Building brighter futures
description
Transcript of Building brighter futures
Building brighter futures
Welcome to St. James’
Imagination, Diversity, Relationships, Discovery, Expression, Reflection
A Passion for Possibilities at St. James’
Proposed Agenda
• 9:00 Welcome and cuppa• 9:15 Begin with tour of school• 9:45 Our Story• 11:00Morning Tea• 11:15 Exploration- Middle & Senior Learning
Groups• 12:45 Time to unpack and reflect• 1:10 Lunch• 1:50 Exploration- Junior Learning Group• 2:30 Time to unpack and reflect• 3:00 Bon voyage
Our challenge
“We need a metamorphosis of education- from the cocoon,
a butterfly should emerge. Improvement does not
give us a butterfly, only a faster caterpillar”
Banathy, B.H. 1996
One of our main aims is : To develop
confident, happy, creative, independent & self directed thinkers and learners with positive connections to their world.
Our story ... Frustrated
Anxious
Pressure
Inadequate
What are we testing for and for whom?
So many questions! What does
education look
like at other
schools?
Can we expect different results by doing the same thing “better”?
Are our kids
failing, are
we failing
them?
How is society
changing? How
does that affect
our children?
From what are our kids
recovering??
Some key influences...
Sir Ken Robinson
Dr Karen Stagnitti
Reggio Emilia Approach
Kathy Walker
School Visits
Howard Gardner
Salamanca statement
Inclusive educationEvery child has the right to feel whole.
• Every child has a fundamental right to education , and must be given the opportunity to achieve and maintain an acceptable level of learning
• Every child has unique characteristics , interests , abilities and learning needs.
Salamanca StatementUNESCO 1994
Reggio Emilia PhilosophyChildren are viewed as rich in potential, strong, powerful and competent. Children are encouraged to develop their own theories about the world and how it works through investigation. Teachers are viewed as enthusiastic learners and researchers and not as imparters of knowledge.
VygotskyPretend play is an importantactivity for the development
ofhigher level cognitive
functionsin children and that thesecognitive functions could beinfluenced by the
environment around them, particularly by more capable peers and
adults.
Piaget
Each child develops and matures at hisor her own biological rate. Some willmature more quickly(and in some
areasmore slowly) than others. Regardless
ofchronological age, you are the age
yourbrain dictates. The child is competentand education merely refines the
child’scognitive skills that have already
emerged
MontessoriThe environment must be prepared by providing a range of physical objects that are organized and made available for free, independent use, to stimulate their natural instincts and interests for self-directed learning.
Karen Stagnitti
Teachers who provide a rich environment
and the scaffolding of ideas to extendchildren’s development within a
classroomthat is play based, create a socio-
culturalenvironment which is developmentallyappropriate for children Kathy Walker- Children’s interests are
expanded, scaffolded and supported as a
means of ongoing engagement inparticular learning areas. Play andproject based learning experiences
arethe major pedagogical tool for
teachingand learning alongside explicitinstruction
• Imagination-we imagine, we are creative, we make the impossible possible.
• Diversity- we learn about different things in different ways. We are all different.
• Relationships- we are all friends. We don’t judge by what people look like but who they are. We all look after each other.
• Expression- we are not afraid to be ourselves, to express how we feel. Everyone is free to express themselves in different ways.
• Discovery-we can find out anything if we put our minds to it. Like for the great explorers learning is an adventure!
• Reflection-we think carefully. This deepens our understanding about what we need to know.
St. James’ Parish School- our 6 key words as defined by our Senior students.
What we know ...
• Children learn in different ways and at different rates
• Children learn from and with others
• Children learn from teaching others
• Children can take different paths to reach the same learning milestones
• Children need time to grasp new concepts, time to think, time to reflect, time to share
So, for us there was a... Paradigm Shift
From this...
All students learn the same thing in the same place in the same way from the same teacher
To this...Each student will receive a personalized education, learning different things at different times in different places in different ways from different people
Spiritual Domain; an awareness of God’s presence in their life and the world around them
Emotional domain; self-esteem, sense of identity, resilience, decision making, independence and interdependence, initiative, work ethic
Social Domain; acceptance of diversity, interest in others, relationship development, developing empathy, respect, sharing
Cognitive Domain; problem solving, creative thought, sensory awareness, mathematical thinking, musical expression, imaginative thinking
Language Domain; expression & articulation in communication through reading, writing, speaking & listening
Physical; gross motor, fine motor, coordination, body image, health, nutrition, body –mind connection
The Whole Child- Developmental Domains
Independence & Interdependence
We believe that• It’s important for children to develop
independence, however…• It’s vital that children develop dispositions that
enable them to operate interdependently in their world.
Key Elements- A Focus on Multiple Intelligences
• How are you smart?
• How to be- not what to do!
So… Self awareness and self regulation are essential!
• Self awareness precedes self regulation hence the importance of personal reflection time and
the teaching of self monitoring strategies
• self regulation and independence is enhanced through developing individual’s time management skills & increasing personal responsibilities
•
Key Elements
Habits of Mind- Art CostaTeaching children how to think, not what to think!
Persevering Listening with Questioning and Creating Empathy and Problem Solving Imagining Understanding Innovating
So… in the Middle and Senior School
Senior students and Middle students are responsible for planning their day.
Students fill in their daily timetable noting compulsory workshops, optional workshops and personal investigation times.
and in the Junior Learning Centreconstruction area block centre
dramatic play
writing centrereading centre
sensory cove
Planning for personalizing the learning
We offer opportunities and space for children to express their potential, abilities and curiosity. Rigorous, collaborative planning ensures that we create rich and varied learning experiences and environments that respect and suit their stage of development and promote the growth of the whole child. The learner is at the centre of the learning!
emphasize active engagement enhance creativity & imagination
develop confidence & inner discipline
invite children to discover & explore their interests & passions
promote active investigations alongside explicit teaching
Personalized learning experiences…
extend exploration & problem solving
The environment at St. James’
The physical & emotional environment is organised to cater for different learning and working styles. It is divided into multiple, flexible yet purposeful learning spaces with plenty of nooks, provocations, prompts and supports. Contracts, workshops and personal investigations engage and motivate students.
Learning & Teaching Pedagogy
• Tuning In
• Engagement in Projects
• Focused Teaching through workshops
• Reflection
The teacher views children as competent, curious, creative, capable learners who think deeply and hypothesize about their world and have the ability to positively impact on it.
Roles of the Teacher
The teacher’s role requires showing genuine interest in the children’s learning, being supportive of the children’s attempts and providing lots of guidance and feedback.
Teaching is rigorous and active. Teachers are engaged proactively in the learning with the children. Teachers are scaffolding, directing, extending and planting seeds for further learning. Teachers are actively listening, documenting, challenging and supporting children.
And so… happy, engaged and motivated learners!
And an inclusive, safe supportive environment.
Reflection TimeWhat are our beliefs about contemporary learning and teaching ? Are we open to a paradigm shift? Do we have the courage to act on our beliefs?
In our school, how do we currently make the learning relevant and engaging for the children?
In our school, how could we better support students in their learning?
• Reflect on actions for self• Reflect on possible actions at school level
References
Chaille C. (2008) Constructivism across the Curriculum in Early Childhood Classrooms. Pearson Education
Harris J., Katz L., (2001) Young Investigators The Project Approach in the Early Years NationalAssociation for the Education of Young Children Teachers College Press Columbia University
Canadian Early Years Study
Reynolds E, Stagnitti K, Kidd E. (2010) Play, language and social skills of children aged 4-6 yearsattending a play based curriculum school and a traditionally structured classroom curriculumschool in low socio-economic areas. Deakin University
Stagnitti, K. (2009). Children and pretend play. In K. Stagnitti and R. Cooper (eds.) Play as Therapy: Assessment and Intervention. Jessica Kingsley Publishers: London.
Stagnitti K (2003) Playthings Curriculum Corporation
Sluss D. (2005) Supporting Play Birth through Age Eight Thomson Delmar Learning
Walker K (2007) Play Matters. Engaging children in Learning. The Australian Developmental Curriculum ACER Publishers Melbourne