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Banyule
 

Banyule

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    Banyule Banyule Presentation Transcript

    • Thursday, 11 August 11
    • Powerful Learning ...the next phaseThursday, 11 August 11
    • MORE CHANGEThursday, 11 August 11
    • Change Why?Thursday, 11 August 11
    • Innovation Our current practice is not working or not working as well as it could AND/OR The environment has CHANGE changed so much that DRIVERS past practice is irrelevant Revolution date location time Magna aliquam ut enim ad minim veniam quis nostrud.Thursday, 11 August 11
    • ...not working as well as it could... our dataThursday, 11 August 11
    • Student Voice and our WorkThursday, 11 August 11
    • Student Voice and our WorkThursday, 11 August 11
    • Student Voice and our WorkThursday, 11 August 11
    • Student Voice and our WorkThursday, 11 August 11
    • Student Voice and our WorkThursday, 11 August 11
    • Student Voice and our WorkThursday, 11 August 11
    • 2013Thursday, 11 August 11
    • 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 performanceThursday, 11 August 11
    • ...not working as well as it could... the expectations of studentsThursday, 11 August 11
    • Thursday, 11 August 11
    • Common classroom techniques 52% COPYING from board or book 33% EXPLANATION listening to a teacher for a long time Class DISCUSSION 29% NOTE TAKING while teacher talks 25%Thursday, 11 August 11
    • Learning Preferences LEARNING in groups 55% LEARNING by doing practical things 39% LEARNING with friends 35% LEARNING by using computers 31%Thursday, 11 August 11
    • Learning Sources - 3 people who help most MOTHER 62% FATHER 50% TEACHER 44%Thursday, 11 August 11
    • ...not working as well as it could... students are differentThursday, 11 August 11
    • Kids have changed...Thursday, 11 August 11
    • A Response Personalisation Precise teaching Precise technology & smart pedagogy SpacesThursday, 11 August 11
    • Precise Teaching Teaching that meets the needs of individual students and is built on strong knowledge of: - the student as an individual - content - pedagogy - research - developments in neuroscienceThursday, 11 August 11
    • CURIOSITY & ACHIEVEMENT An active mind instead of a passive one More observant Opens up new worlds and possibilities Adds excitementThursday, 11 August 11
    • CURIOSITY & ACHIEVEMENT BETTER STUDENTSThursday, 11 August 11
    • Outside In Inside Out literate numerate System Leaders curious Bureaucracy/Policy Theories of Action Schools/Principals TeachersPlanning & Organisation Planning & Organisation Teachers Policy Choices Students/Classroom CentreThursday, 11 August 11
    • Teaching for Curiosity & AchievementThursday, 11 August 11
    • 4 Whole School Theories of ActionThursday, 11 August 11
    • 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 When teacher directed instruction becomes more enquiry focused then the level of student achievement and curiosity increases 3 By consistently adopting protocols for teaching student behaviour, engagement, learning and curiosity is enhanced 4 Learning protocols enhance student capacity to learn, develop skills, confidence and curiosity and ensure that this happens in all classesThursday, 11 August 11
    • ENQUIRY FOCUSThursday, 11 August 11
    • Push to Answers Pull to QuestionsThursday, 11 August 11 BOTH
    • 1 HIGH EXPECTATIONS AUTHENTIC RELATIONSHIPS 2 ENQUIRY FOCUS 3 TEACHING PROTOCOLS 4 LEARNING PROTOCOLSThursday, 11 August 11
    • 6 Theories of Action for the TeacherThursday, 11 August 11
    • Theories of Action for the Teacher 1 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, 2 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
    • Theories of Action for the Teacher 3 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 4 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) & DATAThursday, 11 August 11
    • Theories of Action for the Teacher 5 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) 6 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
    • 1 LEARNING INTENTIONS, PACE & NARRATIVE 2 TASKS 3 HIGHER ORDER QUESTIONS 4 FEEDBACK & DATA 5 PEER ASSESSMENT 6 COLLABORATIVE GROUP WORKThursday, 11 August 11
    • EFFECT SIZEThursday, 11 August 11
    • Thursday, 11 August 11
    • Thursday, 11 August 11
    • Thursday, 11 August 11
    • Thursday, 11 August 11
    • Thursday, 11 August 11
    • +Thursday, 11 August 11
    • Making it happen...Thursday, 11 August 11
    • Thursday, 11 August 11
    • Improved Achievement Enhanced Curiosity Triads Theories for the Whole School Professional Learning Theories for the Teacher TeamsThursday, 11 August 11
    • MOST STRATEGY MOST TEACHERS MOST CLASSES MOST OF THE TIME MOST IMPACTThursday, 11 August 11