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(Insert appropriate images as selected from Image palette). NT Teaching and Learning Framework. May 2008. www.deet.nt.gov.au. DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING. Purpose and content of this session. Content Overview of the DEET Teaching and Learning Framework Purpose

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Nt teaching and learning framework

(Insert appropriate images as selected from Image palette)

NT Teaching and Learning Framework

May 2008

www.deet.nt.gov.au

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING


Purpose and content of this session

Purpose and content of this session

Content

  • Overview of the DEET Teaching and Learning Framework

    Purpose

  • In principle support for Executive Endorsement


Aligning curriculum pedagogy and assessment

Aligning curriculum, pedagogy and assessment


Nt teaching and learning framework

teacher

principal

1. What does effective learning look like ?

student

2. What do highly effective teachers do?

3. What do highly effective principals doto improve outcomes for students?


Underpinning research

Underpinning research

Effective learning

  • Bransford Brown and Coking, How People Learn, 2002

  • Marzano meta-analysis, 1997

    Effective teaching

  • Hattie and Marzano’s meta-analysis

  • Queensland Schools Longitudinal Reform Study, 2000

  • Helen Timperley et al., 2007, teacher professional learning

    Effective leadership of learning

  • Vivianne Robinson et al, 2007, leadership dimensions


Underpinning research what does effective learning look like

Underpinning research – What does effective learning look like?

1. teachers identify and work from individuals’ current knowledge, skills and beliefs

Dimension 1

Dimension 2

2. it leads to deeper understandings of concepts and their applicability

Dimension 3

Dimension 4

3. decision makers are able to monitor and act on feedback about learning

Dimension 1

Dimension 5


Underpinning research what do highly effective teachers do

Underpinning research – What do highly effective teachers do?


What is it that we do to make a difference to learning hattie s meta analysis

What is it that we do to make a difference to learning? Hattie’s meta-analysis


Meta analysis research what significantly influences learning

Meta analysis research – What significantly influences learning

.40

.30

.50

.60

.15

Typical

Teacher

Effects

.70

.80

Developmental

Effects

ZONE OF

DESIRED

EFFECTS

0

.90

REVERSE

1.0


Underpinning research what do effective leaders of learning do

Underpinning research – What do effective leaders of learning do?


Link to deet initiatives

8 Learning

Management

Questions

Link to DEET Initiatives

What do learners already know?

Where do learners need and want to be?


8 learning management questions

8 Learning Management Questions


8 learning management questions1

8 Learning Management Questions


Link to deet initiatives1

Designing

for learning

Principal and Teacher Performance Review

School Improvement and Operational Plans

Special Education Policy Guidelines

EAP….

Link to DEET initiatives

Model for teacher professional learning that improves student outcomes


Planning for teaching

Planning for Teaching


Design for learning

Design for Learning


What s happening in schools

What’s happening in schools?

Research

Grants

Personnel

School initiated professional learning through school initiatives

Coordination of professional learning communities

Development

Implementation


What s next implementation plan

What’s next? Implementation Plan

  • Aug 2008: Executive Endorsement - policy or guidelines? See Deb Susan

  • Ongoing 2008: Contribution NT stories

  • Dec 2008: Inclusion in online curriculum environment

  • 2009: Impact evaluation


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