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Reflecting on ‘Teachers as Designers of Learning'
 

Reflecting on ‘Teachers as Designers of Learning'

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Reflecting on ‘Teachers as Designers of Learning'. CEASA Spotlight Seminar - 22nd Feb 2012.

Reflecting on ‘Teachers as Designers of Learning'. CEASA Spotlight Seminar - 22nd Feb 2012.

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    Reflecting on ‘Teachers as Designers of Learning' Reflecting on ‘Teachers as Designers of Learning' Presentation Transcript

    • REFLECTING ON ‘TEACHERSAS DESIGNERS OF LEARNING’CEASA Spotlight Series 2012
    • 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
    • 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
    • ‘Designing’ learning Planned Purposeful Context specific Dynamic and responsive to need Evidence and experience (practice) based Inquiry and research based Manageable, resourced and supported
    • Valuing teachers To prepare and implement designed learning Trusting teacher judgement, expertise and professionalism Providing professional learning opportunities, pedagogical tools, time and contexts/situations for ongoing learning and implementation of learning Support through wider networks
    • 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 teacher voices and facilitate action, including professional learning  ‘Brokering’ negotiations and representation with other networks
    • Focus on jurisdictions/sectors What approaches did each have to support teachers to be designers of learning? What issues were 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
    • 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 and associations make larger gains Compounded benefits of wider collaboration, across and between networks, including sectors, schools, professional associations, CEASA, teacher educators and researchers, etc
    • Teachers as designers of learning Valued, competent and confident Engaged in collegial sharing, networking and collaboration  Betterlearning outcomes  Improved teacher (and learner) wellbeing  Enhancement and sustainability of teaching profession