wayne craigs powerpoint

Thursday, 11 August 11

Powerful Learning

...the next phaseThursday, 11 August 11

MORECHANGE

Change

Our current practice is not working or not working as well as it could

AND/OR

The environment has changed so much that past practice is irrelevant

CHANGEDRIVERS

18/01/08LOREM IPSUM

DOLOR SIT AMET8:30 P.M.

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Exercrure dolor in.. Ut labore et dolore magna aliqua. Enim

ad minim veniam, quis nostrud. Aenean iaculis viverra.

date location time

Innovation

RevolutionThursday, 11 August 11

...not working as well as it could...

our data

Student Voice and our Work

2013 Primary student- at or above national standards in literacy and numeracy

- sharp curiosity

Secondary student- clear, well-defined pathway to further training and education

Parent- meaningful engagement with school/teachers- clear understanding of child’s progress

Teachers- world class skills- highly regarded- access to quality PD

Community- confidence about student performance

...not working as well as it could...the expectations of students

COPYING from board or book 52%

EXPLANATIONlistening to a teacher for a long time 33%

Class DISCUSSION 29%

NOTE TAKING while teacher talks 25%

Common classroom techniques

LEARNING in groups 55%

LEARNING by doing practical things 39%

LEARNING with friends 35%

LEARNING by using computers 31%

Learning Preferences

MOTHER 62%

FATHER 50%

TEACHER 44%

Learning Sources - 3 people who help most

...not working as well as it could...students are different

Kids have changed...

A ResponsePersonalisation

Precise teachingPrecise technology & smart pedagogy

Spaces

Precise TeachingTeaching that meets the needs of individual students and is built on strong knowledge of:- the student as an individual- content- pedagogy- research- developments in neuroscience

An active mind instead of a passive oneMore observant

Opens up new worlds and possibilities

Adds excitement

CURIOSITY & ACHIEVEMENT

BETTER STUDENTS

Outside In

System Leaders

Bureaucracy/Policy

Schools/Principals

Planning & Organisation

Teachers

Students/Classroom

Inside Outliterate

numerate curious

Teachers

Planning & Organisation

Policy Choices

Centre

Theories of Action

Teaching for Curiosity & Achievement

4Whole School Theories of Action

Whole School Theories of Action

1 When schools and teachers set high expectations and develop authentic relationships then students confidence and commitment to education increases and the school’s ethos,culture deepens and curiosity can flourish

By consistently adopting protocols for teaching student behaviour, engagement, learning and curiosity is enhanced

Learning protocols enhance student capacity to learn, develop skills, confidence and curiosity and ensure that this happens in all classes

When teacher directed instruction becomes more enquiry focused then the level of student achievement and curiosity increases

ENQUIRY FOCUS

Push to Answers Pull to Questions

BOTHThursday, 11 August 11

1 HIGH EXPECTATIONS AUTHENTIC RELATIONSHIPS

TEACHING PROTOCOLS

4 LEARNING PROTOCOLS

ENQUIRY FOCUS

6Theories of Action for the Teacher

Theories of Action for the Teacher

When teachers set learning intentions and use appropriate pace and have a clear and strong narrative about their teaching then student’s are more secure about their learning, and achievement and understanding and curiosity is increased

INTENTIONS, PACE and NARRATIVE

When learning tasks are purposeful, clearly defined, differentiated and challenging, (according to the students Zone of Proximal Development), then the more powerful/ progressive and precise the learning for all students. Curiosity will be enhanced as students work at a level appropriate to their understanding

TASKSThursday, 11 August 11

Teachers systematically using higher order questioning leads to the level of student understanding deepening and the level of achievement increasing. Students who are regularly required to analyse, synthesise and evaluate are more likely to be curious

HIGHER ORDER QUESTIONS

When teacher’s consistently use feedback and data on student actions and performance then behaviour becomes more positive, progress accelerates and curiosity is enhanced

FEEDBACK (REFLECTION) & DATA

When peer assessment and assessment for learning (AfL) are consistently utilized student engagement, learning and achievement accelerates. Curiosity will be enhanced as the depth of student understanding increases

FEEDBACK (REFLECTION)

When cooperative group structures / techniques are used to mediate between whole class instruction and students carrying out tasks, then the academic performance of the whole class will increase as well as the spirit of collaboration and mutual responsibility. Curiosity will be developed as students learn from each other in a structured manner.

COLLABORATIVE GROUP WORKThursday, 11 August 11

LEARNING INTENTIONS, PACE & NARRATIVE

FEEDBACK & DATA

6 COLLABORATIVE GROUP WORK

3 HIGHER ORDER QUESTIONS

5 PEER ASSESSMENT

EFFECT SIZE

+Thursday, 11 August 11

Making it happen...

Improved AchievementEnhanced Curiosity

Triads

ProfessionalLearning Teams

Theories for the Whole School

Theories for the Teacher

MOST STRATEGY

MOST TEACHERS

MOST CLASSES

MOST OF THE TIME

MOST IMPACTThursday, 11 August 11

wayne craigs powerpoint

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