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Background/Context

TOPIC: Birdwood High School, Year 9 Academy of Innovative Learning (AIL): Flourishing Students within a Personalised Environment. Background/Context. Learning Suite TfEL Teachers as advisors Student accountability displayed. Background/Context. Mentoring (Mark LeMessurer)

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Background/Context

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  1. TOPIC: Birdwood High School, Year 9 Academy of Innovative Learning (AIL): Flourishing Students within a Personalised Environment.

  2. Background/Context • Learning Suite • TfEL • Teachers as advisors • Student accountability displayed

  3. Background/Context • Mentoring (Mark LeMessurer) • Personalised (teaching and learning) • ICT • Timetabling

  4. Whilst none of this in isolation is earth moving, in combination and in action it is ground breaking!

  5. Helpful Reading • A New Shape for Schooling, David H Hargreaves, March 2006 • Personalising Learning, David H Hargreaves, Oct 2006. • Student Engagement: contested concepts in two continents, Brenda J. McMahon, David Zyngier, 2009 • ‘Flourish’, Martin Seligman, (2011)

  6. Research Questions • What does it mean for a student to ‘flourish’? Are rates/levels of ‘flourishing’ different in AIL and Junior High? Why? What facets or features of the innovation or junior high models have the most impact on ‘flourishing’. • What is it we do in Yr 9 Academy of Innovative Learning (AIL) that makes the teaching and learning personalized? How does this differ to the Junior High model?

  7. ‘Flourish’ ‘Flourish’, Martin Seligman, 2011

  8. Method • Academic results: PAT tests, NAPLAN, ACER Testing (PAT and ACER taken March & Oct 2011) • DECD Wellbeing survey • Seligman survey(s) • TfEL engagement survey, (taken March & Oct 2011, Oct 2012). • BHS behaviour management data (2010-2012)

  9. Method cont. Semi-Structured Interview: • 6 staff, 6 students • Male/female • AIL, Junior High • Thematic analysis • Observation

  10. TfEL Survey- My teacher challenges me to achieve my personal best Results Samples We are given time to talk and explore our thinking and ideas together

  11. Results Samples Growth in literacy - ACER Test Hattie effect size - Average 0.2 - 0.25, anything over 0.6 will see major gains in improved student learning outcomes. Score /50.

  12. Results Samples 88% Reduction in Student Behaviour Management Referrals

  13. Conclusion “We should expect students to learn more while being taught less. Their personal engagement with their own learning is crucial.” Theodore Sizer 1984

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