Preamble

1. This is the third in a series of presentations for use by leaders to familiarise staff with the DECS Learner Wellbeing Framework and to develop their inquiry question. • Each session is designed for use in a staff meeting. • Allow approx 45 minutes for this presentation. • N.B. further explanation of slides, where necessary, is included in the notes pages. Preamble

2. Presentation 3 of 3

3. Understand and address: • Principle 1: Wellbeing is central to learning and learning is central to wellbeing. Learner wellbeing has always been an integral part of all educators’ work. • Principle 2: Educators make a positive difference. All educators have a responsibility to address the wellbeing of their learners. Goals

4. LWBF p.4 LWBF p.4 LWBF p.4 LWBF p.4 LWBF p.4 LWBF p.4 LWBF p.4 LWBF p.4 Framework To engage all to their maximum level of learning and wellbeing To engage all to their maximum level of learning and wellbeing To engage all to their maximum level of learning and wellbeing To engage all to their maximum level of learning and wellbeing To engage all to their maximum level of learning and wellbeing To engage all to their maximum level of learning and wellbeing To engage all to their maximum level of learning and wellbeing To engage all to their optimum level of learning and wellbeing

5. Impact of stress The process of neural connecting, occurs during learning. It is difficult to make neural connections within prolonged periods of high stress and anxiety. “A state of relaxed alertness and a balance of low threat and high challenge are the ideal states for higher order functioning and the optimal emotional climate for learning.” (Caine and Caine 1994) LWBF p10

6. How do you behave / misbehave when you are stressed? Activity

7. To engage learners educators need to acknowledge and address wellbeing issues for their learners. “When a child is happy and secure, he takes chances and explores. This makes him feel good, which in turn generates more exploration and more mastery. He becomes a veritable mastery machine.” (Martin Seligman: The Optimistic Child) At times intensity of engagement in learning itself can create a state of wellbeing. In a state of flow…” acting with deep involvement that removes from awareness the worries and frustrations of everyday life.” Mihaly Csikszentmihalyi pg 49 Engagement

8. Early attachments (relationships) and resulting cognitive development is foundational for future successful learning. There is “increasing evidence that the early period of child development affects cognition, learning and behaviour in later stages of life.” (Mustard 2002) Attachment LWBF p10

9. Positive relationships are paramount to building safe secure learning environments. Positive partnerships increase information sharing to target the learning needs of individual learners. Learners interact with others, participate, ask questions, seek help, take risks integral to new learning. LWBF P 10 Relationships

10. Mirror neurons “wire” us all to empathise and mirror behaviours we experience. Thus learners will “mirror” educators behaviours. Talk about an educator who made a significant difference in your life. How did they behave? What was positive about them? Characteristics

11. Developmentally appropriate learning minimises anxiety and scaffolds learners to succeed in the learning. • Early years – 0-3, 3-5, 5-8 • Primary years • Middle years • Senior years Learning is developmental

12. Secure attachments & trusting relationships with adults • Child-centred, honouring the integrity, wholeness & wisdom the child • Rich language use • Peer socialisation • Family involvement • ‘In time’ learning • Observational evaluation • Multi-sensory experiences & physical activity complemented by relaxation • Choice, problem-solving exploratory play, discovery, creativity, spontaneity and fun Early years

13. Constructivist learning , contextual, real life experiences • Explicit teaching, reinforcement and practice alongside open-ended, student centred activities • Creativity, self expression, reflection, observation, planning, thinking and discussion. • Energetic physical activity complimented by relaxation and quiet time • Fun, social interaction, exploring friendships, in group work. • Student voice, decision-making, problem-solving connected to community & individual responsibility. Primary years

14. Safe school climate with a health and wellbeing focus • Exploration of identity, questioning who they are • Developing a sense of belonging in adolescent culture • Connection to caring adults & positive role models • Choice & challenge, negotiation, problem-solving & decision-making. • Creativity & expressive arts • Developing their own voice often in challenge to adults • Social interaction within meaningful curriculum • Meta-cognition explicit in the learning Middle Years

15. Recognition as young adults • Individual learning plans, recognises students directing own learning and learning independently • Flexible learning options within training, work, and community responsibility including Learning in no-school settings • Future pathways e.g. apprenticeships, TAFE, Uni, training, work. • Using enterprise activities to build life skills, attributes, experience and knowledge • Learner voice within democratic communities leading to global citizenship & community capacity building • Fostering capabilities to managechange, & risk in life-long learning • Learning processes complex, dynamic, cyclical Senior Years

16. Describe a unit of work where your learners were highly engaged ……. Engaging Curriculum

17. Tailored interventions for individual learners needs to be new and individualised not more of the same. Holistic approach Some learners require additional support. LWBF P 10 Strategiesintended for all learners within a site.

18. [Resilience is] the process of, capacity for, or the outcome of successful adaptation despite challenging or threatening circumstances. (Masten, Best & Garmezy 1990, p14) Resiliency is contextual. It is not a discrete quality that people either posses or do not possess, people may be more or less resilient at different points in their lives depending on a range of factors. Resilience cannot be seen as a fixed attribute of the individual. If circumstances change the risk alters. Mental health & resilience

19. Societies continuous change and complexities increases the challenge for learning and wellbeing. “Similarly, motivation and learning increase when children spend time in safe settings that offer structured enrichment activities and acknowledge the student’s need for control, choice, competence and belonging.”( Blank and Berg 2006) Social change In a fast-changing world, if you can’t learn, unlearn and relearn you are lost. (Stohl, Fink & Earl) LWBF p10

20. Discuss any of the following • As information expands our attention span contracts • Pop culture seems to be dumbing down . Yet IQs are increasing. • The more connected we are electronically, the more disconnected we are in real life. • We touch our keyboards more than we touch each other. • The culture of ME, ME, ME .. Against the tradition of WE, WE, WE. • As we upgrade our life style, so we downgrade the eco-system. “Footprints of the Future” Richard Neville The information age

21. Constructivist curriculum puts the learner at the centre, respecting & build on their prior knowledge, experiences, interests, differences and culture. (South Australian Curriculum Standards and Accountability) Optimum wellbeing Pedagogy LWBF p.12

22. Student autonomy, curiosity & initiative • Real-world activities • Cognitive challenge • Student choice, direction and inquiry • Current understanding • Dialogue, connections and relationships • Initial ideas, alternatives and contradictions • Allows response time • Learning cycle model • Authentic assessment methods (South Australian Curriculum Standards and Accountability) Constructivist Curriculum LWBF P 12

23. Wellbeing & learning are maximised through all working together to build • Positive culture • Consistency • High expectations • Positive partnerships “It takes a village to raise a child.” African Proverb. Whole of site approach LWBF P 7

24. A sites ethos / culture, environment, & infrastructure. Methodology that engages the learner. Whole of site approach LWBF P 7 Relationships for sites, between services, families, agencies, community, & peers. Agreed, consistent, documented approaches to expectations and the management of issues.

25. Wellbeing is not something that we do on top. It is at the centre of all that occurs in a site or school. Connection and coherence It was not until we put wellbeing into the core that we were able to see how it impacted on everything we do. Mawson Lakes Primary LWBF P 12

26. LWBF P 11 How educators’ deal with their own stress can impact upon their ability to create safe, secure learning environments for their learners. An educators’ professional learning is central to their wellbeing. Educator wellbeing

27. www.decs.sa.gov.au/learnerwellbeing The sub-web includes information about: • Professional Learning Days • 2006 Project Inquiry Sites. • Project Officers and District Contacts. • What’s new on the sub-web. • Much more. Resources & references

28. Have you seen the first two presentations in this series of staff presentations? • Learner Wellbeing – Introducing the Framework. • Learner Wellbeing – Using the framework to inquire. What’s next?