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“Teaching for Effective Learning” Robyn Barratt. “Down the Track” Day 1 AISSA April 7 2010. Purposes of the workshop. Embed sharing of effective practices, participants’ prepared unit of work, TfEL Guide in interactive workshop Support understanding about TfEL Framework

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teaching for effective learning robyn barratt

“Teaching for Effective Learning”Robyn Barratt

“Down the Track” Day 1

AISSA April 7 2010

Robyn Barratt

purposes of the workshop
Purposes of the workshop
  • Embed sharing of effective practices, participants’ prepared unit of work, TfEL Guide in interactive workshop
  • Support understanding about TfEL Framework
  • Develop personal & shared understanding of how people learn, and therefore how to set up conditions for learning
  • Clarify beliefs/values, and challenge assumptions about teaching & learning

Robyn Barratt

structure of the workshop

Structure of the workshop

Session 1

Building a learning culture

Setting up conditions for learning

Clarifying beliefs about learning

Session 2

Challenging assumptions about learning

Robyn Barratt

our fundamental question how do people learn
Our fundamental question:How do people learn?

“How people behave as learners is as much to do with what they believe as it is with the skills they have mastered.”

Prof Guy Claxton, ‘Wise Up’, 2006, Hawker Brownlow

“Learning, as we know, refers to the degree to which a person can retrieve and repeat a concept or skill they have had experience with. The real test of mastery lies in how well they can transfer what they know and can do to novel situations.”

Kym Brown, ‘Engagement in Learning’, Occ Paper #3 DECS 2006

Robyn Barratt

group norms
Group norms

Robyn Barratt

slide8

“Real teams don't emerge unless individuals on them take risks involving conflict, trust, interdependence and hard work.”

Katzenbach & Smith, The Wisdom of Teams, 2003

Robyn Barratt

setting up conditions for learning

Setting up Conditions for learning

What do we know about learning?

How can we help students to learn?

Robyn Barratt

slide10
Writing task:

What are my desired outcomes from this unit of work?

Robyn Barratt

tfel s pedagogical challenge
TfEL’s pedagogical challenge?

“…work with the students to determine readiness, and design challenging but achievable tasks, (and to) convey high expectations and provide explicit teaching and scaffolding as necessary.”

Teaching for Effective Learning Framework Guide, DECS, 2010, Page 8

Robyn Barratt

sa tfel framework page 8

SA: TfEL Framework, Page 8

Robyn Barratt

http://www.learningtolearn.sa.edu.au/core_learning/

The South Australian Teaching for Effective Learning Framework Guide is available at www.learningtolearn.sa.edu.au/core_learning/files/links/TfEL_Framework_handout_4_p.pdf

slide13

Australian Curriculum

  • Goal 1: Australian schooling promotes equity and excellence
  • Goal 2: All young Australians become:
    • Successful learners
    • Confident and creative individuals
    • Active and informed citizens

Robyn Barratt

www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html (accessed 16/10/2010)

13

understanding them the six generations
UNDERSTANDING THEMThe Six Generations:

Description Birth Age Million(%)

Seniors Before 1925 78+ 0.94 5%

Builders 1926–1945 58–77 2.75 15%

Boomers 1946–1964 39–57 4.75 25%

Generation X 1965–1981 22–38 4.83 26%

Generation Y 1982–2000 3–21 5.15 29%

Generation Z2001+ <3 0.25 1%

Mark McCrindle

students reaching the right generation
STUDENTSReaching the right generation:

Mark McCrindle

Robyn Barratt

neuroscience and learning

Neuroscience and Learning

There have been a number of studies that have demonstrated the fact that the adult human brain retains a degree of ‘plasticity’ - ie that its structure and organisation can physically change as a result of new demands placed upon it, and that these changes can occur in adulthood and are not confined to a period of childhood development.

There are two significant periods of neural ‘pruning’, adolescence and old age.

(London taxi drivers 2000, Musicians 1998)

John Hall, Neuroscience and Education, Feb, 2005

Robyn Barratt

learning is making connections assimilation and accommodation
Learning is making connections- assimilation and accommodation -

“When the new information is largely consistent with prior ideas and beliefs, it is usually combined easily with existing knowledge and reinforces existing views – this is referred to as assimilation.

On the other hand, if the new information is inconsistent or in conflict with existing ideas the learner may be required to transform his/her beliefs and this process is called accommodation. This is much harder than assimilation – it creates dissonance and disorder and is both a cognitive and emotional process.

Although accommodation is hard, it is also essential for conceptual change and therefore serious learning.”

Louise Stoll et al,2003

Robyn Barratt

the brain mind connection for emotions

The Brain - Mind Connection for emotions

Fight or flight response affects learning

John Joseph www.focuseducation.com.au

Robyn Barratt

professor brian cambourne the 8 conditions of learning
Professor Brian CambourneThe 8 conditions of learning:
  • Immersion
  • Demonstration
  • Engagement
  • Expectations
  • Responsibility
  • Approximations
  • Employment
  • Response

We are reminded about these conditions by thinking about the most spectacular and universal human act of learning – learning to talk

Robyn Barratt

Cambourne B, Conditions for Literacy Learning, 2001

constructivism

Constructivism

Robyn Barratt

‘Mulitiple Truths’Glenda Mac Naughton, Melbourne University, 2007

virtual schoolbags

‘Virtual schoolbags’

…Pat Thomsons’s idea that all children have ‘virtual schoolbags’ which are full, but that only some children get the opportuntiy to make use of what’s inside during their school lives.

Robyn Barratt

Prof Pat Thomson, Uni of Nottingham, UK, in ‘Redesigning Literacy Pedagogies, Sense Publishers, 2006

psychology
Psychology

How can we build on resilience of Young Adolescents?

Andrew Fuller video on ‘wellbeing’

Robyn Barratt

www.andrewfuller.com.au

reflection in pairs when i taught something really well
Reflection in pairs: When I taught something really well

What does that tell us about your ‘style’?

Robyn Barratt

work it out

Work it out!

How many steps does it take for two people to be on the same foot, if they begin working on the same foot, and the smaller person teakes three steps to the taller one’s two steps?

Robyn Barratt

slide26

Our Four Learning Selves

Robyn Barratt

HBDI

clarifying beliefs about learning
Clarifying beliefs about learning

The “Pedagogy Shuffle”

  • When you find each other – discuss the meaning of the cards.
  • Here are some starters:
  • Do you agree that this belief would result in such practice?
  • b. Can you find other relevant practices to demonstrate this belief in action?
  • Is this belief one you hold or not?
  • Do you practise this classroom strategy –do you have alternative practices that engage learners more powerfully than the one on the card?

Robyn Barratt

slide29

MORNING TEA

Robyn Barratt

what s your goal
What’s your goal?

Consider your unit of work and ask yourself:

“What do I hope to achieve through this unit of work?”

I complex sentence

Robyn Barratt

challenging my assumptions
What do you hope to achieve? (1 complex sentence)

Describe

What assumptions are implicit in this challenge?

Where did these come from?

Inform/Justify

Are these assumptions valid? How do you know?

Are any of these assumptions open to challenge?

Confront/Reflect

In light of the above, could your statement be reframed?

What does this mean for moving forward?

Reconstruct

Challenging my assumptions?

Robyn Barratt

Learning to Learn, 2007

you are highly influential

You are highly influential

I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my dialy mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous.

Ginott, 1972

Robyn Barratt

slide37
“A belated discovery, one that causes considerable anguish, is that no one can persuade another to change.

Each of us guards a gate of change that can only be unlocked from the inside.

We cannot open the gate of another, either by argument or emotional appeal.”

Marilyn Ferguson, The AquarianConspiracy

Robyn Barratt

sa tfel framework page 838

SA: TfEL Framework, Page 8

Robyn Barratt

http://www.learningtolearn.sa.edu.au/core_learning/

The South Australian Teaching for Effective Learning Framework Guide is available at www.learningtolearn.sa.edu.au/core_learning/files/links/TfEL_Framework_handout_4_p.pdf

reflection on your learning
Reflection on your learning

Protocol

Using the TfEL Framework to review your Unit of Work

Robyn Barratt

slide40

LUNCH

Robyn Barratt