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A clear and systematic teaching and learning will best occur when teachers follow the process articulated by the teaching and learning cycle. The teaching and learning cycle represents the four stages that occur in the design and delivery of classroom tasks that incorporate an outcomes-based approach. The cycle has no start or end point, with each step informing the next. It is the process of gathering data and reflection that dictates where in the cycle you need to be operating.

What do I want my students to learn? (Syllabus outcomes)
When teachers have analysed student assessment data from the previous phase in the teaching and learning cycle, they are now informed about their students' learning and are able to devise teaching programs to effectively address future needs. For example, an analysis of student writing can enable teachers to gain insights about writing achievement against syllabus requirements. By comparing student baseline data to data collected at the end phase of a teaching and learning cycle, teachers are able to gauge the success of their classroom practice and the progress towards the achievement of planned outcomes. The syllabus documents provide outcomes, stage statements and content for each stage of primary schooling. Once teachers, through effective assessment practices, have ascertained a starting point, the syllabus should be used to plan and program explicit and systematic teaching and learning experiences. How will my students get there? (Teaching and learning strategies) This phase is the planning and programming stage of the teaching and learning cycle. There are three questions to be considered once teachers have defined the syllabus outcomes to be addressed. 1. What will I do to maximise student learning opportunity to meet syllabus outcomes? * teaching strategies

* classroom organisation
* learning environment
2. What will the students do (or produce) to demonstrate attainment of syllabus outcomes? * learning strategies and processes
* products: written, oral, technical, artistic
3. How well do I expect them to do?
* high expectation of student performance and achievement * students should have explicit knowledge of criteria for success. e.g. * written criteria
* oral instructions
* modelling
* feedback as task proceeds
How do I know when my students get there? (Student work sample) This is the assessment and recording phase of the teaching and learning cycle. In this phase the teacher begins to look at how effectively the students have achieved the outcomes selected in the second phase of the cycle. Consider: * the role of consistent teacher judgement

* the value of the teacher's knowledge of the student as a learner that has been built up over time * variety of assessment from informal/formative ... to formal/summative Note that authentic assessment may include conventional tests, but may also incorporate alternative and innovative evaluation techniques. These assessments may include:

* journals or learning logs
* oral presentations
* concept maps
* poster presentations
* practical experiences
* teacher quizzes
* 3D models
* oral quizzes
* analogies
* open-ended essays
It is important that assessment is streamed through the learning cycle to measure students' progress as learning occurs. Where are my students now? (Assessment)
In this phase of the teaching and learning cycle, teachers consider the types of student assessment data they will collect and analyse to inform the direction of their teaching program to best cater for their students' needs. It is assessment and evaluation that drives planning and teaching. Good teaching starts with evaluating what th...

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