Staff Development day

1. Staff Development day What is today about? Differentiation and ICT

2. Staff development day What is today about? Differentiation and ICT Goals for year- Priority Area 2: Continue to strengthen the academic reputation of the College with a commitment to the best of contemporary educational thinking- in this case we are using differentiation. Priority Area 3 : Support best practice teaching incorporating standards of the Australian Institute of Teachers, development of ICT and implementation of the new Board of Studies syllabuses (incorporating the Australian Curriculum) Goals for today- 1. 1 assessment task differentiated and integrated with ICT 2. 1 unit of work per teacher for term 2 differentiated and integrated with ICT Where to from here? Each KLA produces a 5 minutes report back on how the implementation of one of the aspects went during term 2. This will be presented back at our staff development day in term 3 and must utilise one form of ICT

3. St Scholastica’s Teaching and Learning Framework- Session 1Learning at ScholsWiki-http://learningatschols.wikispaces.com/home • What have we done so far? • "Differentiation is the process of recognizing and providing instruction for students who learn in different ways, at different rates and who bring to school different talents and interests." • (Tomlinson, 1999) • Focus was on tiering amongst others

4. Melbourne Declaration In the preamble on pg 5, Rapid and continuing advances in information and communication technologies (ICT) are changing the ways people share, use, develop and process information and technology. In this digital age, young people need to be highly skilled in the use of ICT. While schools already employ these technologies in learning, there is a need to increase their effectiveness significantly over the next decade.

5. Melbourne Declaration have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas are responsible global and local citizens. • Goal 2: • All young Australians become successful learners, confident and creative individuals, and active and informed citizens Page 13-A solid foundation in knowledge, understanding, skills and values on which further learning and adult life can be built. The curriculum will include a strong focus on literacy and numeracy skills. It will also enable students to build social and emotional intelligence, and nurture student wellbeing through health and physical education in particular. The curriculum will support students to relate well to others and foster an understanding of Australian society, citizenship and national values, including through the study of civics and citizenship. As a foundation for further learning and adult life the curriculum will include practical knowledge and skills development in areas such as ICT and design and technology, which are central to Australia’s skilled economy and provide crucial pathways to post-school success.

6. Teaching Standards

10. Teaching learning framework • The Good Samaritan Teaching and Learning FrameworkA Good Samaritan school develops a quality curriculum through effective teaching and learning. This is achieved by valuingAn academic environment at the forefront of modern educational development:· providing student centred lessons where students are engaged in relevant, meaningful activities and tasks · providing an environment with resources with which to support, enhance and enliven teaching and learning · providing opportunities for team teaching experiences · encouraging and valuing teachers as collaborative and constant learners A love of learning: · building upon students’ existing learning and experiences · providing a collaborative approach to teaching which allows students to negotiate elements of the curriculum and make choices within their learning experiences · building resilience in our students by allowing them to take responsible risks in choices within the curriculum and their learning activities · developing skills in higher order thinking and critical thinking · exploring problem-solving strategies with others · designing flexible learning experiences enabling all students to experience success · communicating high expectations to all students and supporting them in meeting these expectations

11. A holistic review of education and an integrated curriculum which will challenge the creativity, initiative and ability of each student: · engaging students in authentic, rich assessment tasks · providing opportunities for interdisciplinary and integrated approaches, establishing real and relevant links · exploring the global, local and personal dimensions of curriculum topicsRespect for individual differences so that ‘the strong have something to strive for and the weak nothing to run from’ (RB 64:9)· providing targeted programs for students with special needs and for gifted students · providing a differentiated curriculum, meeting the needs of all types of learners · providing students with the opportunities to explore new types of learning · providing opportunities for students to listen, reflect and evaluate in order to develop a deeper understanding of what they are learning and why they are learning The integration of life and faith and wise stewardship:· providing opportunities for students to look for God’s spirit in people, places and events and having the confidence to name God in what we see and do · explicitly integrating Benedictine values in the development of teaching and learning programs

12. Differentiation is essential in ensuring that all learners are adequately challenged and make continuous progress – including gifted students. A differentiated classroom offers multiple ways for all students to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (Tomlinson, 2001) at an appropriate level. Technology supports classroom strategies by creating new routes to learning, addressing multiple learning needs, and providing forums for individualized access to content. Also, 21st century learning tools offer a variety of means of expression and endless opportunities for students to collaborate with intellectual peers. http://eport.education.illinois.edu/view/view.php?id=161

13. Jeopardy

14. What is elearning • Elearning is the use of technology to support learning. This may include a fully online course or online communication to support students, and many variations in between. Elearning can also include the use of multimedia available on CD-Rom plus the use of communication tools elearning and collaboration. • Many elearning solutions use a blended approach where face-to-face interaction and online tools are combined to suit the context. This can be very effective for increased discussion or information access. • Taken from TAFE Tasmania

15. How does ICT reflect 21st century?

16. Do we use these types of verbs in our assessment

18. samr

19. Helpful resources • http://eport.education.illinois.edu/view/view.php?id=161 • http://edutechwiki.unige.ch/en/Differentiated_learning_and_web_2.0_technologies

20. https://www.diigo.com/tag/differentiated%20instruction • http://edorigami.wikispaces.com/home

21. Presentations- 10 minutes each • Michaela Burgess CEO feedback S10 Then smaller group workshops • Groups will be set up and staff wander around • Smaller groups- • Rosemary Burton on Flipped classrooms and CEO day- Staff lunchroom • Vicki Armstrong Edmodo- L6 • Liz Carnegie on wiki use- J16 • Adrian Eussen on Google docs S5

22. Key questions for task design • Are our tasks robust and engaging? • Do they achieve a specific and achievable learning goal? • Is it a task students cannot have done without current technology? • Does the task connect to their lives outside of the classroom? AIM: That ONE assessment task incorporate differentiation and ICT