Learning, Teaching & Innovation Goals & Intended Outcomes Our major goal for 2021 was to continue to develop our new Learning and Teaching Framework and Guiding Principles. Mazenod College educates young men utilising the principles of the Visible Learning framework, with a focus on Explicit Direct Instruction and a whole of school Visible Wellbeing approach.
Our Learning and Teaching framework at Mazenod College recognises that young men have particular learning needs. Drawing on research commissioned by the International Boys School Coalition, of which Mazenod College is an active member, Dr Michael Reichart and Dr Richard Hawley have identified the core elements for boys’ learning. Boys are relational learners and ‘learn’ their teachers – they choose to learn based as much on teachers as on subjects. Positive and authentic relationships between staff and students, centred around “conversational learning” and founded in mutual respect, are therefore fundamental to what Mazenod does. We use a Visible Learning Framework based on the research of Professor John Hattie to ensure that we are making a positive difference to maximise the learning outcomes of our students. Visible learning occurs when learning is the explicit and transparent goal. By making learning visible, teachers are more empowered to intervene in meaningful ways to enhance student achievement. The advocated instructional practice is Explicit Direct Instruction as outlined in the research of John Hollingsworth and Silvia Ybarra. Teachers use a strategic collection of instructional practices combined to design and deliver well-crafted lessons that explicitly teach content to all students. To further support teachers in the design of their lessons and instructional practices, the ten research based principles of instruction outlined in the work of Professor Barak Rosenshine are referred to. Visible Wellbeing techniques are integrated into teaching practices to build student wellbeing. This approach brings wellbeing to life in practical and accessible ways, extends beyond the classroom into co-curricular activities and seeks to embed a culture of wellbeing across the broader College community. Designed by Professor Lea Waters, wellbeing is made visible by combining the science of wellbeing with the science of learning and teaching.
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