The Teaching for Effective Learning resource

with Karen Cornelius Deb Merrett

Curriculum Director Curriculum Manager

Learning and Teaching Teaching for Effective Learning

ULearn Conference

KEY IDEA: Making the Implicit Explicit

Change models• Thriving, Striving, Surviving• Tim Tams, Kingston Cookies,

Jatz, SAOs

• Caving story

Introductions

• Introduce yourself to those at your table.• Share a leadership Tim Tam, Kingston

Cookie, Jatz or SAO moment with your table mates.

Teaching for Effective Learning Academic Reference Group

Professor Renate Nummela Caine & Geoffrey Caine Professor Emerita of Education California State University, Caine Learning USA

Dr Chris GoldspinkCentre for Research in Social SimulationUniversity of Surrey UK

Professor Glenda MacNaughtonDirector of the Centre for Equity and Innovation in Early ChildhoodUniversity of Melbourne

Dr Adam LefsteinAcademic Research Fellow Classroom Pedagogy, Oxford University

Dr Julia AtkinEducation & Learning Consultant

Dr Rosie Le Cornu Division of Education, Arts & Social Sciences,School of EducationUniversity of South Australia

Dr Judy PetersDivision of Education, Arts & Social SciencesSchool of EducationUniversity of South Australia

Associate Professor Phil Cormack Director Centre for Studies in Literacy, Policy and Learning CulturesHawke Research InstituteUniversity of South Australia

Sam SellarDivision of Education, Arts and Social Sciences School of EducationUniversity of South Australia

AND• Professor Guy Claxton, Bristol University,

Professor of the Learning Sciences, United

Kingdom• Dr Robin Fogarty and Brian Pete, Fogarty

and Associates USA• Dr George Otero and Susan Chambers-

Otero, Relational Learning Centre, USA

Literature Review UniSARecommendation 1: Draw upon South Australia’s educational strengths

Recommendation 2: Balance the domains

Recommendation 3: Develop a sound research base

Recommendation 4: Describe teacher practices

Recommendation 5: Provide rich illustration and support

Recommendation 6: Emphasise language and communication

To create the SA position on Teaching and

Learning– we needed teacher voicesTeachers’

wisdom of practice

Expert and research

referenced

1.3 PLCsTable talk: what happens

in your sites to support this?

BULLY AUDITS

Front Office display in Term 2 this year – the creative ways our students tell us that they are feeling safe.

TERM 1 WEEK 11 BULLY AUDIT RESULTS Percentage of children reporting problems:

HARASSMENT IN YARD HARASSMENT IN CLASSROOMS

None 91.7% 97.2%1-3 Incidents 6.3% 2.8%4+ Incidents 2.1% 0%

FIRST 2 WEEKS PROGRAM MAKING IT

HAPPEN

• Respect• Responsibility• Excellence

Making the Implicit ExplicitDeb’s story

KEY IDEA: Adopting an Appreciative Stance

Appreciative Inquiry works on the assumption that whatever we want

more of already exists in organisations

The Thin Book of Appreciative Inquiry

Hall and Hammond, 1996 www.thinbook.com

ASSUMPTION OF POSITIVEINTENT

Today’s Teens

a year 7/8 transition story

The role of the transition reference group

What do our clients say?

Year 7s

“By being simulated through Team Week it made it easy to adapt to the real thing at the high school!” (Kavita year 7)

“It was so much better than I thought it

would be – I am actually not worried

anymore.” (Calvin, year 7)

Year 8s“The school closure day the high school was great because as had the

school to ourselves and it was less scary than I thought it would be.” (Emma, year 8)

“Having previous primary students coming to visit sort of reassured us that it wasn’t a big deal.” (Jessica, year 8)

“The good thing about transition days were that you got to meet new people and became friends.” (Joshua, year 8)

“Having lessons at the high school was fantastic because then you knew how it would work.” (Anthony, year 8)

Reflecting on my own practice

So what does it mean for me in my role?