8 learning management questions

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The 8 Learning Management Questions (or 8 LMQs) is a set of questions developed in and primarily used in Australia for teacher training and curriculum development. This sequential design-based set of questions is designed to assist teachers in developing a teaching plan for their classrooms, with a focus on achieving the intended learning outcomes for all students.[1][2] The process is focused on enabling teachers to translate teaching theory into practice.[3][4][5]

David E. Lynch developed the questions in 1998. The 8 questions, which are divided into three design phases, are answered in a sequential numerical order.[6] The 8 Learning Management Questions form the foundation of teacher training at Central Queensland University and Charles Darwin University in Australia, and are also used to inform teaching practices in the Northern Territory.[7]

The 8 LMQs serve two key purposes. Firstly, they act as a "professional knowledge organizer". This means that the 8 LMQs enable teachers to identify and organize the fundamental elements required for the successful development and execution of learning experiences, units of work, or individual lessons. For student-teachers, the 8 LMQs also act as a "

education program
should be presented in a way that informs each LMQ.

This provides the

lesson planning.[8]

OUTCOMES PHASE LMQ1: What have my students achieved to date?

LMQ2: What do i do to help my students achieve the objectives of the lesson better and faster?

STRATEGY PHASE LMQ3: How do my students best learn?

LMQ4: What resources do i have at my disposal?

LMQ5: What are my teaching strategies?

LMQ6: Who will participate in which aspect to support the teaching strategy?

EVIDENCE PHASE LMQ7: How will i check that students have achieved the defined learning outcomes?

LMQ8: How will i report student progress?[9][10]

The 8 LMQs are based on the

evidence-based teaching strategies for developing and delivering specific learning experiences or lessons. These teaching strategies are step-by-step approaches that have been confirmed by research to underpin successful learning experiences.[11]

The term

learning management
is used deliberately because the questions were developed as a subset of the learning management teaching knowledge base.

References

  1. ^ "The Learning Management Design Process". m08.cgpublisher.com.
  2. ^ Nichols, Kim (2010). "Understanding the links between learning and instructional design". In Lynch, David; Knight, Bruce Allen (eds.). The theory and practice of learning management; a text for the student of learning management. Pearson – via The University of Queensland.
  3. ^ Allen, J.M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, Volume 25, Issue 5, July 2009, Pages 647–654
  4. ^ "Designing Learning" (PDF). Archived from the original (PDF) on 2018-03-15. Retrieved 2018-05-14.
  5. ISBN 9781471611025
  6. ^ "The Bachelor of Learning Management (BLM) and Education Capability" (PDF). prijipati.library.usyd.edu.au. Archived from the original (PDF) on 27 December 2013. Retrieved 13 January 2022.
  7. ^ "Planning and Programming Guidelines for Teachers Transition — Year 9" (PDF). www.education.nt.gov.au. Archived from the original (PDF) on 27 December 2013. Retrieved 13 January 2022.
  8. ^ Knight, Cecily (2010) Resilience education and the learning management process. In: The Theory and Practice of Learning Management. Pearson Education Australia, Frenchs' Forest, NSW Australia, pp. 136-146.
  9. ISBN 9781471649417
  10. ^ Plumb, Emma (17 April 2010). "Assessment 2 Emma Plumb: Lynch's Eight Learning Management Questions".
  11. ^ Knight, Cecily, and Bauer, Kathy (2010) Early childhood education and the learning design process. In: Applied Learning Management: new approaches for the new millennium. Pearson Australia, Frenchs' Forest, NSW Australia, pp. 22-32.

Sources

  • Lynch, DE 2012, Preparing teachers in times of change: teaching school, standards, new content and evidence, Primrose Hall Publishing Group, Brisbane, Qld.
  • Lynch, D & Smith, R 2006, 'The learning management design process', in R Smith & D Lynch (eds), The rise of the learning manager: changing teacher education, Pearson Education Australia, Frenchs Forest, NSW, pp. 53–67.
  • Lynch, D, & Smith, R 2011, Designing the classroom curriculum in the knowledge age, AACLM Press, Brisbane, Qld
  • Lynch, D & Smith, R 2012, Assessing and reporting the classroom curriculum in the knowledge age, Primrose Hall Publishing Group, Tarragindi, Qld.
  • Allen, J.M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, Volume 25, Issue 5, July 2009, Pages 647–654
  • Knight, Cecily (2010) Resilience education and the learning management process. In: The Theory and Practice of Learning Management. Pearson Education Australia, Frenchs' Forest, NSW Australia, pp. 136–146.
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