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Day 1: Values & Inquiry

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  1. Day 1: Values & Inquiry A Whole School Approach

  2. Program for today – Inquiry Learning: • Introductions • Values Education & Whole School Approaches • DET Context • Having a Vision • Inquiry Learning • Learning Power • Ways of Knowing • 8 step process • Your school • Leadership

  3. Ruth Deakin-Crick: At the heart of my research is a desire to understand processes of positive social change through learning and leadership, at individual, organisational and community levels. I began with a focus on learning and pedagogies for schooling in the 21st century: more recently I have widened that focus to its implications for work-based and organisational learning. A defining feature of my research is engagement with communities of practice. My overarching goal is to develop models of social change through research-led practice and knowledge exchange. Senior Research Fellow, Graduate School of Education, University of Bristol, UK. Conjoint Professor of Education, University of Newcastle, Australia. Fellow of the Royal Society of Arts, Research Member of the Society for Organisational Learning E: Ruth.Deakin-Crick@bristol.ac.uk W: http://www.bristol.ac.uk/education/people/ruth-deakin-crick ViTaL Partnerships: www.vitalhub.net ELLI Online Web Questionnaire: www.ellionline.co.uk

  4. Introductions: • Self • Why is inquiry learning important to you? • Why is inquiry learning important to students and learning in schools?

  5. Why are we here? Group Answers: • Bring inquiry into years 7-10 • Able to have intelligent conversations with pioneering schools • We need to have our pedagogy and curriculum integrated – for our kitchen garden programme • To be able to work more intensely with our students doing project based learning • Engage more of our students in inquiry and to improve • Aiming to improve our inquiry based learning particular with the ibl • Developing a language of learning

  6. Why are we here? Group Answers: • To get more information about ELLI, to get more students engaged in learning • To find out more about enquiry for teachers • I want to develop my understanding of enquiry – to see it integrated in a whole school approach • To try and put together what this is all about – what can we put into place in the senior school? Have clear outcomes for kids. • To find out more about inquiry • I’m curious about inquiry in the class room especially science and maths • Looking for ‘another arrow for my quiver’ • How can ELLI help with disengaged kids = and how can inquiry work in science • To incorporate ELLI in the primary area and the inquiry process • Develop a richer way of thinking about pedagogy for 21c and implications for leadership • To find out about ELLI and to be able to work with colleagues who are already working with these ideas

  7. Why are we here? Group Answers: • To find about more about pedagogy that starts with the learner – and to be able to support schools • How to develop a culture of learning for the community – 2 way learning processes • Development of our own staff as leaders of learning • To learn from practitioners about how the ideas are applied in order to improve the research

  8. Values Education as defined by DEEWR:

  9. Whole School Approach: • school vision • curriculum and co-curriculum provision • organisation, structures and policies • funding priorities • decision-making arrangements • welfare and pastoral care

  10. Evidence based professional learning guiding this model School effectiveness elements that enable daily individual and relational professional learning

  11. Strategic Planning: Community Sustainable Performance Indicators Performance Indicators

  12. Inquiry – final word protocol: • Each person takes a turn in presenting their inquiry story. • The others listen and do not interrupt. • The others then say back to the story teller, what their story meant to them. • The story teller then says their final word about what has been heard. • Each person takes a turn. • The group mind maps key points made. • Each group shares with the whole group.

  13. A Map of Our Understandings re Inquiry Learning: • A satellite = helping students see beyond the horizon. • A fisherman = making it relevant and finding a way to hook people into learning. • A toolkit = a bunch of strategies to manage own learning • Someone digging for treasure = encouraging kids to keep asking the question why? • Based on relationships and developing trust, so that teachers can let go and students can reengage and ask questions. Based on constructivism – skills etc still need teaching explicitly. Individualised = journey for teachers and students but can be targeted. Encompassing other philosophies and approaches. A lot of tension between teaching to the test and EBL and students learning for themselves. Action based so teachers need to be passionate about their own learning.

  14. Cont: • Allows and shows rich experience, gives students ownership, which motivates. Makes it relevant to them. Brings in critical thinking – reflect, think, investigate. Provides different opportunities for different kids at different stages. • Purposefulness of learning, facilitating and how that happens, where discovering or investigating falls into these. Partnerships and relationships that you build in this process of learning. Action learning – always happening. Harnessing natural learning = curiosity and wanting to learn (see 4 year olds). Similar stories brought up the same beliefs.

  15. Continued: • All the above plus – successful enquiry stems from student choice, need to balance learning power and develop this through enquiry. We discussed the need for a very structured framework providing scaffolding asking deep rich questions for kids. Authentic learning –important to the students but meaningful in the community. Opportunities for self reflection and evaluation on the part of the students. Using resources from outside of school.

  16. Learning Power – A Summary • Background • Learning Stations • Inventory • Spider Graphs • Interpretation

  17. Key Research Questions: • What are the qualities and characteristics of successful learners? • How can we develop assessment strategies which strengthen these qualities • How do we help learners to engage their life story, lifeworlds and communities in their learning?

  18. SCOPING THE LEARNING POWER – BRISTOL UNIVERSITY

  19. Seven Dimensions of Learning Power

  20. 4 Stations on the learning journey (Deakin-Crick):

  21. Double Helix of Learning(McGettrick 2002) Achievement Learning Power Knowledge Skills and Understanding Attitudes, Values, Feelings, Dispositions, Motivation Personal Development

  22. Learning Power: Develop explicit values, language & behaviours about successful school learning through: • Inventory • Metaphor • Narrative • Inquiry • Reflection

  23. Changing and learning v being stuck & static “I see learning as something I can get better at, and myself as an improving learner. This often reflects a more general interest in ‘self-improvement’, and faith that this is possible. I have a sense of history and of hope. I tend to take ownership of my own learning, and like to be responsible for what I’m learning and how I go about it. I’m usually quite ready to ‘sign up’ to learning tasks that are presented to me”

  24. Critical curiosity v passivity “I like to get below the surface of things and see what is really going on. I like to work things out for myself, and to ask my own questions. I tend to go looking for things to understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.”

  25. Meaning making v Data accumulation “I tend to look for patterns, connections and coherence in what I am learning, and to seek links between new situations and what I already know or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to make sense of new things in terms of my own experience, and I like learning about what matters to me.”

  26. Creativity • Or ‘springboard zone.’ • Thinking around things • Coming up with new ideas, sometimes a bit crazy! • Trusting your hunches

  27. Resilience • Or ‘gritty zone’! • Not giving up, even if it’s tough

  28. Inventory... Spider Graph Profile

  29. Eg: ELLI Profile Changing and learning Critical Curiosity Learningrelationships Meaning Making Strategic Awareness Creativity Resilience

  30. Develop your own icons

  31. Morning Tea 10.30am – 11am

  32. In your context: • Brainstorm or map what is happening in your school re inquiry: • Students • Teachers • Leaders • Community • Share & record

  33. Lunch 12.30am – 1.15pm

  34. 8 Step Inquiry Process:

  35. Exploring Ways of Knowing: Through: • Sitting in a circle • Describing an object...: • Hold it in your hands – what do you experience? • Describe it – in as many different ways as possible... • What questions can we ask...

  36. Reflect: • Summarise your own understandings – similarities, differences, extensions • What does this mean you will need to be mindful of back in your own contexts

  37. DET Strategic Factors: School effectiveness elements that enable daily individual and relational professional learning

  38. Define Values Education, Inquiry & Essential Strategies: • As a whole group, define our central concept: Values Education and Inquiry Learning is about ...

  39. Stewardship Sitting on the balcony Perspective Leadership

  40. Leadership Who do we work with? How will we work with them?

  41. The Work of a Leader • The fundamental work of a leader is to create, maintain and improve a group of people so that they achieve objectives and continue to do so over time Macdonald Associates Consultancy

  42. Questions for you: • How do we make time to build understandings about ourselves and each other – building learning relationships? • How can we share and respect each others’ perspectives? • How can we come to a common agreement about where to start and where we are going? • How can we construct shared plans of action - what are the elements of a school context that we need to consider? • How will we identify the scope – values, language and activities? • How will we know if we have been successful?

  43. Conclusion/Questions: