E Change in Education: Education Professional Development Powerpoint

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Controlled Controversy Taking other’s perspectives Understanding Indiv Differences Noongar IQ Multiliteracies Case studies IB

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Expanded views of literacy From ‘reading the word’ to reading multimodal texts Making sense of the world and themselves in the world Communicating with and understanding the communication of others Understandings in social, cultural, historical, political, and futures contexts

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Expanded views of literacy From ‘reading the word’ to reading multimodal texts Making sense of the world and themselves in the world Communicating with and understanding the communication of others Understandings in social, cultural, historical, political, and futures contexts

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Multiliteracies •Relational dimension - drawing on context and life experience to make meaning •Foundational dimension – base skills and knowledge •Critical dimension – thinking, analysis, reflection, feedback and critique. Improving the communication •Creative dimension – new connections, creativity and innovation, using learning in new ways

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You are asking me questions and I hear you. I answer that I cannot answer, you must find out for yourself.

Walt Whitman, Leaves of Grass

Culture of Learning and Conversations And An Understanding of Adult Learning and Reflective Practice Which impact on: Teacher Professionalism Student Achievement

Mentor Consultant Expert Coach Peer Coach Supervisor

Counsellor Advocate Critical Friend Team coach

How would you like to be described? (from best to least) Curious Open Acts on belief If you had solid evidence that a student was a pusher, which would you do? (most likely to least) Call police Talk to student Do nothing In terms of what you want from your life, how would you rank these from most desirable to least? Â Comfortable life An exciting life A sense of accomplishment If Omar Khayam (or Kahlil Gibran) were alive today, what would he most likely be? Â A philosophy professor A businessman A hippie

Learning needs to be made visible, audible and transferable

Forms of Reflective Practice

Individual Partner Small Group Large Group

Peer reflective practices include, but are not limited to the following:

1. Individual MethodsA. Self-Contracting B. Portfolios C. Journal-Writing; D. Case Study Writing E. Professional Reading and Writing; Formal Professional F. Study and Informal Professional Study 2. Partner Reflection Methods A. Learning Buddies B. Mentoring C. Appraisal, Assessment Interviews

D. Peer Coaching

3. Small Group Reflection PracticesA. Action Research B. Study Groups C. Peer Support Groups D. Professional Dialogue Groups E. Telecommunications/Electronic Networks F. Labsites G. Learning Walks 4. Large Group Reflection PracticesA. Assessment Centres B. Exhibitions and Panels C. Presentations D. Professional Development Schools E. Teacher Centres F. Teacher Institutes G. Partnerships

Processes Activity What do I want to accomplish in this lesson? What will I do to make it happen? What will my students be doing if they are accomplishing it?

Content What content and understanding s do I want my students to know as a result of this activity or lesson? What will I do to help them?

What processes do I want my students to practice and develop? What will I do to help them develop these processes? How will I know if they are practising them and developing them?

Dispositions What habits or dispositions of the minds do I want my students to use and develop as a result of these lessons?

What will I do to assist them? How might I know if they are developing them?

What will I see or hear in student’s behaviour as evidence of their growth?

States of Mind Which of the states of mind do we wish our students to develop as a result of this series of lessons? How will I know that they are empowered?

How does what we are doing today compare with our vision of what our students could be in the future?

By Arthur Costa

TEACHER LEVEL

CURRICULUM FOCUS

RELATIONSHIP

OUTCOME

Novice

Activities

Dependence

Efficacy

Advanced Beginner

Content

Independence

Flexibility

Processes

Interdependence

Craftsmanship

Mind States

Coach

Consciousness

Ideals

Expert Mentor

Orchestration

Competent Professional

•

Advanced Professional Virtuoso/Sensai

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Rigorous Relevant Resourceful Responsive Relational Reflective www.julieboyd.com.au

Forms of Dialogue Suspend all assumptions (hold them accessible to questioning and observation)

Take multiple points of view

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Data from the Five Nations Study showed that teachers whose classrooms dialogue was a noticeable feature tended to emphasise important aspects of student talk. These included expressiveness, volume an dclarity, precision in vocabulary and syntax, and the development of the distinctive terminology of each subject area and of the appropriate ‘register’- the spoken equivalent of writing genre. In classrooms where dialogic teaching was utilised, children had many opportunities to observe, learn and practice different and often more formal styles of talk.

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The aim of using dialogue in teaching is always to move a child’s thinking from his or her own conceptions towards well-formed and mature understanding of, and ways of thinking and talking about issues and ideas. Dialogic teaching is most effective for the development of thinking skills.

Research evidence- psychological, neurological, pedagogical, linguistic- sows that genuinely dialogic talk is indispensable to the development of thinking and understanding.

Alexander, Five Nations Study 2005 (England, USA, France, Russia, India)

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Challenge

Support.

EFFECTIVENESS

EFFORT

Context Content Process

Intellectual Rigour

Substantive communication Metalanguage Higher order thinking Problematic Knowledge Deep understanding Deep knowledge

Understanding Individual Differences 1.If you consider you are more ACTIVE (Outgoing, extroverted) move to the RIGHT (Group A) 2.If you are more INTROVERTED 3.(Reserved, Introspective) move 4.to the LEFT (Group B)

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MYTHS OF COMMUNICATION 1.

2.

3.

4.

5.

We communicate only what we deliberately choose to communicate Words mean the same to us as to our listener Communication is a one way activity of ‘telling’ people The message we send is the message received by the listener You can never give too much information

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SUBSTANTIVE CONVERSATION Activating background knowledge Predicting and giving reasons Setting a purpose Asking critical questions Decoding language and situations Clarifying context Monitoring and repairing behaviour and learning Paraphrasing Inferring Reflecting Recognising confusion Summarising Giving opinions and reasons Expressing uncertainty

FORCES DRIVING EDUCATIONAL CHANGE 1. Changing World 2. Changing Work 3. Resiliency/Prevention 4. Intelligence/Body and Brainbased/Constructivist and Developmental Learning 5. Results/Outcomes-Oriented Learning 6. Systems Thinking 7. Expanded Learning Environments and Schoolwork-Higher Learning 8. Communication 9. Technology 10. Environmental Consciousness 11. Useful Assessments and Accountability 12. Increased urbanisation

Ways for Individual Reflection in Journal or Portfolio 1. News Flash: 2. Free Flow: 3. Open-ended Questions or Sentence Stems: "what have I learned, or re-learned?" or open-ended sentence stems, such as "I think..., Next I will do..."

4. Letter to Self: 5. Letter to Another Specific Person: 6. Carry on a Dialogue: write a running dialogue between yourself and another or two people or two parts of you.

7. Cause and Effect; Outcomes and Evidence: 8. Goals Statements with Reflections: 9. What?, So What?, Now What?: 10. Scientific Theory Format: 11. Symbols, Matrixes and Graphic Organizers: 12. Poetry; Quotes (including things kids say 13. Narrative Description: 14. Listing of Critical Incidents: 15. Metaphor/Analogy/Simile: 16. Learning Logs or Accomplishments Page: 17. 3-2-1 Processing: 3 key words, 2 things wonder about, and 1 thing you are proud of.

18. A.I.R. Processing: A=applications, I=insights, R=recollections.

BUILDING COMMUNITY CAPITAL Social Environmental Intellectual Health Economic Intercultural Creative Governance Technological

Response- Ability Strong Leadership Purposeful Teaching www.julieboyd.com.au

FORMS OF COLLABORATIVE COMMUNITIES Purposeful Communities Caring Communities Learning Communities Professional Communities Collegial Communities Inclusive Communities Inquiring Communities

The purpose of a Collaborative Learning Community is‌

To learn together in a way which supports the statement WE CARE ABOUT EACH OTHER AND WE HELP EACH OTHER LEARN

We agree to be accountable to each other by: •Trusting the good intentions in each of us •Relating with acceptance and respect •Entering fully into learning experiences •Acknowledging my responsibility to the learning and professional growth of myself and others •Clarifying my role in the growth of this community •Acknowledging the interconnectedness of this and the broader commmunity

SELF REVIEW My Strengths My Challenges Learnings from last year Goals for this week/term/year What I need to achieve my goals I will monitor my progress by I will feel successful when

Change has to happen at a pace people feel comfortable withyou have to have a cup of tea -or 10- to understand what people -are living with.

Kate Elliott AusAID Afghanistan

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Conscious Communication Substantive Conversation

UNDERSTANDING INDIVIDUAL DIFFERENCES 1.If you consider you are more ACTIVE (Outgoing, extroverted) move to the RIGHT (Group A) 2.If you are more INTROVERTED (Reserved, Introspective) move to the LEFT (Grouop B)

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BUILDING COMMUNITY CAPITAL Social Environmental Intellectual Health Economic Intercultural Creative Governance Technological

Research Fields Impacting on Educational Pedagogy.

Variant pedagogies but singular ends Brain based Learning Systems, chaos, network, complexity and self-organization theories.

Resilience and Wellness Research Community, Citizenship, Ethics Building Ecolearning/Natural Systems Multiple Intelligences Sensory Learning Learning Spaces Learning Environments: Physical, Virtual, Social, Intellectual, Technological Indigenous Pedagogy Gender Education Adult Learning and Professional Development www.julieboyd.com.au

Multi-age learning Human Psychology Physical development Play based development Holistic Education Leadership and School Change Enterprise/Entrepreneurship Transitions (eg. primary to secondary, school to work) Multi-literacies including -

Literacy/written numeracy/mathematicalGlobal Technological Ecological -

Multi-technologies Evidence Based Learning Accelerated Learning School-community partnerships School-business partnerships Futures Trends

oracy/spoken cultural Social Financial Transcultural

SYSTEM MATURITY LEVELS Beginner System

Competent System

Professionally Innovative System

Broadbased Communication

Mixed messages

Strong networks and communication

No strategy

Content/process disjunct

Clearly defined, planned and flexible strategy

Unfocussed

Some components in place

Organised, Inspires motivation

Confused

Lack of interconnectedness

Ready to implement a broadscale program

Not ready or functional

Not yet functional

Functional and organised

FEATURES

This will achieved through • • • • •

Critical Collaboration Compassionate Confrontation Creative Challenges Community Capital Comprehensive Resilience www.julieboyd.com.au

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NOONGAR IQ Test

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Indigenous Pedagogy Spiritual Environmental Mythic Visionary Artistic Affective Communal www.julieboyd.com.au

Ecology of Indigenous Learning Wheel

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Aboriginal Literacy AIATSIS http://www.aiatsis.gov.au/ www.julieboyd.com.au

LEADERSHIP TEAM ROLES ◊ VISION ◊ VALUES ◊ VITALITY ◊ VISIBLE RESULTS

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Response- Ability Strong Leadership Purposeful Teaching www.julieboyd.com.au

LEADERSHIP DOMAINS Technical Leadership Human Leadership Cultural Leadership Educational Leadership Symbolic Leadership

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Show up Be Present Pay Attention/Ask questions Let go

Response- Able Leadership

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Regional research findings The preconditions for improvement Lesson 1: Strong leadership that is shared Lesson 2: High levels of expectation and teacher efficacy Lesson 3: Ensuring an orderly learning environment as a precondition Lesson 4: A focus on what matters most Sustaining improvement over time Lesson 5: Building teaching and leadership expertise Lesson 6: Structure teaching to ensure all students succeed Lesson 7: Using data to drive improvement Lesson 8: A culture of sharing and responsibility Lesson 9: Tailoring initiatives to the overall direction of the school Lesson 10: Engendering pride in the school

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Resiliency is fostered by: Sense of purpose High Expectations Supportive Network Opportunities to Contribute www.julieboyd.com.au

Leadership learnings * Frequency of contact and practice * Don’t tell them-get them to try * It’s hard to get to the top unless you’re connected to an influencer * Have to be unique and passionate www.julieboyd.com.au

WHAT WE’VE LEARNED Improved Performance needs Structural and Systems Change Staff Development is NOT the answer to all Problems Schools need ‘SUPPORTIVE INFRASTRUCTURE’ We must improve CONTINUOUSLY- put aside PROJECT mentality Can’t give away what we don’t have Need to learn to live with AMBIGUITY, COMPLEXITY UNCERTAINTY We need to individualise learning for maximum impact

Changing behaviour requires Motivation Belief Focus Consequences

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•

LEVELS OF TEACHER MATURITY

•

TEACHER LEVEL

CURRICULUM FOCUS

RELATIONSHIP

OUTCOME

•

Novice

Activities

Dependence

Efficacy

•

Adv Beginner

Content

Independence

Flexibility

•

Competent Prof.

Processes

Interdependence Craftsmanship

•

Adv. Professional

Mind States

Coach

Consciousness

•

Virtuoso/Sensai

Ideals

Expert Mentor

Orchestration

People

2 4 10 20 30 100 1000

Relationships

1 6 45 190 435 4950 499,500

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STAGES OF CONCERN Unconscious incompetence

Awareness

Conscious incompetence

Personal impact

Conscious competence

Management/ consequence Refocus

Unconscious competence

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Purposeful Teaching

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Learning Environments Learning Pedagogy Curriculum Assessment

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Repertoires Continuums Specifics www.julieboyd.com.au

Rigorous Relevant Resourceful Responsive Relational Reflective www.julieboyd.com.au

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Lecture Jigsaw Visuals Listening Diagramming Graphic Organizers Think-Pair-Share 4 Corners Round Robin Brainstorming Turn to a Partner Learning Stations Learning Contracts Concept Maps

Video/Photos/Books Websites/blogs Computers/Technology Sustained Silent Reading Games Story Telling Experimentation Literature Circles Book Talks Oral Presentations Research Outlining Highlighting Graphing Simulations Retelling Classifying

Literacy Strategies

Activating prior knowledge Conferencing Think turn and talk Editing Making connections Brainstorming Predicting Text knowledge Visualising Word splash Summarising Recount Connecting Progression points Practicing Self questioning Inferring Evaluating Judging Reflecting Self correcting Think aloud Retell Identifying key info Id evidence Cause and effect Problem solving Hypothesizing Reciprocal teaching Paraphrasing Modelling Interactive, shared, guided, www.julieboyd.com.au

Maths Strategies Problem solving Games Simulations Guess and check Look for patterns Make a chart Look at the back of the book Draw a picture Work backwards Immersion Physical movt Journals Reflection Toolbox Scaffolding Share time Baselines irresistable challenge Relevance, Assessment as learning Multimedia Role learning Data gatherer, proof of social issues Disaggregation Role play www.julieboyd.com.au 10 second clock

Further professional learning resources, including

Multi-Media for Educators may be found at : www.julieboyd.com.au

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RESOURCES

The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form, electronic or otherwise, without prior written permission from Julie Boyd.

Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives.

Willa A. Foster

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People don’t want to know how much you know Till they know how much you care

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DIALOGUE Dia…….. Through Logos…..Word

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Conscious Communication Substantive Conversation

Web of Learning

People

2 4 10 20 30 100 1000

Relationships

1 6 45 190 435 4950 499,500

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The Resiliency Process Model

Pedagogy Teacher language Content VELS implementation Timing Questioning Student engagement Lesson introduction Learning strategies/structures Classroom environment

Purposeful Teaching Cycle

“If I had an hour to solve a problem and my life depended

on the solution, I would spend the first 55 minutes Questioning

determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes.”

—ALBERT EINSTEIN

MODES OF LEARNING

Becoming Calm

Auditory

Auditory

Visual

Visual

Symbolic Abstract

Cerebral/Mindful

Kinaesthetic

ActionTouch/Sense

Synergic

Imagination

INTELLIGENCES Symbolic Abstract Visual Spatial Kinaesthetic Auditory Synergic Personal Natural

SENSES Sight

Pain

Hearing

Idetic Imagery

Touch

Magnetic

Taste

infra-red

Smell

Ultraviolet

Balance/Movement

Ionic

Vestibular(repetitious)

Pheromonic

Temperature

Proximal