfil professional teaching standards responsibilitiesImprove classroom experience Raise levels of achievement and progress

Learning Personas

Rationale - why and how I did it

Business ProblemThe Education Trust aims to achieve 'Outstanding' in all areas across it's trust schools within the next 5 years. In order to achieve this, teachers will need to demonstrate outstanding lessons when judged against the teaching standards. Leaders will be judged against their ability to identify and fill gaps in teacher skills or understanding. With this in mind, the national teaching standards will form a strong part of my training package. Learning GapDuring the development of the learner personas, and discussion with leaders regarding the business problem, it became clear that there was a gap in knowledge and skills in areas 4 and 8 of the National Teaching Standards. There are specific expectations within these sections, all of which have been identified as an area for improvement in the most recent self evaluation forms across the creative arts departments across the trust schools.Point 5: 'Adapt teaching to respond to the strengths and needs of all pupils'.

  • differentiate appropriately, using approaches which enable pupils to be taught effectively
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
  • demonstrate an awareness of the physical, social and intellectual development of children
  • have a clear understanding of the needs of all pupils and be able to use and evaluate distinctive teaching approaches to engage and support them.
Point 8: 'Fulfil wider professional responsibilities'.
  • make a positive contribution to the wider life and ethos of the school
  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
  • deploy support staff effectively
  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
  • communicate effectively with parents with regard to pupils’ achievements and well-being.

Learning Outcomes

Development of Learning Outcomes

Rationale

Creative Arts Faculty

Louise Head of Faculty

Art & Design

Photography

AntonyHead of Department

Food Technology

Design & Technology

LynnLead Teacher

VictoriaLead Teacher

AnnaPT Technician

CristinaFT Technician

LouiseFT Technician

ClairePT Technician

KureysFT Trainee Teacher

Persona Commentary When developing these learner personas I used a combination of learner questionaires as well as consultations with staff and leaders. I also referred to recent department self-evaluation forms, lesson observation feedback and staff performance appraisal targets. As a result of this research, I created these three personas which represent groups of staff identified within the creative arts teams across the different schools within the education trust. They all have the need and desire to expand their knowledge and expertise in order to improve their effectiveness in the secondary education setting. Creating these personas helped me to start the analysis stage (taken from the ADDIE model). By using these personas I intend to create a varied learning experience whilst maintaining relavence and therefore motivation. From analysis of these personas, I will consider the following when creating the LXD:

  • learners lack time, especially larger blocks of time.
  • there are a broad range of devices available for learners to work on.
  • fun and creativity are a common theme in their personal lives.
  • learners voiced a need for content to be reliable and up-to-date.
  • all learners work face to face wtih students and requested real life tasks/ scenarios.
  • teams in each school spend time together regularly so some group elements would be of benefit.
Each persona can be viewed by clicking on the photo

Title

????

I am the head of the creative arts faculty at LBA Academy. The creative arts faculty consists of four separate subjects. There is an over-arching set of faculty development aims which are set out at the start of each year. One of the faculty aims this year is to improve outcomes for students with special educational needs and/or disabilities (SEND) so that their achievement and progress is in line with their peers. This digital learning plan will set out a training programme which will be at the centre of this aim. Please click the buttons to read my explanations at each stage of the scoping and analysis.

Persona Commentary These three personas represent a large and varied team who all have the need and desire to expand their knowledge and expertise in order to improve their effectiveness in the secondary education setting. Creating these personas helped me to start the analysis stage (taken from the ADDIE model). By using these personas I intend to create a varied learning experience whilst maintaining relavence and therefore motivation. From analysis of these personas, I will consider the following when creating the LXD:

  • learners lack time, especially larger blocks of time.
  • there are a broad range of devices available for learners to work on.
  • fun and creativity are a common theme in their personal lives.
  • learners voiced a need for content to be reliable and up-to-date.
  • all learners work face to face wtih students and requested real life tasks/ scenarios.
  • the team spend time together regularly so some group elements would be of benefit.
Each persona can be viewed by clicking on the photo