Building a learning community personalising learning curric and asssesment pd2
- 1. A place To Grow and Thrive
- 2. The level of trust among the adults in schools is predictive of student performance outcomes. (Bryk & Schneider, 2000) Stakeholder trust Organisational Developing alignment Market Reputation Societal Contribution
- 4. Our Milestones towards an outstanding learning culture: Co-constructing a learning Architecture Laying the foundations and establishing an identity (technically, symbolically /vision values and processes ) Building the teaching team and leadership Developing the innovative inquiry based curriculum Gathering base line data and developing the right focus Forging partnerships with families And the community
- 5. First things first: -Co constructing the Vision -Laying the foundations and establishing an identity. (technically, symbolically /vision values and processes) -Researching the frameworks
- 6. Spiral the learning: Throughlines : Community-living and interacting with others Innovation- creating and redeveloping our reality Wellbeing-understanding and developing ourselves Designing the curriculum from the Vision and dispositions
- 7. The Learning Architecture Values: Academic Rigor, Team work, Respect, Leadership Inquiry
- 8. Double looping the learning Argyris and Shon Inquiry into 21 st century Learning Inquiry into Inquiry learning Inquiry into Personalised learning Building a highly effective, innovative teaching team and leadership. Developing the innovative inquiry based curriculum that is personalised and precise for students teachers and community. Gathering base line data and developing the right focus for continuous improvement.
- 9. The Student Critical creative reflective thinkers Independent and interdependent researchers who show both leadership and stewardship Resilient risk takers Curious and engaged displaying wonderment Active Citizens of the 21 st Century and co-contributors to the growth of their community
- 10. Forging partnerships with families for improved student outcomes. Giving the community opportunities to inquire and build the learning together Building inquiry from children’s questions Ensuring academic Rigour No School Learning
- 11. Personalised Pathways George Otero John West Burnham
- 13. 21 st Century Socially constructed Learner centred Creative Flexible Collaborative accessible Critical thinking and problem solving College workplace and life skills Information and media literacy ICT literacy Creativity and innovation Communication and collaboration
- 14. Thinking about spaces and ways of working Learning community guidelines A community of Inquiry with flexible learning spaces that invite purposeful, personalised anywhere anytime learning A sustainable learning environment that fosters a culture of care and hope for our natural world students making difference in their own lives and the lives of others Innovative and an exemplary model of working partnerships for learning Multi-literate showcasing our future Deep thinking and reflective An Advocate for student voice/teacher voice/community voice
- 15. Mapping the Learning journey- Doing the right thing- Doing things right (Covey) http://prezi.com/ljbo6tvaacji/mapping-the-learning/
Editor's Notes
- #2: “ Thinking with the end in mind” Our journey to becoming a vibrant sustainable and authentic learning community began with the belief that: “ It takes a whole village to raise a child” an authentic learning community is where the adults learn alongside the child With the result that: the school is the meeting place for all learners
- #3: Trust: Is made up of two components Character and Competence To trust in others we first must trust ourselves. To get trust you must give it. Live with Abundance 4 Cores of credibility Integrity (Are you congruent) Intent (no hidden agenda) Capabilities (Are you relevant what is your expert knowledge) Results (What’s your track record. Results rather than activities. What are the results that we want) Behaviours Talk straight Demonstrate respect Create transparency Right wrongs Show loyalty Deliver results Get better Confront reality Clarify expectations Practice accountability Listens first Keep Commitments Extend trust
- #4: learning occurs through: using data to explore your educational vision , an issue or assumption then action research (Inquiry Learning) develop a way of improving the outcomes for students onsite and ongoing We have had an incredible journey over the last 2 and a half years to arrive here today to share with you our excitement that is Derrimut PS. Our school is about teamwork, respect, academic rigour and leadership and has had many partners in the building of this wonderful learning community. From the architects and builders and community partners to the parents staff and children. All have worked incredibly hard to create a warm, inviting and exciting learning culture which upholds diversity and sustainability Derrimut Primary school is a 21 st Century learning space and our children will be the leaders in the 3 rd millennium. Working with these inspiring young people in a State of the Art facility we can only see a bright sustainable and innovative future for ourselves and generations to come.
- #6: We needed to establish an identity and articulate the hopes and dreams of the community for their children. What do we want to know do and be what is our vision and what dispositions will we need to achieve this? (Wiggins and Mactigh) How will we honor the hopes and dreams of our students and their community and lead them towards the 3 rd millenium? At the same time there were many technical processes put in place to ensure an orderly and safe learning environment that also supported our vision and allowed the dispositions to be demonstrated So the first six months we started the journey of establishing our unique identity as a central part of a newly established community Community and family Forum The start of a nine year conversation (Schools that work red book) What is important to learn, to know to do to be? What will our students look like when they leave Derrimut PS. What part will they play in the Australian and global environment socially, politically and culturally? My situation is a little unique as I was starting up a new school and had the opportunity to play around with this a bit more. In fact my entry point was at the beginning. Many times when you enter a learning community you will enter at a different stage of development have different cultural mores to contend with. No matter where your entry point or the level you enter into the framework for assessing the situation and developing a plan of action is similar To co-construct a vision you first need to honor and gather all ideas from all stakeholders. Every activity I do with stakeholders reflects the core belief that learning is socially constructed. That we need to find ways to respectfully challenge the mental models we all have of teaching and learning including my own. Ie even though we say that learning should be student centered a lot of the times people hold imagery of what the teacher looks like sounds like and acts like. Very often this is where the cognitive load stays on the teacher and unbeknownst to us in a lot of cases we rescue children and dumb down the curriculum. Eg. Someone observed one of my teachers fo a day while the chn were pursuing their own learning goals. The teacher was constantly conferencing and both she and her students were running different workshops on skills they needed. The observers question was “But when do you teach?” My teacher was really surprised as she explained it to me I was teaching all the time I just wasn’t out the front in front of the whole class. The steps: Held public meeting and asked parents etc to write on sticky notes what they wanted their kids to know do and be (In other schools I meet with focus parent groups. Also got the kids to take photos of 5 things they liked didn’t like then we affinityied them and at picnic parents kids and teachers hot dotted what to work on first Took all kids enrolled away on a day camp and brainstormed with them about what they wanted to know do and be Leadership team and teaching team did the same thing at a whole day induction and took parent and student input to develop learning through lines. (put in the document Building a learning Community) Everything that was important was catered for in our first year. Ie what people wanted to see to make themselves connect and feel comfortable The data from these activities was taken and the vision and core values were developed The technical side was developed along side this with the new AP and business manager so that key technical processes to ensure internal financial control and best practice were adhered to, That the functioning processes such as staffing timetables curriculum enrolment and transitions etc were in place Work with the interim working party developed initial educational policy, and student management policy including uniform, book pack , before and after school care and communication and marketing strategy (please see cross class chart for a wider list) This formed the basis for all co-construction of our learning community with students, staff families and the wider community. As we travelled we deepened our understanding of our identity and bonded as a cohesive group. During the first two years we gathered system and local data to form the basis of our new strategic plan and AIP and fore the direction towards the dream
- #7: As a whole school we are developing a continuous learning cycle in these three areas or frames and using the pedagogy of inquiry and action research to deepen our understandings I.e. cycle of data collection analysis examining assumptions developing programs and changing our practice or creating something new As you come in contact with experiences you develop a different conception of base for learning Ie Prep exploring conservation would be different to yr 56 and then university student. Doesn’t mean you don’t do it you build and rebuild your learning this way gives students depth and breadth Refer to our through lines and our auditing of these and Vels mapping our conceptual knowledge
- #8: Research based Connect learning to the lives and aspirations of others Negotiate learning Apply and assess in authentic contexts Explore the construction of knowledge ie knowledge is socially constructed Deep engagement is when the cognitive load is on the student and the student is not rescued by the adult (dispositions/ interest)
- #9: Double looping the learning: (show learning Loop) Learning is socially constructed (use of data) Parallel community of adult learners (Action research questions as a pair/team or individual) Double Loop learning Using inquiry process to learn how to teach inquiry) Putting oxygen back into staff On site and on going PD Leadership and teachers have an impact on student outcomes Leadership as Learning and Learning as Leadership For staff this meant that we did not meet for administrivia. All process and technical information was shared via our intranet and email and a short briefing in the morning Our learning was held at PLC’s and based on areas of our initial Goals of developing a learning environment that was conducive to learning, setting up team based workplace and establish the routines of the school and we were held accountable through the analysis and use of data, learning walks, coaching and our own high expectations that students would achieve We developed our Data wise team to develop the assessment schedules and set up the data bases to collect base line data in the first year and formulated a “FOR OF AND AS” understanding of data and its uses (REFER BACK TO LEARNING LOOP) Strong Induction not just into management and environment but into our curriculum provision Initially we used trend data from our network focus first in particular the literacy and numeracy data. We then developed first term as our data gathering term and set in place individual learning plans by the end of term 1. The SMT tool was invaluable in allowing teachers to personalise track and be more precise with their areas of instruction and also allowed us to monitor and maintain a high attendance rate. After the first year we had enough rigorous cyclic data to be ready for instruction day 1 and learning plans by the end of February Also ensured that we used different protocols to ‘pulse check how we were going against our agreed goals. We held celebration meetings at the end of each term to share what we had learned as a team This enabled us to be set up as a continuous performance and development culture and highly effective school
- #10: This is the mission All of these attributes learning dispositions also represent teacher action research projects and link to community based activities and projects. For eg yr six students had questions about having to follow rules and why they had to do things so investigated rights of a child looked at when and how these were upheld or breached and then they took action in the local community by raising awareness, contributing to local charities and even holding a peace march
- #11: Welcomed and honoured for their diversity Authentically engaged in partnerships for student wellbeing and learning Have an effective governance structure that supports consultative processes Connected to the community through inquiry projects Advocates for student voice Supportive Enabled to make links through social and learning activities. We celebrate everything to do with life: food, family and fun. Our job is to not only show our work and curriculum, but to build common understandings so that parents and community can support their children and know their children as learners Eg Parent forums working on the learning environment and educational issues Working parties (this is the trust and boundaries again)
- #12: Diagnosis of learning styles supported by mentoring and developmental strategies 2. Development of cognitive curriculum e.g. problem solving, critical, creative and reflective thinking, negotiation and choice 3. Social Learning skills e.g. listening cooperation collaboration and teams 4. Access to mentoring and coaching 5. Extending choice in the curriculum 6. Use of ICT computers and tools 7. Building flexibility into the school day so that there is choice 8. Strategies to ensure student engagement in learning through student voice and leadership 9. Development of flexible assessment strategies for of and as learning
- #13: Geroge Ortoreos personalised pathways Staff are learning about the process of inquiry, what thinking tools and strategies to use how to visualise students thinking and how to develop authentic actions, How to personalise learning How to use space and time advantageously (online, virtual, multimodal)
- #14: http://www.flickr.com/photos/greenberg/4181862313/ http://mistermcintoshsays.org/2010/09/07/learner-centered-education-and-some-relevant-quotes/ BLUE IS COLLEDGE WORKPLACE AND LIFE SKILLS ORANGE critical thinking and problem solving Red communication and collaboration Green creativity and innovation Purple Ict literacy Aqua information and media literacy
- #15: Staff are learning about the process of inquiry, what thinking tools and strategies to use how to visualise students thinking and how to develop authentic actions, How to personalise learning How to use space and time advantageously (online, virtual, multimodal)
- #16: Have A4 sheets with learning house on it