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Barossa Professional Learning Community Our journey so far….

Barossa Professional Learning Community Our journey so far…. Our Professional Learning Community Members. Jill Hess – Principal, Angaston PS Phil Parker – Deputy, Angaston PS Ngari Boehm – Principal, Palmer PS Briony Bullers-Knight – Principal, Springton PS

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Barossa Professional Learning Community Our journey so far….

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  1. Barossa Professional Learning Community Our journey so far….

  2. Our Professional Learning Community Members • Jill Hess – Principal, Angaston PS • Phil Parker – Deputy, Angaston PS • Ngari Boehm – Principal, Palmer PS • Briony Bullers-Knight – Principal, Springton PS • Debbie Draper – Curriculum Advisor R-12, Barossa District

  3. What are effective pedagogies to prepare our learners for the future?

  4. What are effective pedagogies? • student voice • relationships • hands-on

  5. What are effective pedagogies to prepare our learners for the future? - What’s it like to be a learner at Angaston PS? - What would your ideal school for learning look like? go to the next slide for the staff survey

  6. The learner & the future Generations Teacher role Process over content Buildings Time – 24 hour school Classes span ages

  7. Engagement Case Study Move onto the next slide when Debbie says “In this slide….’

  8. EDUCATIONAL WORLD VIEWS The future?

  9. A teacher'seducational beliefsdominate and dictate classroom practice.

  10. Educational Belief Systems Art Costa, Institute for Intelligent Behaviour

  11. Paradigms are expressed in • the teacher's organisational structure for arranging students' desks, • teacher versus student talk • the teacher's method of sub grouping • the teacher's presentation of content • the teacher's interaction with students • the teacher's use of oral questioning strategies, and • the teacher's assessment methods

  12. Practices / strategies Principles Policy & procedures Core beliefs Values and Vision Everyday practices Julia Atkin

  13. Educational Paradigms - Historical Perspectives

  14. Changing Paradigms • In 1900, when the current educational system was designed, 70% of the population were employed in the agricultural / industrial sectors of the economy. It made sense to design an educational system around those paradigms. And, that paradigm was extremely successful in raising school graduation rates and reducing illiteracy.

  15. Changing Paradigms • Our current educational system, for example, contains many vestiges of the agrarian paradigm (e.g., summer vacations so that students can be home to help with the farm work) and the industrial paradigm (e.g., a lock-step curriculum and bell schedule so that education can proceed in assembly-line like fashion).

  16. Agricultural Concepts •  9 month school year(kids had to help farm during the summer) • 7 hour school day(kids had to be home before dark to do their farm chores) Industrial Concepts • 50-minute class periods(modelled after a moving assembly line) • Grade levels (K-12)(modelled after stations on an assembly line)

  17. How do we create learning environments that truly value difference within the context of testing literacy and numeracy? • How do we transform educational systems rather than just tinkering at the edges? • New skills for the global community (Zhao) • A Whole New Mind (Pink) • Do Schools Kill Creativity/ (Robinson) • How do we support educators (including ourselves) to uncover and question paradigms? • How do we then change educational paradigms to serve the needs of our learners’ futures?

  18. AFFLUENCE, TECHNOLOGY, GLOBALISATION CONCEPTUAL AGE (creators & empathisers) KNOWLEDGE AGE (knowledge workers) INDUSTRIAL AGE (factory workers) AGRICULTURAL AGE (farmers) TIME 18th Century 19th Century 20th Century 21st Century

  19. Six Essential Senses • Design • Story • Symphony • Empathy • Play • Meaning

  20. Finding a starting point

  21. Students were surveyed

  22. Differentiated Spelling Diagnose (skills, engagement, strategies) Differentiate (lists, strategies, activities) Engage (technology, hands-on, games, MI strategies)

  23. REFLECTIONS How do we help ourselves and teachers to reflect on beliefs and practices? How do we develop ownership? What are the essential skills for educators? What explicit teaching, when? How do we balance NAPLaN with a thinking curriculum? Relationships are paramount student, teacher, leader We operate so often from a deficit model………….

  24. Issues: The usual!! Time & competing priorities Time to clarify Didn’t visit schools • We have enjoyed • The process bringing different ideas and angles from personal research • Deep conversations • The range of views • Relationships and trust developed • Offloading in a confidential space • Relevance to everyday work New questions Sharing with staff What is different? Commitment for 2009

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