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Curriculum Leaders Day Term 2 2012
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Curriculum Leaders Day Term 2 2012

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  • Transcript

    • 1. Primary Curriculum Leaders Day June 7th 2012
    • 2. We acknowledge the traditional custodians of the land on which we meet; the Yorta Yorta nation, which includes the Kaitheban, Wollithiga, Moira, Ulupna, Bangerang, Kwat Kwat, Yalaba Yalaba and Ngurai-illiam-wurrung clans.We acknowledge their ancestors past and present and commit to working alongside Aboriginal people for reconciliation and justice. 1
    • 3. A Reading from Mark 10:28- 34What are the challenges of being a loving person? 3
    • 4. The Greatest Commandment of ALL. There are only two feelings. Love and fear.There are only two languages. Love and fear.There are only two activities. Love and fear. There are only two motives, two procedurestwo frameworks, two results. Love and fear. Love and fear. Leunig 2
    • 5. Pray together:Father of all you gave us the Dreaming.You have spoken to us through history.You then made your love clear to us in the person of Jesus.You are our hope.Make us strong as we face the challenges of change.We ask you to help the people of Australia to listen and respect all people and cultures.May we all learn to know your grace more fully. So that you can be at home in us and we can make a home for everyone in our land.We ask this through Christ our Lord. Amen 4
    • 6. ApologiesJenny SymesCatherine Monahan
    • 7. System prioritiesBuilding Cultures of School Improvement and PerformanceDeepening understandings of the theories that underpinconstructivist learning with diocesan networks and teamsBuilding Capacity for Collaborative LeadershipSupport for facilitation and development of Professional LearningCommunities in schools through building capacity of leaders oflearningDevelopment of modules/resources to support theimplementation of Professional Learning Communities
    • 8. Goals for the dayto develop an understanding of the background to the theoryof constructivist learningto begin to develop an understanding of effectiveinstructional practices that support our shared theory oflearningto consider an element of effective practice that comes $om‘the activator’ (Hattie) strategies and audit current practice
    • 9. Researching Contemporary Synthesising our Constructivist Thinking about Thinking about Learning Theory Learning Theory LearningPractice to support Theory into Practice - Theory into Practice - School visit School visit the theoryExploration of evidence Further exploration of Further exploration of based practices evidence based practices evidence based practices Leading the Leading the Setting the scene learning about the learning about for 2012 Transition to CoSSI Learning AusVELS and Teaching
    • 10. How do we learn?
    • 11. The question ofcontemporary learning -all times in history were engaging in‘contemporary ‘learning!
    • 12. Finding OutRead: Schools in the Future: What has to change and why?A( read p.1-2 Group 1 Blue Section Group 2 Pink Section Group 3 Green Section Group 4 Orange Section Consider: Context of the times & Educational theory of the times Record key ideas on butcher’s paper
    • 13. So what has to change and why? Current Context - CoSSIShare CoSSI Learning and Teaching Dimension Context3 groups explore each context - which ideas are havingthe greatest influence on your learning and teachingcossi.ceosand.catholic.edu.au
    • 14. A theory of learning and knowledge Psychology Philosophy InterdisciplinarySociology Critical Education Cognitive Science Neurobiology
    • 15. A Theory of Learning Jean Piaget John Dewey Lev Vygotsky Maria Montessori Jerome Bruner
    • 16. The founding theorists Choose a theorist to investigate - http:// sandhurstprimarycurricleaders.wikispaces.com Use the matrix provided to sort out your findings Role of the environment Role of the teacher Role of the learner
    • 17. Where is our thinking now? Generate visual representation of your current understanding of the theory of constructivist learning Ga(ery Walk
    • 18. A Theory of Knowledge• Through constructivist learning, knowledge is... • physically constructed by the learners who are involved in active learning • symbolically constructed by learners who are making a representation of meaning • socially constructed by learners who convey their meaning making to others • theoretically constructed by learners who try to explain things they don’t yet fully understand
    • 19. The Learner
    • 20. interacts with the environment The Learner
    • 21. interacts with the solves problems environment The Learner
    • 22. interacts with the solves problems environment The Learnerframes questions
    • 23. interacts with the solves problems environment The Learnerframes questions masters autonomy and independence
    • 24. interacts with the solves problems environment attributes meaning to The Learner experienceframes questions masters autonomy and independence
    • 25. interacts with the solves problems environment attributes meaning to The Learner experience is influenced by their beliefs andframes questions attitudes masters autonomy and independence
    • 26. interacts with the solves problems environment constructs concepts/knowledge attributes meaning to The Learner experience is influenced by their beliefs andframes questions attitudes masters autonomy and independence
    • 27. Linking the theory with whatwe know about principles of inquiry learning. Dewey - Pink Vygostsky - Green Bruner - Orange Montessori - Yellow Piaget - Blue
    • 28. How do we teach?
    • 29. Activator vs Facilitator Visible Learning pp.243-244‘ a story about active and passionate teachers as contrastedwith facilitative and inquiry methods.’‘active and guided instruction is much more effective than unguided facilitative instruction’‘Constructivism is a form of knowing and not a form ofteaching and it is important not to confuse constructingconceptual knowledge with the current fad of constructivism’
    • 30. ‘Constructing conceptual knowledge involvesconsidering learning $om the learner’s viewpoint;starting $o the premise that a( learners are active,appreciating that what they learn is socia(yconstructed and understanding the learners need tocreate and recreate knowledge of themselves.’‘If this is the meaning of constructivism form alearners perspective then the more direct andactive methods of teaching appear to be optimal for achieving this type of learning.’
    • 31. Teaching as Activator d=0.6 Reciprocal Teaching First Thoughts..... Feedback Read about the practice in 3s Self verbalisation Define Metacognition strategies How is this used to support inquiry methodology/ Direct Instruction constructivist learning? Mastery Learning State the case for this practice Goal setting
    • 32. Aligning Hattie & Murdoch Using Kath Murdoch’s Capacity Matrix and Inquiry process align the activator practices
    • 33. Taking Action on a Practice....Text using the Bone Diagram
    • 34. Next StepsFinal reflection - Take aMoment strategy
    • 35. Researching Contemporary Synthesising our Constructivist Thinking about Thinking about Learning Theory Learning Theory Learning TheoryPractice to support Theory into Practice - Theory into Practice - School visit School visit the theoryExploration of evidence Further exploration of Further exploration of based practices evidence based practices evidence based practices Leading the Leading the Setting the scene learning about the learning about for 2012 Transition to CoSSI Learning AusVELS and Teaching