5. 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
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Thursday, 11 August 11
6. ...not working as well as it could...
our data
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14. 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 performance
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15. ...not working as well as it could...
the expectations of students
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17. 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%
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18. Learning Preferences
LEARNING
in groups 55%
LEARNING
by doing practical things 39%
LEARNING
with friends 35%
LEARNING
by using computers 31%
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19. Learning Sources - 3 people who help most
MOTHER 62%
FATHER 50%
TEACHER 44%
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20. ...not working as well as it could...
students are different
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22. A Response
Personalisation
Precise teaching
Precise technology
& smart pedagogy
Spaces
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23. 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 neuroscience
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24. CURIOSITY & ACHIEVEMENT
An active mind instead of a passive one
More observant
Opens up new worlds and possibilities
Adds excitement
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28. 4
Whole School Theories of Action
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29. 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 classes
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31. Push to Answers Pull to Questions
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BOTH
32. 1 HIGH EXPECTATIONS
AUTHENTIC RELATIONSHIPS
2 ENQUIRY FOCUS
3 TEACHING PROTOCOLS
4 LEARNING PROTOCOLS
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33. 6
Theories of Action for the Teacher
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34. 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
TASKS
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35. 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) & DATA
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36. 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 WORK
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37. 1 LEARNING INTENTIONS, PACE &
NARRATIVE
2 TASKS
3 HIGHER ORDER QUESTIONS
4 FEEDBACK & DATA
5 PEER ASSESSMENT
6 COLLABORATIVE GROUP WORK
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47. Improved Achievement
Enhanced Curiosity
Triads Theories for the Whole School
Professional
Learning Theories for the Teacher
Teams
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48. MOST STRATEGY
MOST TEACHERS
MOST CLASSES
MOST OF THE TIME
MOST IMPACT
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