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A School-based Model for Successful Learning Process and Culture: The

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Cluster of 8 schools ... Connected to the inquiry and analysis process in the earlier phases ... achievement in writing accelerated Greatest improvement ... – PowerPoint PPT presentation

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Title: A School-based Model for Successful Learning Process and Culture: The


1
A School-based Model for Successful Learning
Process and Culture The Everyone But Me
Problem
  • LEAP Conference
  • July 2015
  • Helen Timperley

2
Some questions
  • Who within the system should be the focus for
    improvement?
  • Who should be making the decisions about what to
    do when?
  • What is the starting point?
  • What is important to focus one?
  • What is a good design?
  • Where does evidence and accountability fit?

3
(No Transcript)
4
Shifts to Inquiry Mindsets Student learning in
the past
  • Transmission

5
The Purpose and the Challenges
  • The purpose
  • Every learner crosses the stage with dignity,
    purpose and options, and a sense of social
    responsibility (Timperley, Kaser and Halbert,
    2014)
  • Intellectual and social engagement driven by
    curiosity through an evidence-informed inquiry
    process
  • Driven by the moral imperative of high quality
    and equity for all student learners

6
Video of Three Students on the Stage with
Dignity, Purpose and Options
  • Demonstrate intellectual and social engagement
  • From Mt Roskill Primary School in New Zealand
  • low socio-economic multi-ethnic school
  • Students in Year 6 (NZ) Year 5 (Australia)

7
  • Compliance
  • OR
  • Curiosity and Commitment

8
The Students Point of View
  • From
  • To
  • My job is to actively engage in identifying my
    learning goals and co-construct their meaning
    with my teachers
  • Assessment I work with my teachers to identify
    what I know and need to know next to reach my
    goal
  • My job is to learn curriculum content determined
    by the teacher
  • Assessment I receive marks from my teachers and
    this reflects my ability

9
Inquiry questions
Students

10
Teacher learning in the past
11
Inquiry questions
Students
Teachers
12
Whats going on for our learners?
How do we know?
Timperley, Kaser, Halbert, 2014
13
What is our focus?
What is leading to this situation?
Whats going on for our learners?
How can we learn more about what to do?
Have we made enough of a difference?
What will we do differently?
14
Developing Capabilities in Schooling Improvement
with a literacy focus
  • Cluster of 8 schools (7 primary, 1 secondary) had
    achieved early significant acceleration in
    student writing
  • BUT
  • Frustrated by inability to lift student writing
    any further
  • Attendance at network meetings fell away
  • SO
  • Sought help to get them out of current situation

15
Step 1- Mapping current situation - participants
Participants Representation
Principal
Lead Teacher
Facilitator
Central office
Teachers
Students
Developed by Brian Annan
16
Current situation
Principals Group
Principals Group
Developed by Brian Annan
17
Setting priorities for change
Lead teacher group
Lead team
Principals Group
18
What is our focus?
What is leading to this situation?
Whats going on for our learners?
How can we learn more about what to do?
Have we made enough of a difference?
What will we do differently?
19
What Scanning is and isnt
  • Is about inquiry
  • Takes a wide perspective (student engagement,
    S-E)
  • What is happening for all learners from their
    perspective
  • Not about confirming
  • what already know
  • Not just focused on
  • easily measured
  • academics
  • Not just what the
  • professionals decide

20
The Schooling Improvement Cluster
SCANNING
  • Good relationships between teachers and students
  • Social-emotional engagement high (as measured by
    attendance and survey)
  • Intellectual engagement not high
  • Students appeared passive in their learning sit
    and receive
  • Stalled academic progress particularly in writing

21
What Focusing is and isnt
What does our focus need to be? FOCUSING
  • Not the time to introduce completely new areas
  • Cant assume you know what to focus on
  • Doesnt focus on one or the other
  • Uses information from the scan
  • Requires collection of further information to
    clarify what is going on
  • Includes strengths PLUS problems and challenges

22
Focused and deep - include everyone - then
transfer
23
What does not work
Student learning
Teacher learning
24
A focus on intellectual engagement
FOCUSING
  • Reduce passivity
  • Increase intellectual engagement
  • Focus on writing

25
What Developing a Hunch is and isnt
What is leading to this situation? DEVELOPING A
HUNCH
  • Involves getting deeply held beliefs out on the
    table
  • Focuses on how the participants are contributing
    to the situation
  • Turns beliefs into a form that can be assessed as
    a worthwhile focus
  • Doesnt involve a general brain storm of all
    possibilities
  • Doesnt focus on everyone else
  • Doesnt mean just letting off steam about
    something over which have no control

26
Observations and Self-reports
DEVELOPING A HUNCH
  • Transmission teaching passive learners
  • In classrooms feedback focused on praise for
    self-esteem and relationships (not learning)
  • In professional relationships a culture of
    niceness and leaders abdicating their
    responsibility for leading improvement

27
What Building Capability is and isnt
What capabilities do we need? BUILDING CAPABILITY
  • Connected to the inquiry and analysis process in
    the earlier phases
  • Requires knowing why new ways of doing things are
    better
  • Requires time
  • Not just based on a good idea or someones
    preference
  • It isnt just about learning new things
  • Not just a series of brief encounters

28
Professional learning for intellectual engagement
through feedback
BUILDING CAPABIILITIES
  • Students students
  • Teachers students
  • Curriculum leaders teachers
  • Principals curriculum leaders
  • Principals and curriculum leaders videoed
    practice and gave feedback to each other

29
What Taking Action is and isnt
What will we do differently? TAKING ACTION
  • Involves learning more deeply about new ideas
  • Informed by knowing why new practices are more
    effective than others
  • Judging effectiveness by the impact on learners
  • Not just about implementing what was learned
  • Not just trying things out without understanding
    why
  • Not about getting the teaching practices right

30
Dimension Conventions Specific aspects in isolation Specific aspects within deeper concepts
Feedback Task
Process
Self- regulation
Feed forward Task
Process
Self- regulation
31
What Checking is and isnt
Have we made enough of a difference? CHECKING
  • Based on high expectations that action will make
    a difference for all learners
  • Turns assessment into information about the
    effectiveness of teaching and what can be done
    about it
  • Not just a routine to follow
  • Assessment information is not about the capacity
    of learners

32
Checking one year on
CHECKING
  • Student achievement in writing accelerated
  • Greatest improvement where feedback practice best
  • Inquiry and learning happening at every level
  • Students actively engaged in identifying goals
    and seeking feedback

33
Whats going on for our learners?
How do we know?
Timperley, Kaser Halbert, 2014
34
Some questions
  • Who within the system should be the focus for
    improvement?
  • Who should be making the decisions about what to
    do when?
  • What is the starting point?
  • What is important to focus on?
  • What is a good design?
  • Where does evidence and accountability fit?
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