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Thursday, 11 August 11


Powerful Learning

...the next phase Thursday, 11 August 11


MORE CHANGE Thursday, 11 August 11


Change

Why? Thursday, 11 August 11


Innovation Our current practice is not working or not working as well as it could

AND/OR The environment has changed so much that past practice is irrelevant

CHANGE

DRIVERS

Revolution Thursday, 11 August 11

date

location

time

Magna aliquam ut enim ad minim veniam quis nostrud.


...not working as well as it could... our data

Thursday, 11 August 11


Student Voice and our Work

Thursday, 11 August 11


Student Voice and our Work

Thursday, 11 August 11


Student Voice and our Work

Thursday, 11 August 11


Student Voice and our Work

Thursday, 11 August 11


Student Voice and our Work

Thursday, 11 August 11


Student Voice and our Work

Thursday, 11 August 11


2013

Thursday, 11 August 11


2013

Primary student - at or above national standards in literacy and numeracy - sharp curiosity Secondary student - clear, well-defined pathway to further training and education Parent - meaningful engagement with school/teachers - clear understanding of child’s progress Teachers - world class skills - highly regarded - access to quality PD Community - confidence about student performance

Thursday, 11 August 11


...not working as well as it could... the expectations of students

Thursday, 11 August 11


Thursday, 11 August 11


Common classroom techniques

COPYING from board or book

EXPLANATION listening to a teacher for a long time

Thursday, 11 August 11

52% 33%

Class DISCUSSION

29%

NOTE TAKING while teacher talks

25%


Learning Preferences

LEARNING in groups

55%

LEARNING by doing practical things

39%

LEARNING with friends

35%

LEARNING by using computers

31%

Thursday, 11 August 11


Learning Sources - 3 people who help most

Thursday, 11 August 11

MOTHER

62%

FATHER

50%

TEACHER

44%


...not working as well as it could... students are different

Thursday, 11 August 11


Kids have changed...

Thursday, 11 August 11


A Response Personalisation

Precise teaching Precise technology & smart pedagogy Spaces

Thursday, 11 August 11


Precise Teaching Teaching that meets the needs of individual students and is built on strong knowledge of: - the student as an individual - content - pedagogy - research - developments in neuroscience

Thursday, 11 August 11


CURIOSITY & ACHIEVEMENT

An active mind instead of a passive one More observant Opens up new worlds and possibilities Adds excitement Thursday, 11 August 11


CURIOSITY & ACHIEVEMENT

BETTER STUDENTS Thursday, 11 August 11


Outside In

Inside Out

System Leaders

literate numerate curious

Bureaucracy/Policy

Theories of Action

Schools/Principals

Teachers

Planning & Organisation

Planning & Organisation

Teachers

Policy Choices

Students/Classroom Thursday, 11 August 11

Centre


Teaching for Curiosity & Achievement

Thursday, 11 August 11


4 Thursday, 11 August 11

Whole School Theories of Action


Whole School Theories of Action 1

When schools and teachers set high expectations and develop authentic relationships then students confidence and commitment to education increases and the school’s ethos,culture deepens and curiosity can flourish

2

When teacher directed instruction becomes more enquiry focused then the level of student achievement and curiosity increases

3

By consistently adopting protocols for teaching student behaviour, engagement, learning and curiosity is enhanced

4

Learning protocols enhance student capacity to learn, develop skills, confidence and curiosity and ensure that this happens in all classes

Thursday, 11 August 11


ENQUIRY FOCUS

Thursday, 11 August 11


Push to Answers

Thursday, 11 August 11

Pull to Questions

BOTH


1

HIGH EXPECTATIONS AUTHENTIC RELATIONSHIPS

2

ENQUIRY FOCUS

3

TEACHING PROTOCOLS

4

LEARNING PROTOCOLS

Thursday, 11 August 11


6 Thursday, 11 August 11

Theories of Action for the Teacher


Theories of Action for the Teacher 1

When teachers set learning intentions and use appropriate pace and have a clear and strong narrative about their teaching then student’s are more secure about their learning, and achievement and understanding and curiosity is increased INTENTIONS, PACE and NARRATIVE

2

When learning tasks are purposeful, clearly defined, differentiated and challenging, (according to the students Zone of Proximal Development), then the more powerful/ progressive and precise the learning for all students. Curiosity will be enhanced as students work at a level appropriate to their understanding TASKS

Thursday, 11 August 11


Theories of Action for the Teacher 3

Teachers systematically using higher order questioning leads to the level of student understanding deepening and the level of achievement increasing. Students who are regularly required to analyse, synthesise and evaluate are more likely to be curious HIGHER ORDER QUESTIONS

4

When teacher’s consistently use feedback and data on student actions and performance then behaviour becomes more positive, progress accelerates and curiosity is enhanced FEEDBACK (REFLECTION) & DATA

Thursday, 11 August 11


Theories of Action for the Teacher 5

When peer assessment and assessment for learning (AfL) are consistently utilized student engagement, learning and achievement accelerates. Curiosity will be enhanced as the depth of student understanding increases FEEDBACK (REFLECTION)

6

When cooperative group structures / techniques are used to mediate between whole class instruction and students carrying out tasks, then the academic performance of the whole class will increase as well as the spirit of collaboration and mutual responsibility. Curiosity will be developed as students learn from each other in a structured manner. COLLABORATIVE GROUP WORK

Thursday, 11 August 11


1

LEARNING INTENTIONS, PACE & NARRATIVE

2

TASKS

3

HIGHER ORDER QUESTIONS

4

FEEDBACK & DATA

5

PEER ASSESSMENT

6

COLLABORATIVE GROUP WORK

Thursday, 11 August 11


EFFECT SIZE

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+ Thursday, 11 August 11


Making it happen...

Thursday, 11 August 11


Thursday, 11 August 11


Improved Achievement Enhanced Curiosity

Triads Professional Learning Teams Thursday, 11 August 11

Theories for the Whole School Theories for the Teacher


MOST STRATEGY MOST TEACHERS MOST CLASSES MOST OF THE TIME

MOST IMPACT Thursday, 11 August 11


Wayne Craigs powerpoint