banyule
TRANSCRIPT
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Powerful Learning
...the next phaseThursday, 11 August 11
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MORECHANGE
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Change
Why?
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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
CHANGEDRIVERS
18/01/08LOREM IPSUM
DOLOR SIT AMET8:30 P.M.
Magna aliquam ut enim ad minim veniam quis nostrud.
Exercrure dolor in.. Ut labore et dolore magna aliqua. Enim
ad minim veniam, quis nostrud. Aenean iaculis viverra.
date location time
Innovation
RevolutionThursday, 11 August 11
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...not working as well as it could...
our data
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Student Voice and our Work
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Student Voice and our Work
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Student Voice and our Work
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Student Voice and our Work
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Student Voice and our Work
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Student Voice and our Work
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2013
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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
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...not working as well as it could...the expectations of students
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COPYING from board or book 52%
EXPLANATIONlistening to a teacher for a long time 33%
Class DISCUSSION 29%
NOTE TAKING while teacher talks 25%
Common classroom techniques
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LEARNING in groups 55%
LEARNING by doing practical things 39%
LEARNING with friends 35%
LEARNING by using computers 31%
Learning Preferences
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MOTHER 62%
FATHER 50%
TEACHER 44%
Learning Sources - 3 people who help most
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...not working as well as it could...students are different
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Kids have changed...
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A ResponsePersonalisation
Precise teachingPrecise technology & smart pedagogy
Spaces
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Precise TeachingTeaching 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
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An active mind instead of a passive oneMore observant
Opens up new worlds and possibilities
Adds excitement
CURIOSITY & ACHIEVEMENT
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CURIOSITY & ACHIEVEMENT
BETTER STUDENTS
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Outside In
System Leaders
Bureaucracy/Policy
Schools/Principals
Planning & Organisation
Teachers
Students/Classroom
Inside Outliterate
numerate curious
Teachers
Planning & Organisation
Policy Choices
Centre
Theories of Action
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Teaching for Curiosity & Achievement
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4Whole School Theories of Action
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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
By consistently adopting protocols for teaching student behaviour, engagement, learning and curiosity is enhanced
3
Learning protocols enhance student capacity to learn, develop skills, confidence and curiosity and ensure that this happens in all classes
When teacher directed instruction becomes more enquiry focused then the level of student achievement and curiosity increases
4
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ENQUIRY FOCUS
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Push to Answers Pull to Questions
BOTHThursday, 11 August 11
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1 HIGH EXPECTATIONS AUTHENTIC RELATIONSHIPS
2
TEACHING PROTOCOLS
4 LEARNING PROTOCOLS
3
ENQUIRY FOCUS
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6Theories of Action for the Teacher
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Theories of Action for the Teacher
1
2
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
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
TASKSThursday, 11 August 11
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Theories of Action for the Teacher
3
4
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
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
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Theories of Action for the Teacher
5
6
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)
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 WORKThursday, 11 August 11
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1
2
LEARNING INTENTIONS, PACE & NARRATIVE
4
TASKS
FEEDBACK & DATA
6 COLLABORATIVE GROUP WORK
3 HIGHER ORDER QUESTIONS
5 PEER ASSESSMENT
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EFFECT SIZE
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+Thursday, 11 August 11
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Making it happen...
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Improved AchievementEnhanced Curiosity
Triads
ProfessionalLearning Teams
Theories for the Whole School
Theories for the Teacher
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MOST STRATEGY
MOST TEACHERS
MOST CLASSES
MOST OF THE TIME
MOST IMPACTThursday, 11 August 11