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Why Innovate?

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Why Innovate?

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  1. Daniel Bayer & Nikki Nardelli & Jeanne Schofield: Open Access CollegeDr Susanne OwenPrincipal Officer & Leader, DECD Innovative Learning Environment project& DECD innovation practitioner action researchershttps://app.gosoapbox.com520-519-404IMPROVING STUDENT LITERACY THROUGH INNOVATIVE PEDAGOGY,ENGAGEMENT AND USING PROFESSIONAL LEARNING COMMUNITIES:A FOCUS ON PRACTITIONER ACTION RESEARCH AND USING DATA

  2. Why Innovate? • Knowledge is recognised as centralin transforming societies and economies & concerns re economic loss from underutilisation of human potential • Little higher order thinking & individualised learningoccurring: new educational possibilities are arising from ICTs (OECD 2007 TALIS research of 70000 teachers in 24 countries re 15 year olds: OECD, 2008) • Measuring learning outcomes highlights need for finding new ways to change outcomesand to re-focus on the learning environment • Traditional schools not necessarily delivering wellfor 21st century agendas & for some students/groups (PISA, OECD) • Secondary student disengagement concerns: reduces to about 40% by age 15 (Wilms, Friesen & Milton, 2009) • Technology development has re-set the boundaries of educational possibilities • Research base on learning is growing but “great disconnect” to policy and practice

  3. the nature of innovation ….? • Radical Innovation • Significant breakthrough representing major shift in design • Swims against the tide • Starts with the future and works backwards • Transformation ? • Incremental Innovation • Minor modifications to existing product • Swims with the tide • Starts with the present and works forward • School improvement ? From presentation by Valerie Hannon, Innovations Unit

  4. 3 objectives for event: Build understanding of practitioner action research processes and their value for teachers/leaders in supporting change Increase understanding of innovative practices in DECD schools and their impacts on student learning Improve understanding of Open Access College practices and use of professional learning communities and action research for supporting change

  5. 8.40 – 8.50 Opening & housekeeping • https://app.gosoapbox.com • Then put event access code 520-519-404 • Click ‘Join now ‘ • ..comment on ‘Great ideas.. Things to think about during the day’ • Complete poll at end of day + future action

  6. 8.50-9.00 The OAC context

  7. 9.00- 9.15 DECD innovation and group activity about innovation Innovation ‘a significantly improved product (good or service)’ or new organisational approach 2. Innovation may result from new approaches through continuous improvement processes, adapting ideas from elsewhere or futures-oriented and transformative change.’ 2.OECD. (2005).Guidelines for Collecting and Interpreting Innovation Data. 3rd edition. p. 51. OECD Publishing: Paris. www.innovations.sa.edu.au

  8. Innovation Schooling: Increasing concerns: Traditional schooling methods are inadequate for preparing students for C21st contexts Issues for low SES students but also for student engagement Learning commons New Languages of educational innovations re: physical space; teacher role; & curriculum approaches Beyond school improvement … rethinking education and starting from 21st century skills Fertile questions Inquiry-based learning Teacher engagers Campfires Interdisciplinary curriculum Innovation changes: Learners, Educators, Resources, Organisation & Pedagogy, Content (supported by Learning Leadership)

  9. Deep learning skills Character education: honesty, perseverance, self confidence, empathy, personal health & wellbeing, career & life skills Citizenship: global knowledge, sensitivity & resect for other cultures, active involvement in addressing issues of human & environmental sustainability Communication: oral, written, digital tools, listening Critical thinking & problem solving: think critically to design/manage projects, solve problems, make decisions using various digital tools/resources Collaboration: work in teams, learn from & contribute to learning of others, social networking skills, empathy in working with diverse others Creativity & imagination: economic & social entrepreneurialism, considering novel ideas & leadership for action Fullan & Langworthy (2013) Towards a New End: New Pedagogies for Deep Learning : 3

  10. Innovation group work task • What do we mean by innovation? • Discuss sections of innovation sheet in pairs • What innovative practices are happening in your site/or do you think should be happening to ensure quality education and learning?

  11. Background: DECD Innovation 2011-2014: Culture building strategies *Innovation CoP & Prof Learn’g *Workshops & school visits/PL *Networks: internal/external *Practitioner research & support *Website *Newsletters *International Expert sessions *Cross-DECD innovation committee 7 DECD sites/programs met OECD criteria, of 125 cases in 26 countries 25 SA public education sites/programs now recognised within DECD innovation CoP (incl. 11 low SES) DECD is an invited system in the OECD* Innovative Learning Environment project: OECD innovation framework : Learners, Educators, Resources, Organisation & Pedagogy, Content (supported by Learning Leadership) Importance of innovation schools & having evidence about student learning impacts: academic, social, other 21st C skills *Organisation for Economic Co-operation and Development +Department for Education & Child Development

  12. DECD Objectives & key current innovation work for systems upscaling Objectives (including low socio): Using ‘nested’ CoP model & focused on grassroots innovations: *build systems innovation culture/capacity-building: hosted site visits for wider dissemination of practices & impacts *support emerging innovation sites with practitioner research skill building/evidence re student impacts * increase innovation learning through CoP& dissemination across DECD & more widely, with links and recognition also achieved within broader professional, national and international networks Practitioner -Researcher Processes: *Application *Research Training *Finalise proposal *Progress report *Presentations *Final report (flexible formats) Visits program processes *Advertise 14 sessions *Promote program & agenda *Register & track attendee sites for innovation *Incorporate research *Follow up Exploring Innovation Visits/Learning Program: To disseminate innovation practices & provide support for emerging sites Innovation CoP/Networks Innovation CoPsupport work & disseminating innovations through building various networks Practitioner-Researcher Grants : 2012 & 2013, in partnership with UniSA, grants to support significantly innovative schools in research skill -building & data gathering re impacts of innovations on student learning Evaluation processes *practitioner researcher surveys & examining reports of impacts of innovations & research skill-building; CoP national & international partnership network collaborations & recognitions & impacts; survey/interviews re site visit attendees uptake of innovative practices

  13. 9.15-9.22 Practitioner Research key ideas input

  14. Training: What is Research? • If we knew what it was we were doing, it would not be called research…..A. Einstein • Involves: • Posing a question • Collecting data to address the question • Presenting a response (answer) to the question A process or set of steps involving collecting and analysing information to increase understanding of a topic or issue. “ A careful, systematic, patient investigation undertaken to discover or establish facts and relationships.” (Mertler & Charles, 2005, p. 6) • Research begins with a problem… *Source: Dr Barbara Spears

  15. Focus on Action Research Positioning teachers as reflective learners • Applying the scientific method to real life problems in their own environment *Source: Dr Barbara Spears

  16. Background: Process Over 10 months Application Research training Finalise Proposal Liaise with UniSA partner Progress report Presentations Final report Flexible Format DECD practitioner research reports: http://www.innovations.sa.edu.au/default.asp?id=40511&navgrp=1118 *Source: Dr Barbara Spears

  17. Development of the Proposals Qual/quant Context of the issue Local, National Methodology: design Method: Who, What, How, When, Where: Why do it this way? The Problem to be Researched Research Aims Transcripts Content Analysis Text Analysis Statistical Inferential Descriptive Literature Review Research Question Informed consent *Source: Dr Barbara Spears

  18. Examples of Proposal Topics *Authentic Assessment through learning Stories: Assessment for Learning *use of ICTs for students with disabilities/dyslexia in supporting students to show a deeper understanding of their learning *Blended Learning via Video conferencing to external sites: enhancing curriculum access for isolated students * online or face to face connective teacher learning & effect on heir practice *Social media and the Curriculum *Innovative use of technology within Ocean View College Senior Study Centre *Comparative study between integrated and independent curriculum *Task redesign for student engagement and achievement – involving students more in co -construction and review of tasks

  19. Example of Research Questions • Renmark High School: How do 21st century pedagogies and integrated studies engage learners in the Middle Years? • Ocean View College: How does a connective environment with ‘bring your own device’ impact on students study skills, engagement and learning outcomes in the Senior school? • Unley High School: How can Secondary school teachers and students be encouraged to design learning tasks which are co-constructed? • Hackham East Primary School: In what ways does online or face to face connective teacher learning effect their practice? • Barossa cluster: How does the use of ICTs allow students with disabilities/dyslexia to show a deeper understanding of their learning? • Felixstow Community School: How is authentic assessment created in learning stories with children, teachers and parents using digital and non-digital tools? • Cowell Area School: How can we use the current model of Local delivery and blended learning to lead to the development of community ownership and a sustainable future for isolated students? • Mark Oliphant College: What is young people’s understanding of cyberbullying and the law and what happens in processes where they are involved in co-creation of curriculum?

  20. Practitioner Research Reports Findings Next steps School Background Innovation focus area Challenges and Value of practitioner research References Research Question Research methods Analysis processes

  21. 9.22 -9.45 Speed date rotations (5 groups) x 3 mins each: OAC year 8-9 innovation and integrated units OAC whole school literacy research OAC strategic plan and PLCs Unley HS innovation Hackham East PS innovation

  22. 9.45 -9.55 5 other innovation schools ‘stations’ for informal chat about their school’s innovation work

  23. 9.55 -10.30 OAC demo lesson

  24. 10.30 -10.45 Morning Tea Place choice sessions for the day on sheets

  25. 10.45 -12.. choice sessions Choice 1: OAC year 8-9 innovation and integrated units (Teaching Area 4) Choice 2: OAC Open Access whole school literacy practitioner research (Board room south) Choice 3 : DECD Innovation practitioner research: Barossa cluster, Renmark HS, Hackham East PS, Ocean View College (hall)

  26. 12-12.45 Lunch

  27. 12.45 – 2: Choice sessions Choice 1: OAC Strategic Action plan & PLC action research teams (Teaching area 3) Choice 2: OAC Open Access whole school literacy practitioner research (Board room south) Choice 3: DECD Innovation practitioner research (MOC, Unley HS, Felixstow) (hall)

  28. 2-2.45 : Choice sessions Choice 1: OAC Strategic Action plan & PLC action research teams (Board room south)) Choice 2: OAC Open Access whole school literacy practitioner research (Teaching area 3) Choice 3: OAC Year 8/9 innovation and integrated units (Teaching area 4) Plus Innovation Practitioner researchers /academics plenary session (hall)

  29. 2.45 : Close & evaluation • indicate ‘to a great extent’, ‘to some extent’, ‘Not at all’ • To what extent did the event build understanding of practitioner action research processes and their value for teachers/leaders in supporting change ? • To what extent did the event increase understanding of innovative practices in DECD schools and their impacts on student learning? • To what extent did the event improve understanding of Open Access College practices and use of professional learning communities and action research for supporting change ? • Great ideas, things to think about • What further action, thinking will you do…

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