7806 eps1002l2a


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  • Introduction Identify name of module First, let’s hear how you got on last week: around class, students give name & response to 1/5 questions (the thing that really grabbed them), refer them to Course Wiki
  • Time-space compression - Shrinking of space - Connectivity across spaces - Simultaneous presence and absence of people in specific locales Global consciousness “ Globe-talk” - rapidly changing & uncertain times, fate of local communities is connected to distant happenings Diverse/hybrid identities
  • Economic Neo-liberalism: changes in workplace organisation; free flow of goods, investments & workers across borders; increased consumerism, markets & choice Political global-national-local; the role of the citizen Cultural standardisation & fragmentation ; cultural homogeneity & cultural heterogeneity; dialectical “glocal” tensions, cultural identities
  • Use cross-over grouping activity to
  • Cross-over grouping Activity Students form 3 groups - A, B & C. They number off 1-3 in each group. Number 3 is the record keeper for their group but the others must also take notes as they move to the other groups. Groups brainstorm answers to 1st question for 10 minutes. At end of time, 1s move in direction of blue arrows. 1s introduce themselves to new group. Group outlines results of discussion. 1s add new ideas. Groups brainstorm answers to 2nd question for 10 minutes. At end of time, 2s move in direction of green arrows. 2s introduce themselves to new group. Group outlines results of discussion. 2s add new ideas. Groups brainstorm answers to 3rd question for 10 minutes. At end of time, be prepared tp present group position to the class.
  • Five Priorities The quality of teaching and school leadership Early childhood School retention and transitions from school Curriculum: national curriculum, 8 KLAs + civics & citizenship & business, commercial & financial literacy skills Accountability: assessment, public reporting
  • Whole class discussion - Which of these descriptors best matches your definition of research?
  • 2-4-8 Activity Students brainstorm answers to the question in pairs, in groups of 4 (two pairs), in groups of 8 (2 groups of 4). In groups of 8, write a paragraph outlining your position. Present answer to whole class
  • What should be the purposes of schooling? Provision for the means for all people to exercise their capabilities and determine their actions How should it be achieved? Through democratic processes that generalise the interests of the least advantaged Who should schooling benefit? All people, differently experienced within and among different social groups What should schooling deliver? Positive self-identity; opportunities for self-expression and development; self-determination
  • 7806 eps1002l2a

    1. 1. Module Two <ul><li>What are the educational issues facing Australian education in a global society? </li></ul>
    2. 2. This module aims to: <ul><li>explore issues currently impacting on Australian education </li></ul><ul><li>understand the research-practice nexus </li></ul><ul><li>identify a topic for further investigation in your assignment </li></ul><ul><li>extend your information literacy skills </li></ul>
    3. 3. A Globalised World <ul><li>A world characterised by ‘accelerated international flows of goods, capital, labour, services, and information that have occurred in response to improved transport, the seemingly limitless revolution in communications technologies, and the deregulatory policies adopted in many countries during the past two decades’ (Green, 1999, p. 57) </li></ul><ul><li>Time-space compression </li></ul><ul><li>Global consciousness </li></ul><ul><li>(Singh, 2004) </li></ul>
    4. 4. Dimensions of Globalisation <ul><li>Economic </li></ul><ul><li>Political </li></ul><ul><li>global-national-local; the role of the citizen </li></ul><ul><li>Cultural </li></ul><ul><li>standardisation & fragmentation ; cultural homogeneity & cultural heterogeneity </li></ul><ul><li>(Appadurai, 1996 ; Burbules & Torres, 2000; Rizvi, 2000; Smelser, 2003) </li></ul>
    5. 5. Reflecting on Globalisation and Education <ul><li>Consider each of the three dimensions of globalisation. </li></ul><ul><li>What evidence have you seen of each dimension in educational contexts? </li></ul><ul><li>Identify examples that have had a positive/negative impact. </li></ul><ul><li>Outline your position on the relationship between globalisation and education. </li></ul>
    6. 7. Australian Education in a Globalised World <ul><li>A global policy context </li></ul><ul><li>Culturally diverse classrooms </li></ul><ul><li>Teachers’ professional identities </li></ul>
    7. 8. A New Statement on Australian Schooling <ul><li>Five Priorities </li></ul><ul><li>The quality of teaching and school leadership </li></ul><ul><li>Early childhood </li></ul><ul><li>School retention and transitions from school </li></ul><ul><li>Curriculum </li></ul><ul><li>Accountability </li></ul><ul><li>(Council for the Australian Federation Review Steering Committee, 2007) </li></ul>
    8. 9. Research can help us to meet these challenges by: <ul><li>improving teaching & learning </li></ul><ul><li>strengthening professional knowledge </li></ul><ul><li>developing skills to enhance teaching practice </li></ul><ul><li>leading to more successful student outcomes </li></ul><ul><li>(Meiers, 2007) </li></ul>
    9. 10. Teachers use research and evidence… for the overarching purpose of improving teaching and learning (Meiers, 2007, p. 50) <ul><li>Research </li></ul><ul><li>Impact on teacher professional learning </li></ul><ul><li>Changes in teaching practices </li></ul><ul><li>Changes in student learning outcomes </li></ul>
    10. 11. Defining “Real” Research <ul><li>“ experts” </li></ul><ul><li>numbers (quantitative) </li></ul><ul><li>reflection: “thinking about what you are doing” </li></ul><ul><li>thinking differently about educational problems </li></ul><ul><li>conversations with colleagues </li></ul><ul><li>teacher interests v researcher interests </li></ul><ul><li>questions of prestige & status </li></ul>
    11. 12. The research-practice gap <ul><li>Relevance </li></ul><ul><li>Presentation </li></ul><ul><li>Accessibility </li></ul>
    12. 13. Engaging with Research <ul><li>Confront the research-practice gap by </li></ul><ul><li>“ getting your hands dirty” </li></ul><ul><li>risk taking </li></ul><ul><li>respect for the classroom </li></ul><ul><li>giving support “in their room with their kids” </li></ul><ul><li>validation </li></ul><ul><li>create a culture of professional learning: a collective activity </li></ul><ul><li>positioning teachers as experts and learners </li></ul>
    13. 14. Reflecting on Teaching & Teachers’ professional learning <ul><li>Is teaching a private and personal activity OR </li></ul><ul><li>Is teaching a professional activity that can be continuously improved if it is made public and examined openly? </li></ul>
    14. 15. Questions for Professional Learning <ul><li>What should be the purposes of schooling? </li></ul><ul><li>How should it be achieved? </li></ul><ul><li>Who should schooling benefit? </li></ul><ul><li>What should schooling deliver? </li></ul><ul><li>(Gale. 2007) </li></ul>
    15. 16. Identifying a Research Issue <ul><li>Consider </li></ul><ul><ul><ul><li>What makes your eyes light up i.e. what are you passionate about? </li></ul></ul></ul><ul><ul><ul><li>Does it make a difference i.e. is it worth your while to spend time investigating this issue? </li></ul></ul></ul><ul><ul><ul><li>Is it a brick or a wall (not a brick but a line of bricks) i.e. will your investigation result in an outcome? </li></ul></ul></ul>
    16. 17. Strategies to help you in your investigation <ul><ul><ul><li>READ </li></ul></ul></ul><ul><ul><ul><li>LISTEN </li></ul></ul></ul><ul><ul><ul><li>CONGREGATE with birds of a feather i.e. use the Wiki. </li></ul></ul></ul>
    17. 18. Tools to help our research <ul><li>Databases </li></ul><ul><li>Endnote </li></ul>
    18. 19. MODULE TWO ACTIVITY <ul><li>Read the set readings and study notes </li></ul><ul><li>Consider your answer to Question 5 in the Module ONE activity </li></ul><ul><li>Complete the answers to the following three questions: </li></ul><ul><li>1. What do I know about Australian education already? </li></ul><ul><li>2. What do I want or need to know? </li></ul><ul><li>3. How will I go about finding out? </li></ul><ul><li>Post your answers in the course Wiki. Your answers to these questions will be the starting point for work in Module 3. </li></ul>
    19. 20. At the end of this module, you should have: <ul><li>Read the set readings and study notes </li></ul><ul><li>Completed the activities for self-reflection </li></ul><ul><li>Identified a topic for further investigation in your assignment. </li></ul><ul><li>Posted your answers to the three questions in the Module 2 Activity on the course Wiki. </li></ul><ul><li>Entered your Introduction and completed Module 1 Activity 1 on the Course Wiki if you have not already done so. </li></ul><ul><li>Completed your answers to the Module 1 Activity 2 </li></ul><ul><li>Extended your knowledge of the library databases </li></ul><ul><li>Become familiar with the Endnote software program </li></ul>
    20. 21. endnote <ul><li>Next week </li></ul><ul><li>5pm – room 2:25 in the library </li></ul><ul><li>We will explore endnote and you will begin your own endnote library. </li></ul><ul><li>Bring at least one reference with you so you can begin your own endnote library </li></ul>
    21. 22. EnglishHELP <ul><li>Simon Howell </li></ul><ul><li>[email_address] </li></ul>