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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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1. 16th National and 5th iNet ConferenceBirmingham, 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 UnderstandingWiggins & 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