REFLECTING ON ‘TEACHERSAS DESIGNERS OF LEARNING’CEASA Spotlight Series 2012
Current contexts   Australian curriculum   New SACE   AITSL and national standards   NAPLAN and standardised testing ...
Teacher knowledge   Content knowledge   Pedagogical knowledge   Pedagogical content knowledge   Knowledge of self as t...
‘Designing’ learning   Planned   Purposeful   Context specific   Dynamic and responsive to need   Evidence and experi...
Valuing teachers   To prepare and implement designed learning   Trusting teacher judgement, expertise and    professiona...
Networks of support   Australian Government       MCEECDYA, DEEWR, AITSL   Jurisdictions/sectors       DECD, AISSA, CE...
Focus on jurisdictions/sectors   What approaches did each have to support    teachers to be designers of learning? What i...
Collaboration   Teachers on own pursuing PL, working with issues,    working with ‘tools’ can make small gains   Teacher...
Teachers as designers of learning   Valued, competent and confident   Engaged in collegial sharing, networking and    co...
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Reflecting on ‘Teachers as Designers of Learning'

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

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Reflecting on ‘Teachers as Designers of Learning'

  1. 1. REFLECTING ON ‘TEACHERSAS DESIGNERS OF LEARNING’CEASA Spotlight Series 2012
  2. 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. 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. 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. 5. 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
  6. 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 teacher voices and facilitate action, including professional learning  ‘Brokering’ negotiations and representation with other networks
  7. 7. 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
  8. 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 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
  9. 9. 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

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