Reflecting on ‘Teachers as Designers of Learning'
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Post on 06-May-2015
DESCRIPTIONReflecting on Teachers as Designers of Learning'. CEASA Spotlight Seminar - 22nd Feb 2012.
<ul><li>1.REFLECTING ON TEACHERSAS DESIGNERS OF LEARNINGCEASA Spotlight Series 2012</li></ul> <p>2. Current contexts Australian curriculum New SACE AITSL and national standards NAPLAN and standardised testing Gonski report/Gratton report etc International comparisons Complexity of learners and learning contexts Teacher wellbeing and workforce issues New (state) minister of education 3. Teacher knowledge Content knowledge Pedagogical knowledge Pedagogical content knowledge Knowledge of self as teacher and learner Knowledge of learners and school communities Knowledge of working with others 4. Designing learning Planned Purposeful Context specific Dynamic and responsive to need Evidence and experience (practice) based Inquiry and research based Manageable, resourced and supported 5. Valuing teachers To prepare and implement designed learning Trusting teacher judgement, expertise andprofessionalism Providing professional learning opportunities,pedagogical tools, time and contexts/situations forongoing learning and implementation of learning Support through wider networks 6. Networks of support Australian Government MCEECDYA, DEEWR, AITSL Jurisdictions/sectors DECD, AISSA, CESA Professional associations Common interests and needs Support, resourcing and learning opportunities Faculties, schools and school hub groups Local, context specific support APTA and CEASA Collective grouping of teacher associations to represent teachervoices and facilitate action, including professional learning Brokering negotiations and representation with other networks 7. Focus on jurisdictions/sectors What approaches did each have to supportteachers to be designers of learning? What issueswere prioritised by each? What the research tells us Pedagogical tools and practices (e.g. TfEL) Dedicated Australian Curriculum PL Dedicated National Standards focus Establishing partnerships of practice What cross-sectorial benefits were there? Shared knowledge, experience and resources 8. Collaboration Teachers on own pursuing PL, working with issues,working with tools can make small gains Teachers working together make larger gains Teachers working together and with sectors andassociations make larger gains Compounded benefits of wider collaboration,across and between networks, including sectors,schools, professional associations, CEASA, teachereducators and researchers, etc 9. Teachers as designers of learning Valued, competent and confident Engaged in collegial sharing, networking andcollaboration Betterlearning outcomes Improved teacher (and learner) wellbeing Enhancement and sustainability of teaching profession </p>
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