Elements invest

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Transforming Pedagogy & Space Invest be The Revolution

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Page 1: Elements invest

Transforming Pedagogy & SpaceInvest

be The Revolution

Page 2: Elements invest

“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

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INVESTWhat models exist?

Defining specific pedagogies

Who are the gurus/ experts?

Identifying best practice locally and internationally

Discovering strengths and weaknesses

Professional development

Action research projects

Literature reviews

Trialling a variety of methodologies

Team teaching

Collaborative

planning

Inquiry learning

Transdisciplinary approaches

Understanding

Questioning

Concepts

VELS

E5 Instructional Model

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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.

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e5 Instructional ModelExplorePrompts enquiryStructures enquiry

ExplainPresents new contentDevelops language and literacyStrengthens connections

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School leadershipSupports staff development and recognitionHas leaders actively participating in the change process and professional learning.Teacher knowledge, understanding, skills and practiceKnowledge of how students learnAn explicit focus on, and understanding of student centred learningA focus on pedagogical improvement and skill developmentPractice which is integrated with curriculumPlanning, teaching, coaching and reflecting in teamsData collection and useThe collection and use of data by school leaders, and teachers informs teacher developmentTracks, monitors and measures the acquisition of new skills, knowledge and attributes of teachers.

Professional learningA focus on improving teacher effectivenessTeams planning, teaching and reflecting togetherEffective teams as the most critical structure of transformationThe opportunity for feedback from multiple sources to inform professional growthTeacher improvement plans that have a continuous improvement focusA focus on improved learning outcomes and new teaching strategies practised in the learning environment.

8 KEY VARIABLES DEFINING WHOLE

SCHOOL TRANSFORMATIO

N

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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

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ENGAGEINVEST

The aim of this activity is to establish prior

understanding of Collaborative Teaching and Learning,

Guided Inquiry Learning and the e5 Instructional Model

1: BURNING QUESTIONS

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ENGAGE INVEST

What are your questions in relation to:

1. e5 Instructional Model Engage, Explore, Explain, Elaborate,

Evaluate2. Collaborative Teaching, Collaborative

Learning, Collaborative Planning, Team Teaching.

3. Inquiry Learning, Guided Based Inquiry,4. Interdisciplinary Curriculum,

Transdisciplinary Curriculum’

1: BURNING QUESTIONS

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ENGAGEINVEST1: 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.

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ENGAGEINVEST1: BURNING QUESTIONS

So what?• How can we use this information to target Professional Development to enhance staff understanding?

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ENGAGE INVEST2: 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.

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ENGAGE INVEST

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ENGAGE INVESTe5 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 GRAPHINGRate your experience with the following teaching practices:Colour the box which best rate your teaching experience

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ENGAGE INVEST2: 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?

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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

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EXPLORE INVEST

1. Independent study2. Peer tutoring3. 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 learning7. Technology based

learning with mobile computers

8. Distance learning

9. Research via the Internet with wireless networking

10. Presentation11. Performance-based

learning12. Seminar-style

instruction13. Hands on project-

based learning14. Naturalist learning15. Social/emotional

learning16. Art-based learning17. Storytelling (floor

seating)18. Team teaching

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.’

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EXPLORE INVEST3: WHAT ARE WE DOING?

So What •How can this information be used to inform Professional Development?

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EXPLAIN INVEST4: 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.

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NAME:DATE:

Data collection – What do we know?Can you describe these teaching practices in just three dot pointse5 Instructional Model, 1.

2.3.

Collaborative Teaching and Learning

1.2.3.

Guided Inquiry Learning

1.2.3.

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ELABORATE INVEST5: 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.

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ELABORATE INVEST5: STRENGTHS & WEAKNESSES

QUESTIONS1. 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.

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ELABORATE INVEST5: STRENGTHS & WEAKNESSES

So What?• Are there any trends or patterns in

strengths and weaknesses?• How are strengths acknowledged/

celebrated?• How are weaknesses supported?

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ELABORATEINVEST6: PROFESSIONAL LEARNING

TEAMS

The aim of this activity is to explore Collaborative

Teaching and Learning and Guided Inquiry Learning

through Professional Learning Teams

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ELABORATEINVEST6: 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

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ELABORATE INVEST6: PROFESSIONAL LEARNING TEAMSIdeas 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

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ELABORATEINVEST6: PROFESSIONAL LEARNING

TEAMS

So What?• Information researched by teams

will inform the next process

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EVALUATE INVEST7: 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

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EVALUATE INVEST7: 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

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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

EVALUATE INVEST7: ACTION RESEARCH TEAMS

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EVALUATE INVEST

So what?• Encourage teams to make

recommendations for transformation of pedagogy in the school

7: ACTION RESEARCH TEAMS