Innovation and Learning from the Ohio Conferenc - PowerPoint PPT Presentation

Loading...

PPT – Innovation and Learning from the Ohio Conferenc PowerPoint presentation | free to download - id: 3e528a-ZmU2O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Innovation and Learning from the Ohio Conferenc

Description:

Innovation and Learning from the Ohio Conference: Implications for South Australian Education Dr Susanne Owen Principal Officer Strategic Research and Innovation – PowerPoint PPT presentation

Number of Views:46
Avg rating:3.0/5.0
Slides: 50
Provided by: innovatio60
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Innovation and Learning from the Ohio Conferenc


1
Innovation and Learning from the Ohio Conference
Implications for South Australian
Education Dr Susanne Owen Principal Officer
Strategic Research and Innovation DECS ILE
international project leader
2
  • Outline
  • Nature of educational innovation context
  • Educational research what works
  • Ohio conference learning
  • SA innovative sites, characteristics outcomes
  • National frameworks implications for SA
    education policy

3
  • Context for Innovation, Research Learning
    Refocus
  • Knowledge is recognised as central in
    transforming societies and economies.
  • New possibilities for education are arising from
    ICTs.
  • Measuring learning outcomes is refocusing the
    learning environment to make a difference.
  • Traditional schools are not necessarily
  • delivering well for the future and for
  • some students and groups.
  • Melbourne Declaration promoting equity
    excellence young
  • Australians being successful learners, confident
    creative
  • individuals, active informed citizens
  • Innovation a significantly improved product
    (good or
  • Service) or new organisational approach
  • (DECS Research Innovation framework, 2010 1).

4
  • From Controlling To Discerning Schooling
    Innovative Learning (ASMS, adapted from OECD,
    2003)

5

  • Radical Innovation
  • Significant breakthrough representing major
    shift in design
  • Swims against the tide
  • Starts with the future and works backwards
  • Transformation ?
  • Incremental Innovation
  • Minor modifications to existing product
  • Swims with the tide
  • Starts with the present and works forward
  • School improvement ?

From presentation by Valerie Hannon, Innovations
Unit
6
  • Sources
  • Hattie (2003) 50,000 studies meta-analysis of
    expert teachers deep understanding of T L
    pedagogy, creatively solve problems for
    individual students, create optimal classroom
    climate student engagement, know students,
    monitor student learning problems, high student
    respect, passion about teaching, provide
    challenging tasks, feedback focus

7
  • Hattie (2003) 50,000 studies meta-analysis of
    expert teachers deep understanding of T L
    pedagogy, creatively solve problems for
    individual students, create optimal classroom
    climate student engagement, know students,
    monitor student learning problems, high

8
Research and Models for Effective Learning
  • Hattie (2003) 50,000 studies meta-analysis re
    expert teachers
  • deep understanding of T L pedagogy
  • creatively solve problems for individual
    students
  • create optimal classroom climate student
    engagement
  • know students
  • monitor student learning problems
  • high student respect
  • passion about teaching
  • provide challenging tasks
  • feedback focus
  • TfEL (based on OECD
  • research focus on learning,
  • build on prior knowledge, reflection,
    scaffolding)
  • build community of learners
  • negotiate learning
  • develop democratic relationships
  • support, challenge students, high expectations
  • connect learning to student lives
  • communicate learning in multiple modes
  • apply authentic assess in authentic context
  • teach students how to learn
  • promote dialogue for learning
  • foster deep understanding
  • explore construction on knowledge
  • build on learner understanding

9
  • Ohio conference

10
  • Background to Ohio conference
  • Obama Race to the Top funding Blueprint for
    reform world class standards yr 3-8 common
    assessments, improving teacher leader quality,
    individual student teacher effectiveness,
    turning around bottom 5000 schools
  • Ohio Department of Education invited DECS
    presentation at ILE Aug 1-5, 2011
  • Susanne Owen (DECS ILE Coordinator), Andrew
    Plastow (Principal, Alberton PS), Graeme Oliver
    (DP, ASMS) re 7 DECS ILE sites ASMS/Alberton,
    also international panel
  • Various highly-acclaimed international speakers
    regarding technology innovation were keynote
    speakers
  • Finland, New Zealand, Hong Kong and South
    Australia were international groups receiving
    funding to give presentations.
  • Local US teachers technology providers also
    presented

11
Ohio Conference Keynotes BreakoutsKeynote Ian
Jukes Living On The Edge Breakouts Ian Jukes
Teaching For Tomorrow New Visions For The 21st
CenturyKeynote Valerie Hannon The Compelling
Case For Transforming Learning Not Improving
Breakout Leading For Innovation What Do We
Know?Keynote Dylan Wiliam Raising Educational
Achievement What Has Been Tried Why It Hasnt
Worked Breakout Teaching Learning Communities
A Key To Sustaining Change Breakout Classroom
Techniques For Effective Learning
EnvironmentKeynote David Istance The
Innovative Learning Environment
Project Breakout Trends Shaping
EducationKeynote Robyn Jackson How to Support
Struggling StudentsKeynote Breakout William
Kist the Socially Networked ClassroomKeynote
Andy Hargreaves Inspiration, Innovation
Improvement The Indispensable Eyes of High
Performing Organisation Breakout Change Wars
The Challenges Rewards of Working Together to
Find Educational SolutionsKeynote Sara Kajder
Start to finish Building (and Assessing) New
Literacies into Our Practice NowKeynote Will
Richardson Eight 21st Century Shifts for every
Class, Every Curriculum Breakout A Shifting
Notion of What it Means to Teach From
Information Literacy to Information Leadership
12
  • Ian Jukes Living on the Future Edge and
    Understanding the Digital Generation
  • Significant change happening in society but
    little change occurring in education, despite new
    digital landscape
  • Computer capacity doubling every 12-24 months
  • Facts are obsolete faster Infowhelm Age of
    Disposable Information.
  • Given increased access to information, what kinds
    of skills and habits of mind are needed for
    students to effectively process and use
    information?
  • Kids are digital learners. Due to digital
    bombardment and sustained input, students are
    processing information in a different way. Highly
    engaging material available online
  • Teenagers spend 80 hours a week on 2-3 different
    pieces of technology cf 25 hours at school, 31
    hours a week online, sending 2229 text messages
    per month, playing 228 hours per month on video
    games
  • 48 hours per minute of You Tube material
    uploaded, see Gary Hayes Social Media Counts
    http//www.personalizemedia.com/garys-social-media
    -count/
  • Digital learning and impact on students
  • Digital learners prefer multiple information
    sources, multi-tasking, pictures rather than
    text, just-in-time learning, instant
    gratification, active learning rather than rote
    learning

13
  • Val Hannon, UK Innovation Unit The Compelling
    Case for Transforming Learning, not Improving
    Learning
  • Current UK Innovation Unit focus public services
    ( education) ensuring better outcomes for all
    at lower costs in UK/international contexts.
    transformative, sustainable, making a difference,
    working with partners influencing policy on
    public services
  • Drivers of innovation in education organised
    learning, new technologies, world recession,
    globalisation, demography, distressed environment
    (depletion of water, food shortage, energy crisis
    needing sustainability learning how to live
    better)
  • Schools fighting for survival, using technology,
    trying to control access to learning defining
    learning goals within broad standards set for
    content mapping out best pathways while using
    technology to open portals for students to learn
    from wider context competing with other service
    providers
  • Why have transformative change had more, tried
    better, now need to do things differently
  • 4 key directions for innovation connected with
    global learning, make learning central rethink
    curriculum content, think learning not schooling,
    partnerships with between students
  • Deeply engaged learners care about outcomes,
    take responsibility bring energy to learning,
    locate value of learning outside school
  • UK Innovation Unit Learning Futures model school
    as base camp linked to other interconnected
    experiences, inquiry focused, school as learning
    commons involving joint responsibilities and
    resources, extended relationships see
    http//www.innovationunit.org/sites/default/files/
    Pamphlet20320-20Principles20and20practice.pdf

14
  • Dylan Wiliam Raising Educational Achievement
    Why it Matters, What has been Tried and Why It
    Hasnt Worked
  • Data indicates education is key to improved
    health future life but many educational reforms
    (textbooks, teacher aides, technology,
    restructure, curriculum change) are not working.
  • Given demographic factors student background
    importance (accounts for 92 of difference in
    learning), teacher quality is the key
  • Students with high performing teacher over 3
    years increased results from 50th percentile to
    90 percentile, but if three years with poor
    teachers student results reduced by about 40
    (Barber Mourshed, 2007)
  • Good teachers make up for deficits in home
    background same content learned in 6 mths or 12
    months or 2 years, dependent on quality of
    teacher (Hanushek, 2006)
  • Students from disadvantaged background/behaviour
    difficulties learn at same rate as those from
    advantaged background/without behavioural
    difficulties, with good teacher (Hamre and
    Pianta, 2005)
  • Teacher PD not performance pay is the key (15000
    bonus offered, no change after 3 years)
  • Formative assessment is important teacher skill,
    with focus on providing diagnostic insights
    decisions regarding next steps in instruction.
    Key aspects clarify learning intentions and
    criteria for success engineer effective learning
    experiences provides feedback establish active
    learners as instruction resources for each other
    develop learners as the owners of their learning

15
  • International presentation Heli-Maija Nevala
    Finland Education System
  • Basic education pre-primary aged 6, primary age
    7-16, then vocational school or upper secondary
    school for those aged 16-18 years, then
    university or polytechnic
  • Education striving towards equality publicly
    funded and free of charge, equal opportunities,
    equal schools, flexibility to move between
    structures, free health care. Few private
    schools, schools not ranked but evaluated
    nationally rather than comparatively
  • Teacher education usually have Masters degree.
    Teaching is desirable occupation, with Uni
    Helsinki only accepting 5.5 of students (and 8
    accepted for medicine in 2007
  • National and local curricula curricula covers
    content broadly but teachers adapt select
    approach
  • Focus is on supporting students balanced
    development and integration into Finnish society
    and giving necessary skills for basic education,
    with student age and learning capabilities taken
    into consideration through an individual study
    plan
  • Special needs education Providing general
    adjusted syllabus for every child. Special needs
    education provided in various ways specialised
    class or school, full or part-time, integrated or
    partly integrated or in a special class involving
    individual learning plan
  • Philosophy including special education equal
    education for everyone, different learning styles
    with differentiation as needed, change the
    educational system. Special education classes
    work on cooperative learning in small groups,
    with peer support and with discussion and
    exchange of opinions

16
  • Andy Hargreaves Inspiration, Innovation and
    Improvement Performing beyond expectations
  • Concern about standardised curriculum, with time
    limits associated testing. Wide skills and
    creativity are needed, with standardisation being
    the enemy of innovation with diversity being
    needed and creating strength
  • Singapore Innovative but with some
    standardisation testing developing high
    creativity in classrooms, well paid teachers, 30
    with Masters degree, cooperative learning,
    interdisciplinary, using technology esp for
    recall focused tasks, teacher overseas visits
    feedback, collaborative principal networks -
    teach less, learn more approach
  • Alberta Canada improvement innovation focus
    highest PISA results in English/French speaking
    countries 90 time using inquiry approach.
  • Finland 2006, highest performing in PISA
    Innovative without lots of technology or
    interdisciplinary a leading knowledge economy
    high quality, high status teachers developing
    curriculum within state framework, scoring highly
    for economic competitiveness and science, maths,
    technology, music. Teachers trained in cognitive
    science
  • Ontario Canada from 2003 improvement
    innovation focus focus on individual low
    performing students and data using online
    subjects

17
  • Will Richardson Learning in a Networked World
  • Education needs to prepare students for changes
    in society traditional school formats not
    working, with technology having potential to
    individualise learning
  • Students are using technology to learn and
    technology needs to be part of the formal
    learning process
  • Students wanting to learn lots of things not
    happening in the classroom and students turning
    to the internet and social networking revolution.
    Need to focus on how to connect the classroom to
    this desire to learn
  • Our learning institutions, for the most part,
    are acting as if the world has not suddenly
    changed..If you think that the future will
    require better schools, youre wrong. The future
    of education calls for entirely different
    learning environments (Knowledge Works
    Foundation)
  • Traditional schooling v. innovative education
    Education v everyday, analog v digital, tethered
    v mobile, isolated v connected, generic v
    personal, consumption v closed.
  • School learning teacher directed, predictable,
    standardized, content based, predictable,
    filtered. Home learning online world, learning
    is networked, global, collaborative, self
    directed, inquiry based, mobile, on demand,
    transparent, lifelong, personalised,
    unpredictable.
  • 2 billion people (potential predators) connected
    to the web by 2011need to view these as 2
    billion teachers from around the world and the
    power of informal learning through networks.

18

19
  • Will Richardson 8 shifts needed by educators to
    support digital learners
  • Shift 1 Build student skills to talk to
    strangers online (teach kids to be safe)
  • Shift 2 Help development of a G portfolio
    (ensure students have a positive online profile)
  • Shift 3 Tell positive digital learning stories
    (acknowledge the passion of kids learning online)
  • Shift 4 Teach Information management (teach
    students to manage the information overload)
  • Shift 5 Teach Crap Detector skills (build
    information vetting skills)
  • Shift 6 Support students in following learning
    interests (online to support personalised
    learning)
  • Shift 7 Build student online learning skills
    (critical skills in accessing critiquing
    information)
  • Shift 8 Build problem solving online (focus on
    deep learning collaborative/ creative
    approaches)
  • http//www.speedofcreativity.org/2011/01/17/E280
    9Clearning-in-a-networked-world-for-our-students-
    and-for-ourselves-teach21esc16/

20
Generalised Impressions re Ohio EducationHighly
centralised and content driven curriculum focused
on text books, pacing and testingLittle
opportunity for multi age, interdisciplinary work
higher order thinkingFew excursions and
authentic learning opportunitiesLittle use of
community resourcesResearch/inquiry based
learning infrequently usedSpecial education
individualised learning plans catering well for
personalised learningTechnology focused on
cognitive recall, although presenters
highlighting personalised learning
opportunitiesObamas Blueprint for Reform is
about educational change
21
Where are SA schools????? Whats the historical
cultural context? Is there permission to
innovate?
22
Innovation in South Australian education Using
Magpie groupings, campfires and
interdisciplinary approaches to create improved
educational outcomes Presentation to Ohio
Innovative Learning Environment conference
August 1-5 2011 Dr Susanne Owen Principal
Officer Strategic Research and Innovation Departme
nt of Education and Childrens Services South
Australia
23
A new language of innovation?!!
  • Magpie multi-age groupings
  • River Murray enterprise business
  • Graduate skills Tool sheds
  • Childrens Parliament
  • Deadly Designers Studio
  • Lady Gagas Shoes interdisciplinary theme
  • Fertile questions for deep learning
  • Teacher engagers
  • Master classes for specialist skill-building
  • Watering holes and campfire spaces
  • Widening Horizons enrichment programs

24
Mypolonga Primary School
Dear Angus, We hope this finds you well. We had
a lovely visit to your school last Friday and now
we are back home in Sydney. The apricot jam was
delicious and we will always have fond memories
of yourself and your school. Also, our
grandchildren in Adelaide really liked your
chocolate dipped dried apricots. Please pass on a
heap of praises from us to your teachers on the
well run School Shop and we thank you and
everyone for the excellent time spent at your
school and shop. Best wishes to you and everyone.
Sincerely, Chris and Christine Weir Letter
from visitor!!
25
Mypolonga Primary School
  • Profile 120 students R-7, 100 km from Adelaide
    including about half from Murray Bridge
  • Mypolonga PS Shop is a business run weekly for
    tourists from Murray River paddle steamer
  • Interdisciplinary curriculum involves all classes
    in business, craft, tourism, oral/written
    language, mathematics, hospitality
  • Multi-age leadership opportunities with senior
    students mentoring junior students in the shop,
    school tours in literacy work
  • Governing Council committees have student reps
  • Community partnerships in environmental issues
    events focus for hospitality

26
Australian Science and Mathematics School (ASMS)
27
ASMS
  • Profile 325 students in yrs 10-12, with special
    interest/aptitude for maths science
  • Purpose-built flexible ICT-rich learning space
  • Collaborative relationships with
    teachers/students student/student supporting
    the learning process
  • Daily 45 minute multi-age tutor group support
    systems for Personal Learning Plans, individual
    skill building, Partnerships with external
    stakeholders (Flinders University others)
  • Commitment to ongoing professional learning
    within distributed learning model
  • Interdisciplinary curriculum focused around
    math/science
  • Holistic structures for learning
  • Personalisation self-directed learning
  • Extensive PD offered for SA teachers, interstate,
    overseas

28
Bridgewater Primary School
29
Personal learning plans, enrichment, multi-age
groupings
30
Bridgewater Primary School
  • Profile 150 students R-7, living locally in
    hills area but with 1/3rd travelling up to
    30km, also including children from Inverbrackie
    seeking asylum in Australia
  • Multi-age organisational grouping of students
    according to individual learning support needs
  • Personal learning plans, with core skills
    (literacy, maths, science, ICT) negotiated
    according to interests
  • Enrichment topics Widening Horizons coordinated
    by parents, teachers, other specialists
  • Peer facilities sessions Creative Ideas,
    providing leadership opportunities
  • Focus group sessions between students and
    teachers for explicit learning according to
    student needs
  • Planning meetings with mentors who assist
    students in understanding their learning progress
    and provide planning advice

31
Birdwood High School
32
Birdwood HS Academy of Middle Schooling
  • Profile 160 students in year 8, 75 in MS
    Academy ( 25 choosing traditional year 8)
  • 120 students six teachers within
    cross-curriculum team
  • Generally, about 80 students work within
    individual learning plans choose what they work
    on, assisted by 4 teacher mentors (while about
    40 students 2 teachers work on specialised
    areas within Master Classes)
  • Integrated themes units of work
  • Students do daily journals recording learning
    successes set goals each day
  • Learning Circles three times weekly with mentors
    focus on aspects of learning progress
  • Creative passions units of work available for
    immersion for individuals
  • Technology podcasts, software applications,
    wireless, Apple Macbook laptops
  • Focus classes Technical Studies, or Home Ec,
    Music, Art, foreign language
  • Literacy numeracy cross curriculum explicit
    leaning activities and instruction in small
    groups according to ability level
  • Explicit criteria for assessment flexible
    presentation formats resubmissions of work,
    also self- peer-assessment
  • Teacher engagers use questioning, dialogue,
    feedback

33
Learning Together

Pre-schoolers learning.adults learning
34
Learning Together
  • Profile Systems wide project in eight SA sites
    (low-socio-economic), operating since 2003
    Children aged 0-4 and parents (aged from 14
    years), learn simultaneously with secondary and
    early childhood teachers involved. Fraser Park
    program has 239 adults (18 are under 19 yrs)
  • Parents/carers re-engaged in learning through
    focus on own childrens learning and development
    (supported playgroups, parents making books for
    and about their children, cooking groups,
    Learning Dispositions groups, SACE eg Integrated
    Learning)
  • Childrens learning (and adults) guided by Early
    Years Learning Framework Belonging, Being,
    Becoming
  • SACE units Community Studies independent study
    projects such as Welfare to work, or A teenage
    mothers story interactive book Integrated
    Learning SACE unit has focus on Learning
    Dispositions eg curiosity, purposefulness

35
Alberton Primary School
36
Alberton PS
  • Profile 300 students 80 low socio-economic,
    30 Indigenous
  • Home classes in R-7 multi-age groups
  • Multi-age Discovery Time each afternoon
    multi-disciplinary choices, inquiry, staff
    prompting and questioning
  • Daily balance/wellbeing activities after lunch
  • Student Learning Plans within school-wide common
    theme/big question with integrated focus
    developing skills for learning, communicating,
    assessing against agreed criteria, and linked to
    graduate outcomes
  • Collaborative staff planning team teaching
  • Student voice committees Childrens Parliament
    in 8 Ministries
  • Weekly reflection time journals mapping learning
    over several years
  • Staff Tenet re expectations about performance,
    attitudes, understandings
  • Learning and learners as central focus
  • Engaging learning environments eg Aqua Science
    centre, the Shed workshop, Deadly Designers
    Studio, The Café

37
  • Open Access College

38
Open Access Middle Years Program (yrs 7-9)
  • Profile Around 150-200 year 7-9s, low
    socio-economic plus significant health, isolation
    issues
  • Collegial teacher teams of 3-4 teachers for every
    21-24 students (operating in groups of 8
    students, small groups, or individually) rather
    than weekly telephone lesson with specialist
    teacher
  • Teachers taking responsibility for developing
    teaching materials rather than a specialised unit
  • Integrated, interdisciplinary curriculum based on
    student interests and linked to state curriculum
  • Increased focus on technology role in student
    learning including using Centra and online
    integrated learning programs, personalised
    learning materials (DVDs, CDs etc)
  • More personalised approach in learning with
    individual learning plans, involving negotiation
    flexible approaches to teaching and assessment
  • Face-to-face workshops, mini schools, visits from
    teachers, camps

39
Using the ILE framework to understand innovations
Innovative approaches to scheduling, groupings,
pedagogies, assessment, guidance
Innovations in the profile of the learners
Learners
Content
Offering new foci for content, competencies and
knowledge
Organisation
Innovations regarding those engaged in teaching
and orchestrating learning
Teachers
Resources
Innovative uses of infrastructure,space and
technology
40
Some Outcomes of SA Innovations
  • Low socio-economic students achieve above total
    state mean in literacy numeracy results
  • Increased attendance significantly less
    behaviour issues
  • More student engagement detailed assessment
    responses, also reflecting higher order thinking
  • Staff surveys indicating increased collegiality,
    professional sharing, enthusiasm for teaching
  • Parent/student surveys show increased
    satisfaction with teaching and learning
  • Student journals/self- peer- assessment
    indicate increasingly becoming independent
    learners
  • Surveys indicate increased confidence and
    behaviour changes related to valuing learning and
    education

41
Key messages for SA education from Ohio
conferenceSA innovation schools were highly
recognised . These schools and others in SA
essentially reflect some aspects of keynote
speaker messages re pedagogical reform . They
use multi age, personalised educational learning
and interdisciplinarity, deep learning, active
learning, community links approaches,
personalised learning plans, with targeted skills
for small groups as required. There are links to
state curriculum, with additional student
interest groups, inquiry based learning varied
and authentic assessment approaches.Technology
for personalised learning is very important when
linked to pedagogy. It is used to varying
degrees in SA innovation schools, mostly in
middle and secondary schools with individual
laptops, Open Access use of Centra, Moodle. ASMS
, operating through Flinders University,
provides opportunities for social networking
access.Social networking, blogs, ipads are an
essential part of the digital learning context
need to build in school access teach students
how to discriminate between available information
sources teach critical digital literacy safe
use..
42
  • Implications for SA ways forward
  • SA has long history of commitment to flexible
    (innovative?) approaches
  • Australian directions national curriculum,
    NAPLAN, performance pay given varying state
    directions (eg NSW centralised v. Tasmania 5 core
    areas), what will be the impact. Yates (2011)
    states varying contexts/values v. consistency
    prescriptiveness
  • Caldwell (2011) importance of alignment of
    education, economy and society compelling
    vision of high moral purpose, compassion, trust
    ensuring success for all students. Not
    necessarily reflected in current Australian
    national directions.
  • Caldwell Need focus on national curriculum which
    provides flexibility, Masters degree for teacher
    education CPD, program diversity, minimised
    national testing to ensure teacher focus on high
    levels of knowledge/skills, community engagement,
    redesigned schools

43
  • Fullan (2011) Drivers currently in focus in
    US/Australia are complementary but not the key
    drivers eg
  • Accountability test results
  • Individual teachers and leaders focus
  • Technology
  • Fragmented strategies not systemic
  • Fullan (2011) Key drivers which should be used by
    policy makers
  • Learning-instruction-assessment nexus capacity
    building
  • Social capital building the profession incl.
    group work
  • Instructional improvement pedagogy matching
    technology
  • Systemic synergy
  • Mourshed et al. (2010) 20 strongest improving
    education systems
  • 22 use accountability performance assessments,
  • 78 use capacity building coaching,
    collaboration
  • Giles Hargreaves (2006) professional learning
    builds innovation sustainability but standardised
    reform impedes

44
Systems issues Upscaling Sustaining Innovation
The Way Forward UK Innovation Unit (2007)
  • Higher order skills critical thinking
    reasoning
  • Problem solving
  • Collaboration
  • Digitally based learning
  • Citizenship
  • Communication (listening)
  • Build depth of understanding about new
    initiatives
  • Create ownership
  • Consider spread
  • Sustainable
  • Ensure clarity of goals purpose
  • In UK, collaboration, co-construction,
    inclusivity, bringing about change within
    framework of target setting

45
  • Discussion
  • What does SA education system need to do to
    support sites in their innovative practices?
  • Given the potential for national approaches to
    stifle innovation, how do we move forward in our
    current Australian context?

46
  • Barber, M. Mourshed, M. (2007). How the
    World's Best-Performing School. Systems come out
    on Top . London McKinsey.
  • Caldwell, B. (2011). The Importance of being
    Aligned. Professional Educator. August.
  • Cordingley, P. Bell, M. (2007). Transferring
    Learning and Taking Innovation to Scale. UK
    Innovation Unit. Curee. URL www.innovation-unit.
    co.uk
  • Fisher, K. (2003). Clicks, Bricks and
    Spondulicks. Summary of OECD conference. URL
    http//www.oecd.org/dataoecd/28/27/2494207.pdf
  • Foster M. (2010). Northern Area Quality Teaching
    and Learning Portfolio. URL http//www.decs.sa.go
    v.au/northernadelaide/files/links/TfELmargotFoster
    .pdf
  • Fullan, M. (2011). Choosing the Wrong Drivers for
    Whole System Reform. Melbourne. Centre for
    Strategic Education.
  • Giles, C. Hargreaves, A. (2006). The
    Sustainability of Innovative Schools as Learning
    Organisations and Professional Learning
    Communities during Standardised Reform. URL
  • http//schoolcontributions.cmswiki.wikispaces.net
    /file/view/TheSustainabilityofInnovativeSchool
    sasLO.pdf
  • Hattie, J. (2003). Teachers Make a Difference.
    URL http//www.acer.edu.au/documents/RC2003_Hatti
    e_TeachersMakeADifference.pdf
  • Hattie, J. (2009). Making Learning Visible. a
    synthesis of over 800 meta-analyses relating to
    achievement London Routledge.

47
Mourshed, M., Chinezi, C. Barber, M. (2010) How
the Worlds Most Improved School Systems Keep
Getting Better, McKinsey Company,
London. Richardson, W. (2011). Learning in a
Networked World. URL http//www.speedofcreativity
.org/2011/01/17/E2809Clearning-in-a-networked-w
orld-for-our-students-and-for-ourselves-teach21esc
16/ Wiliam D. (2011). Embedded Formative
Assessment. Solution Tree Press Bloomington,
IN. UK Innovation Unit. Learning Futures model.
URL http//www.innovationunit.org/sites/default/f
iles/Pamphlet20320-20Principles20and20practic
e.pdf Yates, L. (2011). Points of Difference.
Education Review. May . URL www.educationreview.c
om.au /
48
  • Technology Websites of interest
  • Khan Academy of maths/biology/chemistry/history
    topics podcasts and exercises and detailed
    reports on student progress URL
    http//www.khanacademy.org/about
  • US National Council of Teachers of English 21st
    century literacies framework URL
    www.ncte.org/governance/literacies
  • Positive branding using twitter, facebook etc
    URL http//brandyourself.com
  • New York Times article The Children of
    Cyberspace Old Fogies by their 20s (Kindle for
    books) URL http//www.nytimes.com/2010/01/10/week
    inreview/10stone.html
  • The Emergence of Educational Networking Can
    Non-commercial, Education-based Social Networking
    Sites Really Address the Privacy and Safety
    Concerns of Educators? Holcomb, L, Brady K, Smith
    B 2010 URL http//jolt.merlot.org/vol6no2/holcomb
    _0610.pdf (benefits of Ning for Social
    Networking)
  • Teach and Reflect Blog 2010 Social Networking
    in Schools. Do the benefits outweigh the risks
    URL http//teachandreflect.wordpress.com/2010/03
    /29/social-networking-in-schools-e28093-
    do-the-benefits-outweigh-the-risks/

49
DECS Innovations website http//www.innovations.s
a.edu.au Dr Susanne Owen Principal Officer,
Strategic Research Innovation Susanne.owen_at_sa.go
v.au
About PowerShow.com