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16th National and 5th iNet Conference Birmingham, England

The ASMS is a school with a mission for changeThe Australian Science and Mathematics School will be recognised as a quality school that provides leadership of innovation and reform of teaching and learning in science and mathematics education.. The context of the ASMS. Transforming the Traditional Grammars of Schooling.

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16th National and 5th iNet Conference Birmingham, England

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    1. 16th National and 5th iNet Conference Birmingham, England Wednesday 26 November 2008 Jim Davies, Principal Australian Science & Mathematics School

    2. The ASMS is a school with a mission for change The Australian Science and Mathematics School will be recognised as a quality school that provides leadership of innovation and reform of teaching and learning in science and mathematics education. The context of the ASMS

    3. Transforming the Traditional Grammars of Schooling

    4. Learning programs (new sciences, interdisciplinary curriculum, inquiry based) Learning styles (collaborative, meta-cognition, personal learning pathways, constructivist) Learning environment (open, interactive, collaborative, ICT rich) Professional learning (community of learners, action research) Transforming the Traditional Grammars of Schooling

    5. Personalised Learning Personalised learning is described as “fulfilling the potential” of all students… by engaging learners through their increasing ‘voice’ and ‘choice’ in deciding what, when and how they learn and how they know the quality and extent of their learning.

    6. Learning…who decides?

    7. Learning…who decides? In your school???

    8. Developing a Deep Learning Environment

    9. Developing a Deep Learning Environment

    12. Workshop – Group Debate & Decision Rank the following from highest to lowest Classroom behaviour Early intervention Testing Diet Retention Feedback Cooperative learning Competitive learning Questioning Class size

    15. Guiding Framework Moon’s (1999) ‘map of learning’ used as a tool for reflecting on and mapping learning. Noticing what teachers are noticing – making sense of where they were at – and how to best support teachers to engage as learner – refelctive practitioners etc.Noticing what teachers are noticing – making sense of where they were at – and how to best support teachers to engage as learner – refelctive practitioners etc.

    16. Transformational Learning ...towards personalising learning Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    17. What? Curriculum Shift Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    18. Real science, real mathematics, real connections

    19. Personal genomics Genetic engineering Synthetic biology Mobile phones Multifluidic optical fibres Satellite navigation T-Rays Laser tweezers Intelligent polymers Quantum computers Artificial photosynthesis Nanowires

    20. What? Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    22. How? Pedagogical Shift Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    23. Workshop Activity Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    24. Conditions for Effective Learning Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    25. Conditions for Effective Learning (cont) Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    26. Knowledge Versus Understanding Wiggins & McTighe Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.Our values clearly linked with supporting teachers in changing how they thought about their work - with a view to more clearly understanding the implications of their practices – possibly leading to changes in practice.

    27. Quality and extent of learning? Assessment Shift Limited Genre Written Examinations Teacher determined and designed assessment tasks Tests assignments

    28. Teacher:Student Relationship

    29. Workshop

    30. Assessment Paradigms

    31. Assessment Paradigms

    32. Assessment Paradigms

    33. Assessment Paradigms

    34. Workshop

    36. Paradigm Shift

    37. Evaluating Assessment Paradigms Reliability: Consistency of measurement Validity: Meaningfulness Appropriateness of interpretations Authenticity: Transferability of performance in assessment beyond the test itself Portability: Where is it evidential?

    38. Assessment Paradigms

    39. Developing Deep Learning at the ASMS

    40. Developing Deep Learning at the ASMS

    42. How can this be achieved?

    43. A key aspect is the idea of aligning goals for learning with what is taught, how it is taught, and how it is assessed. (Bransford, Brown & Cocking, 2002) Such alignment appears to be very important for accelerating learning. Without this alignment it is difficult to know what is being learned. Are students learning valuable info? Are they learning? Is it valued by community? TG ensures alignment across the school, not just in one aspect/central study. Fits as a whole within the school. (also helped by all teachers being Tutors) Central studies are not as separate in their approaches as some subjects can be on other schools. TG teachers support student behaviour, whole school approach again, not DP or AP. Students see themselves as central to the school. Such alignment appears to be very important for accelerating learning. Without this alignment it is difficult to know what is being learned. Are students learning valuable info? Are they learning? Is it valued by community? TG ensures alignment across the school, not just in one aspect/central study. Fits as a whole within the school. (also helped by all teachers being Tutors) Central studies are not as separate in their approaches as some subjects can be on other schools. TG teachers support student behaviour, whole school approach again, not DP or AP. Students see themselves as central to the school.

    44. The 21st Century Learning Environment

    45. Dignify the Learner

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