2. “It is what teachers think, what
teachers do, and what teachers are, at
the level of the classroom
that ultimately shapes the kind of
learning that young people get.”
Andy Hargreaves & Michael Fullan
3. Identifying best
practice locally and
internationally
Defining
specific
pedagogies
Who are the
gurus/ experts?
Understanding
What models INVEST
exist?
Discovering
strengths and
weaknesses
Professional
development
Concepts
Action
research
projects
Literature
reviews
Trialling a variety
of
methodologies
Team teaching
Collaborative
planning
Inquiry
learning
Transdisciplinary
approaches
Questioning
VELS
E5 Instructional Model
4. The second element of transforming pedagogy and space
is Invest.
It encourages schools to identify, explore, train with, trial
and reflect upon leading pedagogical approaches.
It involves action research, professional development and
professional discussion.
This element has a focus upon building teaching and
leadership capacity to support transformed teaching and
learning.
5. e5 Instructional Model
Explore
Prompts enquiry
Structures enquiry
Explain
Presents new content
Develops language and literacy
Strengthens connections
6. School leadership
Supports staff development and recognition
Has leaders actively participating in the change process and
professional learning.
Teacher knowledge, understanding, skills and practice
Knowledge of how students learn
An explicit focus on, and understanding of student centred learning
A focus on pedagogical improvement and skill development
Practice which is integrated with curriculum
Planning, teaching, coaching and reflecting in teams
Data collection and use
The collection and use of data by school leaders, and teachers
informs teacher development
Tracks, monitors and measures the acquisition of new skills,
knowledge and attributes of teachers.
Professional learning
A focus on improving teacher effectiveness
Teams planning, teaching and reflecting together
Effective teams as the most critical structure of transformation
The opportunity for feedback from multiple sources to inform
professional growth
Teacher improvement plans that have a continuous improvement
focus
A focus on improved learning outcomes and new teaching
strategies practised in the learning environment.
8 KEY VARIABLES
DEFINING WHOLE
SCHOOL
TRANSFORMATION
7. Effective Schools Model
Professional Leadership
Focus On Teaching And Learning
Purposeful Teaching
Shared Vision And Goals
High Expectations For All Learners
Accountability
Learning Communities
Stimulating And Secure Learning . . Environment
8. ENGAGE INVEST
1: BURNING QUESTIONS
The aim of this activity is to establish prior
understanding of Collaborative Teaching
and Learning,
Guided Inquiry Learning and the e5
Instructional Model
9. ENGAGE INVEST
1: BURNING QUESTIONS
What are your questions in relation to:
1. e5 Instructional Model
Engage, Explore, Explain, Elaborate,
Evaluate
2. Collaborative Teaching, Collaborative
Learning, Collaborative Planning, Team
Teaching.
3. Inquiry Learning, Guided Based Inquiry,
4. Interdisciplinary Curriculum,
Transdisciplinary Curriculum’
10. ENGAGE INVEST
1: BURNING QUESTIONS
Write their own burning questions on post-it -notes
to the suggested list
Post notes on relevant A3 sheets
Conduct a walking tour of room to read everyone’s
burning questions.
Nominate a person for each of the nine main
headings to summarise.
11. ENGAGE INVEST
1: BURNING QUESTIONS
So what?
• How can we use this information to target
Professional Development to enhance staff
understanding?
12. ENGAGE INVEST
2: HUMAN GRAPHING
The aim of this activity is to gather further
information (base line data) in relation
to Collaborative Teaching and Learning
and Inquiry Based Learning in the school.
14. ENGAGE INVEST
e5 INSTRUCTIONAL MODEL
Never used it Used it occasionally Use it sometimes Use it frequently
Comments
COLLABORATIVE TEACHING
Never used it Used it occasionally Use it sometimes Use it frequently
Comments
GUIDED INQUIRY LEARNING
Never used it Used it occasionally Use it sometimes Use it frequently
Comments
2: HUMAN GRAPHING
Rate your experience with the following teaching practices:
Colour the box which best rate your teaching experience
15. ENGAGE INVEST
2: HUMAN GRAPHING
So What
• How can this information be used to inform
Professional Development
• Which schools have ‘Great Practice’ in
Collaborative Teaching and Learning and Guided
Inquiry Learning?
16. EXPLORE INVEST
3: WHAT ARE WE DOING?
The aim of this activity is to gather further
information (base line data) in relation to
Collaborative Teaching and Learning and
Inquiry Based Learning in the school.
Rate your experience with the following teaching modalities as
identified by Prakash Nair
http://www.designshare.com/index.php/articles/great-learning-street-
debate
17. EXPLORE INVEST
Prakash Nair says ‘….it is important to look at the multiple modalities of learning
that today’s schools must nurture. I have identified the following 18, but I’m sure
there are more.’
1. Independent study
2. Peer tutoring
3. Team collaborative work in
small and mid-sized groups (2-6
students)
4. One-on-one learning with the
teacher
5. Lecture format with the teacher
at centre stage
6. Project-based learning
7. Technology based learning with
mobile computers
8. Distance learning
9. Research via the Internet with
wireless networking
10. Presentation
11. Performance-based learning
12. Seminar-style instruction
13. Hands on project-based
learning
14. Naturalist learning
15. Social/emotional learning
16. Art-based learning
17. Storytelling (floor seating)
18. Team teaching
18. EXPLORE INVEST
3: WHAT ARE WE DOING?
So What
•How can this information be used to
inform Professional Development?
19. EXPLAIN INVEST
4: I THINK IT MEANS….
The aim of this activity is to gather further
information
(base line data) in relation to Collaborative
Teaching and
Learning, Inquiry Based Learning in the
school and the e5 Instructional Model.
20. NAME:
DATE:
Data collection – What do we know?
Can you describe these teaching practices in just three dot points
e5 Instructional Model, 1.
2.
3.
Collaborative Teaching and
Learning
1.
2.
3.
Guided Inquiry
Learning
1.
2.
3.
21. ELABORATE INVEST
5: STRENGTHS & WEAKNESSES
The aim of this activity is to begin to
identify school’s current strengths and
weaknesses with regards to 21st
Century teaching and learning practices.
22. ELABORATE INVEST
5: STRENGTHS & WEAKNESSES
QUESTIONS
1. What are the limitations this
school faces in shifting
towards 21st century teaching
and learning?
2. How can this school support
teachers to deliver a 21st
Century curriculum?
3. What do we do well to
promote and implement great
practice?
4. What do we need to improve?
•Group discusses and
responds to the question 5
mins
•Groups rotates questions,
where another group
discusses and adds to
responses
•Rotation occurs until all
groups have had opportunity
to respond to all questions
•Groups summarises and
shares with staff.
23. ELABORATE INVEST
5: STRENGTHS & WEAKNESSES
So What?
• Are there any trends or patterns in
strengths and weaknesses?
• How are strengths acknowledged/
celebrated?
• How are weaknesses supported?
24. ELABORATE INVEST
6: PROFESSIONAL LEARNING TEAMS
The aim of this activity is to explore
Collaborative Teaching and Learning
and Guided Inquiry Learning through
Professional Learning Teams
25. ELABORATE INVEST
6: PROFESSIONAL LEARNING TEAMS
In small professional learning teams identify and
use research to create definitions for the
following pedagogical approaches/
organisational designs:
• Collaborative Teaching and Learning
• Guided Inquiry Learning
• Student Centred Learning
26. ELABORATE INVEST
6: PROFESSIONAL LEARNING TEAMS
Ideas to consider
• Seek definitions
• Create a list of what is it and what it is not
• Find out what are the local and international
models/ frameworks which will best enable these
approaches to flourish?
• Develop a resource of relevant websites and
readings to share with staff and community
• Report research findings as part of an in school
professional development session
27. ELABORATE INVEST
6: PROFESSIONAL LEARNING TEAMS
So What?
• Information researched by teams will
inform the next process
28. EVALUATE INVEST
7: ACTION RESEARCH TEAMS
The aim of this activity build on
understandings establish in Activity
6 of Collaborative Teaching and Learning
and Guided Inquiry Learning and Student
Centred Learning and to targeted
professional development, building
teacher and leadership capacity
29. EVALUATE INVEST
7: ACTION RESEARCH TEAMS
Action Research Teams are to
• Trial identified pedagogies and models from previous
Activity 6
• Record what works well and what needs improvements
• Make recommendations for whole school approach
• Create a rubric of great practice
• Video practice.
• Develop peer feedback mentoring/ coaching
30. EVALUATE INVEST
WHEN
•will it occur ?
eg Term 3
WHY
• are you doing
the action?
•What do you
hope to achieve?
WHAT
• are you going to
do?
WHERE
• will the action
occur ?
eg. years 5 and 6
WHO
• will it involve
eg. year 5 and 6
teachers,
specialist, aides
HOW
• will you track
what you are
doing
• will evaluate
what you are
trialling
7: ACTION RESEARCH TEAMS
31. EVALUATE INVEST
7: ACTION RESEARCH TEAMS
So what?
• Encourage teams to make
recommendations for transformation of
pedagogy in the school
