![Contact Details Jenny Jongste Curriculum Consultant: ICT [email_address] www.jenjongste.id.au Twitter: jenbead References Hayes, P. & Noonan, P. (2009) Collaborative Professional Learning in Action Model , Unpublished, CEOWA Timperley, H., Wilson, A., Barrar, H. & Fung, I.Y.Y (2007) Teacher Professional Learning and Development: Best evidence synthesis iteration in Wellington, New Zealand ; Ministry of Education](https://image.slidesharecdn.com/modelsofeffectivepractice1-100831082635-phpapp02/85/Models-of-effective-practice-30-320.jpg)
Models of effective practice
- 1. Models of Effective Practice: Can it make a difference?
- 2. Shared Understandings ICT is a powerful tool to engage learners and enhance achievement ICT & LEARNING Learning happens in context, not in isolation INTEGRATION First the student, then the curriculum, then the ICT BEGIN WITH THE STUDENT Not best practice, but better practice CHANGE BY IMPROVEMENT The journey is as important as the destination POINT OF NEED
- 3. Learning & Teaching Team (Primary)
- 4. The Pencil Metaphor The Lead ers These people are the first to take on the technology, the early adopters who usually document and enthusiastically share what they have tried, warts and all. The Sharp Ones These are the people who see what the early adopters have done, willingly grab the best of it, learn from the mistakes of others and do great stuff with their students. The Wood These people would use the technology if someone would just give them the gear, set it up, train them and keep it running. All they need is help from some sharp person and they would be doing it too. The Ferrules These people hang on tightly to what they know. They keep a strong grip on their traditional teaching practices and feel that there is not a place for the technology in their classroom. The Erasers These people endeavour to undo much, if not all of the work done by the lead ers. The Hangers-On Hangers-on know all the right lingo, attend all the seminars, but just don’t actually do anything. Adapted from: http:// www.teachers.ash.org.au/lindy/pencil/pencil.htm
- 5. What schools were asking... Can we have a PD on Dreamweaver? We want to know more about MyClasses. Can you show us ways to search & use the internet? We have all these laptops and they not being used. How can we create a webpage? What software is good for teaching reading? Our staff don’t get how files and folders work We have IWB’s, Can you train the teachers?
- 6. Teachers make the difference Hattie, 2003
- 7. Professional Development Timperley et al, 2007 Sufficient teacher engagement to deepen knowledge and extend skills What Works?
- 8. Developing Models of Effective Practice We are seeking key teachers... ...who are effective classroom practitioners ...who are committed to using evidence to inform practice ...who are willing to make themselves available for discussions, co-teaching and demonstrations ...who are keen to utilise ICT personally and professionally ...that have an inquiry mindset
- 9. Models of Effective Practice A key teacher is not:
- 10. Regular meetings with peers within region – mix of physical and virtual Two visits from the Curriculum Consultant: ICT Ongoing contact with School Support Consultant Four days of professional learning, one per term. Key Teacher ICT Training (one year) OFFSITE REGIONAL ONSITE
- 11. Key Teacher Training Content Role of the Key teacher Inquiring Creating Communicating (embedding competence, confidence & consideration) Pedagogy Gradual release of responsibility Inquiry learning Research based teaching and learning Specific pedagogies (subject & ICT) Student Data collection tools Analysis of data Using data in planning and teaching
- 12. Content Students Pedagogy The Collaborative Professional Learning Model FOCUS FOCUS EVIDENCE EVIDENCE Hayes & Noonan, 2009 Leadership Models of Effective Practice Professional Learning Events Professional Learning Community Action Learning Shoulder to Shoulder Learning
- 13. A deep knowledge of: Subject matter How students progress through the desired content Potential difficulties students may experience with the content THREE DIMENSIONS OF TEACHER KNOWLEDGE Content Dimensions of Teacher Knowledge
- 14. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 15. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 16. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 17. A deep knowledge of: Assessment tools Assessment analysis and diagnosis How students learn (including learning styles, multiple intelligences and brain function) THREE DIMENSIONS OF TEACHER KNOWLEDGE Students Dimensions of Teacher Knowledge
- 18. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 19. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 20. A deep knowledge of: General classroom pedagogy Specific pedagogical content knowledge THREE DIMENSIONS OF TEACHER KNOWLEDGE Pedagogy Dimensions of Teacher Knowledge
- 21. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 22. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 23. THREE DIMENSIONS OF TEACHER KNOWLEDGE Dimensions of Teacher Knowledge
- 24. Build teacher knowledge (expand the circles) Increase the teachers’ capacity to integrate the knowledge (increase the overlap) Effective Professional Development Students Pedagogy Content
- 25. Key Teacher Conversations What does your school data indicate is needed? What is your school focus? How will you collect data? How can you build ICT into authentic experiences? How can you demonstrate the effectiveness of this approach? What does research indicate is a possible step forward? How can your IT infrastructure support your teaching? How can you demonstrate the new ‘tools’ are effective?
- 27. Key Teacher Attitudes I can do this – if I have a bit of support… I want to build this into our school focus How can I help others? So what next – I know my kids need more work on… Wow – why did it take me so long to give this a real go in my classroom… My kids are so happy and engaged – the parents are really encouraging now. I have collected evidence that shows the ICT is improving results. I can’t believe it – other teachers want to watch what I do.
- 28. Professional Development Timperley et al, 2007 Sufficient teacher engagement to deepen knowledge and extend skills What Works?
- 29. Teachers make the difference Hattie, 2003
- 30. Contact Details Jenny Jongste Curriculum Consultant: ICT [email_address] www.jenjongste.id.au Twitter: jenbead References Hayes, P. & Noonan, P. (2009) Collaborative Professional Learning in Action Model , Unpublished, CEOWA Timperley, H., Wilson, A., Barrar, H. & Fung, I.Y.Y (2007) Teacher Professional Learning and Development: Best evidence synthesis iteration in Wellington, New Zealand ; Ministry of Education
Editor's Notes
- #2: Presentation Notes Introduce and explain work for CEOWA in the primary section of the learning & teaching team that supports over 120 schools from over 2.5 million square kilometres.
- #3: As a learning and teaching team, we have the following shared understandings: (notes support dot points) As our team has a limited size, we specialise in three key areas – literacy, numeracy & ICT. ICT is not an extra or add on We are focused on the effective integration of ICT into teaching and learning rther than learning about ICT in isolation Use the best tool for the job We value the vast store of experience teachers bring and work to build on this, rather than throwing the baby out with the bathwater We meet schools where they are and move forward together
- #5: Who we work with Acknowledge Lindy McKeown
- #6: Our team used to (and sometimes still do) get requests like these.. What is common about all these requests is that they seek to work on ICT in isolation from the rest of teaching and learning As part of a team committed to raising student achievement, we needed to take a step back and reflect on the type of support we were providing to schools and it’s contribution to this disconnect between ICT attainment and teaching & learning In re-envisioning our support, where do we start?
- #7: We need to work with teachers as research shows, they have the biggest impact on student achievement It’s not class sizes, equipment, technology at home or school A good teacher is a good teacher under a tree
- #8: In putting professional learning opportunities together we needed to consider what works
- #10: We’re looking for general garden variety teachers who want to do more with ICT.
- #12: Tell story of Rhiannon
- #13: You may get an effective model in a classroom – but we are seeking effective schools and effective groups of schools. A number of support structures are required to achieve this – they are the conditions for success Rubiks cube
- #26: School requests are now met with questions that aim to deepen thinking about what they are seeking.
- #28: School requests are now met with questions that aim to deepen thinking about what they are seeking.
- #29: In putting professional learning opportunities together we needed to consider what works
- #30: We need to work with teachers as research shows, they have the biggest impact on student achievement It’s not class sizes, equipment, technology at home or school A good teacher is a good teacher under a tree