Building brighter futures

1. Building brighter futures Welcome to St. James’ Imagination, Diversity, Relationships, Discovery, Expression, Reflection

2. A Passion for Possibilities at St. James’

3. Proposed Agenda • 9:00 Welcome and cuppa • 9:15 Begin with tour of school • 9:45 Our Story • 11:00 Morning Tea • 11:15 Exploration- Middle & Senior Learning Groups • 12:45 Time to unpack and reflect • 1:10 Lunch • 1:50 Exploration- Junior Learning Group • 2:30 Time to unpack and reflect • 3:00 Bon voyage

4. Our challenge “We need a metamorphosis of education- from the cocoon, a butterfly should emerge. Improvement does not give us a butterfly, only a faster caterpillar” Banathy, B.H. 1996

5. One of our main aims is : To develop confident, happy, creative, independent & self directed thinkers and learners with positive connections to their world.

6. Our story ... Pressure Frustrated  Inadequate Anxious

7. Can we expect different results by doing the same thing “better”? How is society changing? How does that affect our children? So many questions! What does education look like at other schools? Are our kids failing, are we failing them? What are we testing for and for whom? From what are our kids recovering??

8. Some key influences... Dr Karen Stagnitti Sir Ken Robinson School Visits Howard Gardner Salamanca statement Reggio Emilia Approach Kathy Walker

9. Inclusive educationEvery child has the right to feel whole. • Every child has a fundamental right to education , and must be given the opportunity to achieve and maintain an acceptable level of learning • Every child has unique characteristics , interests , abilities and learning needs. Salamanca Statement UNESCO 1994

10. Reggio Emilia Philosophy Children are viewed as rich in potential, strong, powerful and competent. Children are encouraged to develop their own theories about the world and how it works through investigation. Teachers are viewed as enthusiastic learners and researchers and not as imparters of knowledge. Vygotsky Pretend play is an important activity for the development of higher level cognitive functions in children and that these cognitive functions could be influenced by the environment around them, particularly by more capable peers and adults.

11. Montessori The environment must be prepared by providing a range of physical objects that are organized and made available for free, independent use, to stimulate their natural instincts and interests for self-directed learning. Piaget Each child develops and matures at his or her own biological rate. Some will mature more quickly(and in some areas more slowly) than others. Regardless of chronological age, you are the age your brain dictates. The child is competent and education merely refines the child’s cognitive skills that have already emerged

12. Kathy Walker- Children’s interests are expanded, scaffolded and supported as a means of ongoing engagement in particular learning areas. Play and project based learning experiences are the major pedagogical tool for teaching and learning alongside explicit instruction Karen Stagnitti Teachers who provide a rich environment and the scaffolding of ideas to extend children’s development within a classroom that is play based, create a socio-cultural environment which is developmentally appropriate for children

13. St. James’ Parish School- our 6 key words as defined by our Senior students. • Imagination-we imagine, we are creative, we make the impossible possible. • Diversity- we learn about different things in different ways. We are all different. • Relationships- we are all friends. We don’t judge by what people look like but who they are. We all look after each other. • Expression- we are not afraid to be ourselves, to express how we feel. Everyone is free to express themselves in different ways. • Discovery-we can find out anything if we put our minds to it. Like for the great explorers learning is an adventure! • Reflection-we think carefully. This deepens our understanding about what we need to know.

14. What we know ... Children can take different paths to reach the same learning milestones Children need time to grasp new concepts, time to think, time to reflect, time to share • Children learn in different ways and at different rates • Children learn from and with others • Children learn from teaching others

15. So, for us there was a... Paradigm Shift From this... All students learn the same thing in the same place in the same way from the same teacher

16. To this... Each student will receive a personalized education, learning different things at different times in different places in different ways from different people

17. The Whole Child- Developmental Domains Spiritual Domain; an awareness of God’s presence in their life and the world around them Emotional domain; self-esteem, sense of identity, resilience, decision making, independence and interdependence, initiative, work ethic Social Domain; acceptance of diversity, interest in others, relationship development, developing empathy, respect, sharing Cognitive Domain; problem solving, creative thought, sensory awareness, mathematical thinking, musical expression, imaginative thinking Language Domain; expression & articulation in communication through reading, writing, speaking & listening Physical; gross motor, fine motor, coordination, body image, health, nutrition, body –mind connection

18. Independence & Interdependence We believe that • It’s important for children to develop independence, however… • It’s vital that children develop dispositions that enable them to operate interdependently in their world.

19. Key Elements- A Focus on Multiple Intelligences How are you smart? How to be- not what to do!

20. So… Self awareness and self regulation are essential! • Self awareness precedes self regulation hence the importance of personal reflection time and the teaching of self monitoring strategies • self regulation and independence is enhanced through developing individual’s time management skills & increasing personal responsibilities

21. Key Elements Habits of Mind- Art Costa Teaching children how to think, not what to think! Persevering Listening with Questioning and Creating Empathy and Problem Solving Imagining Understanding Innovating

22. So… in the Middle and Senior School Senior students and Middle students are responsible for planning their day. Students fill in their daily timetable noting compulsory workshops, optional workshops and personal investigation times.

23. and in the Junior Learning Centre dramatic play block centre construction area sensory cove writing centre reading centre

24. Planning for personalizing the learning We offer opportunities and space for children to express their potential, abilities and curiosity. Rigorous, collaborative planning ensures that we create rich and varied learning experiences and environments that respect and suit their stage of development and promote the growth of the whole child. The learner is at the centre of the learning!

25. Personalized learning experiences… extend exploration & problem solving emphasize active engagement enhance creativity & imagination develop confidence & inner discipline invite children to discover & explore their interests & passions promote active investigations alongside explicit teaching

26. The environment at St. James’ The physical & emotional environment is organised to cater for different learning and working styles. It is divided into multiple, flexible yet purposeful learning spaces with plenty of nooks, provocations, prompts and supports. Contracts, workshops and personal investigations engage and motivate students.

27. Learning & Teaching Pedagogy • Tuning In • Engagement in Projects • Focused Teaching through workshops • Reflection

28. The teacher views children as competent, curious, creative, capable learners who think deeply and hypothesize about their world and have the ability to positively impact on it. Roles of the Teacher

29. The teacher’s role requires showing genuine interest in the children’s learning, being supportive of the children’s attempts and providing lots of guidance and feedback.

30. Teaching is rigorous and active. Teachers are engaged proactively in the learning with the children. Teachers are scaffolding, directing, extending and planting seeds for further learning. Teachers are actively listening, documenting, challenging and supporting children.

31. And so… happy, engaged and motivated learners!

32. And an inclusive, safe supportive environment.

33. Reflection Time What are our beliefs about contemporary learning and teaching ? Are we open to a paradigm shift? Do we have the courage to act on our beliefs? In our school, how do we currently make the learning relevant and engaging for the children? In our school, how could we better support students in their learning? • Reflect on actions for self • Reflect on possible actions at school level

34. References Chaille C. (2008) Constructivism across the Curriculum in Early Childhood Classrooms. Pearson Education Harris J., Katz L., (2001) Young Investigators The Project Approach in the Early Years National Association for the Education of Young Children Teachers College Press Columbia University Canadian Early Years Study Reynolds E, Stagnitti K, Kidd E. (2010) Play, language and social skills of children aged 4-6 years attending a play based curriculum school and a traditionally structured classroom curriculum school in low socio-economic areas. Deakin University Stagnitti, K. (2009). Children and pretend play. In K. Stagnitti and R. Cooper (eds.) Play as Therapy: Assessment and Intervention. Jessica Kingsley Publishers: London. Stagnitti K (2003) Playthings Curriculum Corporation Sluss D. (2005) Supporting Play Birth through Age Eight Thomson Delmar Learning Walker K (2007) Play Matters. Engaging children in Learning. The Australian Developmental Curriculum ACER Publishers Melbourne