Excellence is the gradual result of always striving to do better.
Kelly Alford Head of Faculty – Student Pathways and Futures
This year marks 25 years of me being a teacher. It feels like just yesterday that I began my career as an English, Drama, and PE teacher at a co-ed Anglican school. I was young, eager, and, most importantly, ready to learn. Despite my aversion to making mistakes and my tendency to be hard on myself, I wasn’t naive or egotistical enough to believe I would walk into the classroom or staffroom on my first day and know exactly what I was doing. I listened, observed, and worked hard. I prepared meticulously, reflected on my practice and progress, and grew from my mistakes. But most importantly, I learned to say yes.
In the early stages of my career, I believed that saying yes to new opportunities required complete readiness and qualification. I feared appearing reckless or arrogant if I accepted a role without being fully prepared. However, my perspective evolved quite quickly. Richard Branson’s words began to resonate with me: ‘If somebody offers you an amazing opportunity but you are not sure you can do it, say yes – then learn how to do it later!’ (Branson, n.d.). This mindset shift encouraged me to embrace challenges outside my comfort zone, understanding that you are never truly ready for the next challenge; you must take the leap and figure it out as you go.
Looking back, I’m often surprised by how frequently and easily I said yes. Embracing these opportunities allowed me to take on roles and responsibilities I never anticipated in my first five years of teaching. I said yes to directing a school musical. I said yes to planning and organising an overseas Arts tour. I said yes to taking on a year level supervisor role. I said yes to a promotion to Head of English in the middle years. I said yes to doubling up on my role as Head of English and Year 9 Supervisor. I said yes to writing and teaching the Prep to Year 4
Drama curriculum (I am still recovering from that one). I said yes to Head of Middle School. And then I said yes to a job offer at an Anglican girls’ school on the Gold Coast, where the next chapter of saying yes was written.
Another twenty years on and countless ‘yesses’ later, I have unpacked five invaluable lessons that have shaped my career and personal growth. This article delves into five key principles that have been pivotal in my journey: recognising potential within yourself, committing to lifelong learning, building strong networks and relationships, balancing risk with stability, and modelling aspirational behaviours. By sharing these insights, I hope to inspire others to embrace opportunities and unlock their own potential.
One of the most transformative lessons I’ve learned in my career is the importance of recognising potential, both within us and as seen by others. Often, we are our own harshest critics, doubting our abilities and downplaying our strengths. Yet, it’s crucial to acknowledge and cultivate this potential to unlock personal and professional growth.
Albert Bandura’s concept of self-efficacy is central to understanding how we perceive our potential. Self-efficacy refers to an individual’s belief in their capability to execute behaviours necessary to produce specific performance attainments (Bandura, 1997). According to Bandura, these beliefs influence how people think, feel, and motivate themselves. High self-efficacy can enhance one’s ability to tackle challenges and persist in the face of adversity.
Bandura’s research indicates that individuals with high selfefficacy are more likely to view difficult tasks as something to be mastered rather than avoided. This mindset is crucial for educators and professionals alike, as it fosters resilience and a proactive approach to problem solving. By believing in our capabilities, we are more inclined to say yes to opportunities that stretch our abilities and lead to growth.
The Pygmalion effect, a concept derived from the research of Rosenthal and Jacobson (1968), further underscores the power of perceived potential. This phenomenon describes how higher expectations from others can lead to an increase in performance. In their seminal study, Rosenthal and Jacobson demonstrated that when teachers were led to believe that certain students were capable of exceptional performance, those students performed significantly better, regardless of their actual abilities.
This research has profound implications for both educators and professionals. It suggests that when others see us as capable and competent, we are more likely to perform at higher levels. Performing at high levels increases the likelihood of being presented with new opportunities where saying yes can lead to even greater growth.
In the ever-evolving landscape of education, the value of being a lifelong learner cannot be overstated. Committing to continuous learning and professional development not only enhances our teaching practice but also enriches our personal and professional lives. Throughout my career, I have maintained a steadfast commitment to continuous learning. Early on, I realised that education is not a static field; it requires constant adaptation and growth. This realisation drove me to pursue additional qualifications, attend workshops, and engage in self-directed learning. Whether it was enrolling in advanced courses, participating in professional development seminars, or simply reading the latest research, I sought out opportunities to expand my knowledge and skills. This dedication to learning has been a cornerstone of my professional development, enabling me to adapt to new challenges and improve my teaching practice.
UNESCO has long advocated for the importance of lifelong learning. In their reports, they emphasise that continuous education is essential for personal development, social inclusion, and economic growth. According to UNESCO, lifelong learning contributes to the development of critical thinking skills, creativity, and the ability to adapt to changing circumstances (UNESCO, 2015). These qualities are particularly important in the education sector, where new pedagogical approaches and technologies are constantly emerging.
The Adult Education Quarterly has published numerous studies highlighting the impact of lifelong learning on career trajectories. One study found that individuals who engage in continuous learning are more likely to experience career advancement and job mobility. They tend to have higher levels of job satisfaction and are better prepared for leadership roles. The study also noted that lifelong learners are more resilient and capable of navigating career transitions, making them valuable assets in any organisation (Merriam & Bierema, 2013).
The commitment to lifelong learning is not just about acquiring new skills; it also prepares us to say yes to new opportunities with confidence. By continually expanding our knowledge and staying abreast of the latest developments in our field, we equip ourselves with the tools necessary to embrace challenges and thrive in our careers. Embracing lifelong learning is a powerful strategy that reinforces the power of saying yes, enabling us to grow and succeed in an ever-changing world.
In the journey of career development, networking and relationship building play pivotal roles. Establishing and nurturing professional connections can open doors to new opportunities, provide support and mentorship, and enhance our knowledge and skills. Effective networking is about more than just exchanging contact information; it’s about building meaningful relationships that contribute to mutual growth and success.
Throughout my career, networking has been instrumental in opening doors and creating opportunities. Early on, I joined various professional organisations and attended educational conferences where I connected with colleagues from different schools and backgrounds. These interactions led to collaborative projects, invitations to speak at events, and even job offers. My involvement in a state-wide educational network introduced me to a mentor who guided me through my transition to an administrative role. Additionally, participating in professional development workshops facilitated by peers helped me stay abreast of the latest educational trends and best practices. These connections not only enriched my professional life but also provided a support system that encouraged and motivated me.
Research underscores the significant impact of professional relationships on career advancement. A study published in the Journal of Career Development found that individuals with strong professional networks are more likely to experience career success, including promotions, salary increases, and job satisfaction. Networking provides access to information, resources, and opportunities that might not be available otherwise (Seibert, Kraimer, & Liden, 2001).
Mentorship, a key component of professional networking, has profound effects on career trajectories. A study by Ragins and Kram (2007) in the Academy of Management Journal highlights that mentees often benefit from increased career mobility, better job performance, and higher job satisfaction. Mentors, in turn, gain from the fresh perspectives and renewed enthusiasm of their mentees. Networking also facilitates collaboration and knowledge sharing, which are critical for professional growth. Research by Cross and Parker (2004) in their book The Hidden Power of Social Networks indicates that individuals who actively engage in professional networks are more innovative and effective in their roles. They are better equipped to solve problems, generate new ideas, and implement best practices.
Building and maintaining professional relationships is a strategic approach that not only advances our careers but also enriches our professional lives. Through these connections, we gain access to diverse perspectives, resources, and opportunities that we might not encounter otherwise. By investing in our professional networks, we position ourselves to say yes to new opportunities, fostering a dynamic and supportive career environment.
In the dynamic field of education, striking a balance between taking risks and maintaining professional stability is essential for sustained career growth and personal wellbeing. While taking calculated risks can lead to significant advancements and opportunities, ensuring stability provides a foundation for consistent performance and long-term success. Understanding how to navigate this balance can empower educators to innovate and progress without compromising their professional security.
Throughout my career, I have encountered numerous situations where I had to weigh the potential benefits of taking a risk against the need for maintaining stability. For instance, when I accepted the dual role of Head of English and Year 9 Supervisor, it required balancing administrative duties with classroom responsibilities. I set clear priorities, sought support from colleagues, and maintained a focus on continuous learning. This experience taught me that calculated risks, supported by a solid foundation, can lead to rewarding outcomes and professional growth.
Research stresses the importance of risk-taking in fostering innovation and professional development. In her book Daring Greatly (2012), Brené Brown explores the courage required to take risks and embrace vulnerability. Brown argues that vulnerability is not a weakness but a crucial element of innovation and creativity. By daring to step into the unknown, professionals can unlock new possibilities and drive significant advancements in their fields.
Career experts and coaches emphasise the importance of balancing risk and stability for career advancement. Herminia Ibarra suggests evaluating potential risks by considering both short-term and long-term benefits and aligning them with long-term career goals (Ibarra, 2003). Dr Lois Frankel highlights the importance of having a strong support network to navigate risks while maintaining stability (Frankel, 2004). Career strategist Dorie Clark recommends maintaining a safety net, such as financial savings or a fallback plan, to provide the security needed to take calculated risks (Clark, 2015).
Balancing risk and stability allow educators to embrace new opportunities and challenges without compromising their professional foundation. This equilibrium enables continuous growth and innovation while ensuring long-term success and fulfillment in their careers.
As educators, we hold a profound responsibility to serve as role models for our students. Our behaviours, attitudes, and actions can significantly influence their development, aspirations, and attitudes towards learning. By modelling aspirational qualities such as resilience, curiosity, and a commitment to continuous improvement, we can inspire our students to strive for excellence and personal growth.
Educators play a critical role in shaping the character and ambitions of their students. The behaviours we exhibit in the classroom and within the school community set a standard for our students to emulate. By demonstrating a passion for learning, a positive attitude towards challenges, and a dedication to improvement, we provide students with a living example of the values and qualities we wish to instil in them.
Albert Bandura’s Social Learning Theory provides a robust framework for understanding the impact of role modelling in education. According to Bandura (1977), people learn behaviours, attitudes, and emotional reactions through
observing others. This process involves four key components: attention, retention, reproduction, and motivation. When students observe their teachers exhibiting positive behaviours and attitudes, they are likely to pay attention, remember these behaviours, replicate them, and be motivated to continue these actions.
Research has consistently shown that teacher role models can significantly influence student aspirations and outcomes. A study published in the Journal of Educational Psychology found that students who view their teachers as positive role models are more likely to have higher academic aspirations and selfefficacy (Usher & Pajares, 2008). This influence extends beyond academics, shaping students’ overall attitudes towards learning and their future career choices.
For example, Usher and Pajares (2008) highlighted that students who observed their teachers demonstrating enthusiasm for learning, perseverance in the face of challenges, and a strong work ethic were more likely to adopt these behaviours themselves. This underscores the critical role that educators play not only in imparting knowledge but also in shaping the character and aspirations of their students.
By modelling aspirational behaviours, educators create a positive and motivating learning environment. Students are more likely to strive for excellence and develop the resilience and curiosity needed to succeed in their future endeavours. As we say yes to opportunities for growth and improvement, we set a powerful example for students to follow.
In our journey as educators, saying yes to opportunities has the power to unlock profound personal and professional growth. Recognising potential within ourselves and in others, committing to lifelong learning, building robust professional networks, balancing risk with stability, and modelling aspirational behaviours are all integral to this journey.
In a world that is constantly changing, the courage to say yes, to embrace new opportunities, and to model resilience and curiosity is more important than ever. Let us be the exemplars of the qualities we wish to see in our students. By doing so, we not only unlock our own potential but also pave the way for future generations to thrive.
References
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Branson, R. (n.d.). If somebody offers you an amazing opportunity but you are not sure you can do it, say yes – then learn how to do it later!
Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead Gotham Books.
Clark, D. (2015). Stand out: How to find your breakthrough idea and build a following around it. Portfolio.
Cross, R., & Parker, A. (2004). The hidden power of social networks: Understanding how work really gets done in organizations Harvard Business Review Press.
Frankel, L. P. (2004). Nice girls don’t get the corner office: 101 unconscious mistakes women make that sabotage their careers. Business Plus.
Ibarra, H. (2003). Working identity: Unconventional strategies for reinventing your career. Harvard Business Review Press.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Jossey-Bass.
Ragins, B. R., & Kram, K. E. (2007). The handbook of mentoring at work: Theory, research, and practice. Sage Publications.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development Holt, Rinehart & Winston.
Seibert, S. E., Kraimer, M. L., & Liden, R. C. (2001). A social capital theory of career success. Academy of Management Journal, 44(2), 219-237.
UNESCO. (2015). Rethinking education: Towards a global common good? UNESCO Publishing.
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
Collaborative learning, where students engage in learning activities together, is an educational approach that has gained significant traction for its ability to enhance academic and social outcomes. This pedagogical opportunity is not only beneficial in fostering peer relationships but also in promoting cognitive development. Research has shown that collaborative learning, especially when it involves mixed-age or cross-age groups, can lead to improved educational outcomes and brain development.
The value of mixed-age collaborative learning
Mixed-age collaborative learning, where older and younger students learn together, offers unique benefits that stem from the diversity in skills, knowledge, and perspectives within the group. According to Vygotsky’s sociocultural theory, learning is a socially assisted process, and interactions with more knowledgeable peers can facilitate cognitive development (Vygotsky, 1978). When older and younger children learn together, younger students benefit from the scaffolding provided by their older peers, while older students reinforce their knowledge by teaching and mentoring (Topping, 2005).
Key benefits to collaborative learning:
• Enhanced social skills: Mixed-age learning environments promote empathy, patience, and leadership among older students, while younger students learn collaboration and communication skills (Meltzoff & Decety, 2003).
• Improved academic performance: Studies indicate that mixed-age education can boost academic achievement for both student learner and the student teacher. For example, research by Damon and Phelps (1989) found that peer education improved reading comprehension and mathematical problem-solving skills.
• Increased motivation: Younger students often find older peers to be role models, which can increase their motivation to learn. Similarly, older students feel a sense of responsibility and pride in helping their younger peers, which can enhance their own engagement and learning.
• Advantages of cross-age group collaboration: Cross-age group collaboration extends beyond just older and younger children learning together; it involves creating structured opportunities for students of different age groups to
interact, learn, and work together. This collaboration can take many forms, including mentorship programs, collaborative projects, peer tutoring sessions, and buddy programs.
Wider advantages to collaborative learning can also include:
• Diverse perspectives: Cross-age collaboration brings together diverse viewpoints and experiences, enriching the learning process. Older students bring advanced knowledge and skills, while younger students contribute fresh perspectives and creative ideas (Tomasello & Carpenter, 2007).
• Community building: Working across age groups fosters a sense of community and belonging. It helps break down social barriers, creating a more inclusive and supportive school environment.
• Real-world skills: Students develop essential real-world skills such as teamwork, communication, and leadership. These skills are crucial for success in higher education and the workplace (Hattie, 2009).
• Holistic development: Cross-age interactions support the holistic development of students, addressing social, emotional, and cognitive growth simultaneously.
Collaborative Learning by Teaching (CLBT) is a dynamic and innovative educational approach that goes beyond traditional teaching methods by making students active participants in the learning process. In CLBT, students take on the role of both learner and teacher, fostering a deeper understanding of the curriculum content through the act of teaching their peers. This method is not only learner-centred, focusing on the needs and engagement of the students, but also learner-driven, empowering students to take charge of their own educational journey and building learner agency in their learning.
By integrating CLBT into educational practices, educators can create an environment where students are motivated to learn and collaborate, enhancing both academic performance and social development. This approach leverages the natural benefits of teaching, such as improved retention and understanding of content, while also promoting critical thinking, communication, and leadership skills.
Key features of CLBT:
• Learner-centred: CLBT places the learner at the centre of the educational process. Students take responsibility for their own learning as well as the learning of their peers.
• Learner-driven: The learning process is driven by the students themselves. They plan, organise, and deliver content, fostering a deep engagement with the material.
• Benefits of CLBT: Deeper understanding: Teaching requires students to thoroughly understand the material, leading to deeper learning. According to Fiorella and Mayer (2013), explaining content to others helps consolidate knowledge and enhances comprehension.
• Development of critical skills: CLBT helps students develop critical thinking, communication, and organisational skills as they prepare and deliver lessons.
• Increased engagement: When students teach, they become more engaged with the content. This increased engagement can lead to better academic outcomes.
• Collaborative learning also plays a crucial role in brain development. Engaging in group activities stimulates various areas of the brain associated with social interaction, problem solving, and executive function.
Cognitive and neural benefits:
• Prefrontal cortex activation: The prefrontal cortex, responsible for executive functions such as decisionmaking, planning, and social behaviour, is highly activated during collaborative tasks. This is especially significant in cross-age groups, where older students’ more developed executive functions can help guide younger students (Meltzoff & Decety, 2003).
• Mirror neurons and empathy: Interactions in mixed-age groups can activate mirror neurons, which are crucial for understanding others’ emotions and actions. This neural activation fosters empathy and social cognition, essential for collaborative learning.
• Neuroplasticity: Engaging in diverse learning experiences with peers of different ages can enhance neuroplasticity, the brain’s ability to reorganise itself by forming new neural connections. This is vital for adaptive learning and cognitive flexibility.
Practical implications for teachers:
Educators can harness the power of collaborative learning by designing activities that promote interaction between different age groups. Here are some strategies:
• Peer tutoring programs: Implement peer tutoring sessions where older students assist younger ones in specific subjects. This not only improves academic skills but also builds social bonds.
• Collaborative projects: Design projects that require students to work in mixed-age teams. This encourages a blend of ideas and perspectives, leading to richer learning experiences.
• Mentorship initiatives: Create formal mentorship programs where older students mentor younger ones in academic and extracurricular activities. This fosters a sense of community and shared responsibility.
• Collaborative Learning by Teaching (CLBT): Encourage students to teach their peers. This can be facilitated through group presentations, teaching sessions, and peerled discussions.
Example: Pre-Prep and Year 9 Food and Design Collaboration
An illustration of mixed-age collaborative learning is the collaboration between Pre-Prep children and Year 9 food and design students. Over the past three years, the younger Pre-Prep children, typically aged four to five years, work alongside older Year 9 students, usually aged between 14 to 15 years, to develop a menu and cook dishes together. This collaboration not only facilitates the transfer of culinary skills but also nurtures important social and cognitive development in both age groups.
The Pre-Prep children benefit from the guidance and expertise of the Year 9 students, who can demonstrate cooking techniques, explain concepts such as nutrition and food safety, and provide encouragement throughout the process. This interaction fosters a sense of competence and confidence in the younger children as they engage in age-appropriate tasks under the supervision of their older peers.
Conversely, the Year 9 students benefit from the opportunity to practise leadership, communication, and problem-solving skills as they mentor their younger counterparts. Teaching the PrePrep children requires the Year 9 students to articulate their knowledge effectively, reinforcing their own understanding of food technology concepts. Additionally, the responsibility of guiding and supporting younger students cultivates empathy and patience in the Year 9 students, essential qualities for future leaders and mentors.
By engaging in collaborative cooking activities, both age groups develop a deeper appreciation for teamwork, cultural diversity, and the importance of healthy eating. Furthermore, the handson nature of the task stimulates neural networks associated with sensory processing, motor coordination, and creativity, contributing to holistic brain development in both younger and older students.
Conclusion
Collaborative learning, especially in mixed-age settings, is a powerful educational tool that offers significant benefits for both academic performance and brain development. By fostering an environment where students learn from and with each other, educators can create a dynamic and supportive learning community that enhances social skills, cognitive abilities, and overall educational outcomes. Embracing these opportunities not only enriches the learning experience but also prepares students for the collaborative nature of the modern world.
References
Damon, W., & Phelps, E. (1989). Critical distinctions among three approaches to peer education. International Journal of Educational Research, 13(1), 9-19.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121-125.
Meltzoff, A. N., & Decety, J. (2003). What imitation tells us about social cognition: A rapprochement between developmental psychology and cognitive neuroscience. Philosophical Transactions of the Royal Society B: Biological Sciences, 358(1431), 491-500.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 MetaAnalyses Relating to Achievement. Routledge.
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281-288.
Annette Box Assistant Head of Primary
– Wellbeing and Operations
As part of our professional practice at St Margaret’s, teaching staff engage in a rigorous and rewarding performance review process, part of which includes classroom observations. In recent years, these observations were focused on the demonstration of teaching, implementation of the NonNegotiables, and other pedagogical practices. This year, we decided to shift the focus from teacher to learner observations, to understand the impact of the teaching through the lens of the students. The experience offered me, as an observer of primary classrooms, a form of honest, refreshing, rewarding, and inspiring qualitative research in the form of insights from the minds and mouths of our youngest learners, and they warrant sharing with a wider audience.
I observed lessons ranging from Pre-Prep to Year 6, across multiple learning disciplines and teaching areas, to answer five pre-determined questions framed around the learning styles and impact that we know teachers are having in classrooms across the school. Certain questions required finessing for the age of the audience; however, the extensive and thoughtful responses across ages were consistent.
Question one explored the learning intentions that frame each of our lessons:
What are you learning and why?
Responses here showed deep connections to not just what they were learning but also its relevance to real-world contexts. Year 3 mathematicians noted the importance of being able to use timetables and division so that as a future medical practitioner they could administer just the right amount of medication to a dog…or a human. In spelling mastery, students from Year 3 also noted that learning to spell the words was not the only
intention, but to rather use them correctly and write better sentences while Year 6 spellers noted that learning the spelling helps us to learn the meaning. Year 6 students who make an annual pilgrimage to Canberra mid-year were able to easily see that their learning about Australia’s Federation would provide essential background information for their immersive learning experience in the capital city. Pre-Preps knew that even though the learning activity is hearing a story, there is always a lesson, demonstrating that we are ensuring that learning is explicit for the students, even for our four-year-olds.
The second question aimed to further understand student perceptions of home learning and the impact of not completing it:
If you don’t complete set homework in this subject, what happens?
It would be easy to assume that students would focus on consequences in a punitive way; however, their responses demonstrated a much deeper understanding of the causality between completing homework and in-class success. A Year 2 learner bluntly stated that if you do not do the home learning you won’t know how to do the work, and if you don’t do the work, you won’t be able to participate in the learning, which is a significant endorsement of the role of homework in the learning cycle. In Year 4, a student expanded on this further, going on to say, if you don’t do the preparation, you won’t have ideas, so it impacts your own learning. The sense of responsibility and ownership over their learning was incredibly rewarding for the class teachers to hear, direct from their pupils’ mouths. Students expressed motivation to complete the work for both intrinsic and extrinsic purposes, to demonstrate capacity to succeed and achieve for their teachers and, most
encouragingly, if you do the homework you are given, then you can move on and get more homework! The number of students who enjoyed it more when the homework was tricky was satisfying to hear, as teachers work to create rigorous, challenging home learning tasks that go beyond the surface to deeper, richer tasks.
The routine and structure of lessons were also a facet of the classroom observation as seen in question three: Is this how your lessons in this subject usually run?
The most positive takeaway from this question was how well the students knew their teacher’s style and practices and how much they relished the routines and rituals established in their classes. The girls expressed working in a range of formats, groupings and modes, and they seemed both at ease and in control with how they moved between these. For example, the Pre-Preps knew that when the campfire video appeared on the screen, it’s story time! – a ritual they met with a sense of both glee and focus. They knew that stories lead to learning experiences with toys, mixed objects, whiteboards, and pattern making. This acknowledgement of the connection between smaller moments of their learning showed a clear understanding of the learning sequence and the connectedness of each of the components of their carefully constructed lessons. Year 5 students were also able to understand the impact that prior demonstration of learning and success had on the learning routine and their groupings, with one even referencing the teacher’s use of data to ensure the activity they were allocated to was targeted at the right level of challenge. This further reinforces the successful differentiation occurring in classrooms and student awareness that learning occurs at a multitude of paces and levels of challenge for students at any one time.
The fourth question gleaned some of my favourite responses, as it highlighted the genuine love of learning we are fostering in our students:
What does active learning look like in this subject?
Student responses to this question covered such a broad range of perspectives, including: When it’s hard, it’s learning; group work can be learning; you know you are learning if you are trying; when it’s a shared responsibility; when we keep doing it at home on our own to get better; when you get the thinking out of your brain; and finally, from the Pre-Preps, when we play! These responses perfectly encapsulate the varied learning that occurs across year levels and subjects, and the relationship between school and home learning and are evidence of the success of our teaching and learning programs. However, the depth of student responses here continued with a Year 5 girl explicitly referencing being in the Learning Pit – it can be hard and a bit stressful but each time you learn a bit more you climb up and can get out. You know you are learning when it gets easier, and you feel really good. Every lesson we learn something new. Hearing young students so articulately express their understanding of the importance of learning and the liminality they experience as they journey through the Learning Pit was gratifying, followed by a Year 6’s recount that learning is when
you have those aha! moments when the pieces fall into place. I too have had those ‘aha!’ moments and to be reminded of this by one of our students was priceless.
The final question in the classroom observation further investigated student participation in their learning, or more specifically, what happens when they face challenges while learning: What do you do if you don’t understand something you are learning?
Students were very eager to answer this question, and their familiarity with established patterns and processes their teachers had put into place is an outstanding reflection of the calibre of our staff. Students noted that it’s normal not to know things; we are here for learning not knowing; however, they also loved the feeling when you get things right. The acknowledgement that students will try again a few times myself before I ask the teacher shows an understanding that learning is also their responsibility, which is a sophisticated concept in Year 3. There also existed a confidence to ask questions for the benefit of their learning: If I don’t ask a question, I won’t know something and the point of learning is to know and that the classroom is a safe place to ask and clarify, although this student did note that if they do not listen and then do not understand then it’s our own fault! The evidence of visible learning in action was significant and most encouraging. Students went on to give examples of the kinds of questions they ask, including: can I have some help to understand? and can you explain a little more clearly? Students also had developed a tool kit of approaches to reach this much-desired state of ‘understanding’ including to re-read and repeat the process, maybe think about what questions you have been asking the teacher and then try asking new ones and, as so succinctly expressed by a Pre-Prep student, if you don’t know, keep thinking. These are some remarkable insights that teachers and all adults could benefit from hearing.
This year’s classroom observation experience was a thoroughly compelling, insightful and career-affirming one for me, which reinforced the significant role that teachers play in helping young people to become capable, confident, and successful learners in their journey throughout St Margaret’s and beyond. Special thanks to the teachers whose classrooms I was welcomed into and whose student commentaries I have shared here: Karen Andrews-Close, Evan Chia, Thea Cowdroy-Ling, Georgi Eadie, Belinda Knowles, Lucardia Moulton, Danielle Patterson, Louise Sands, Georgina Stevenson, and Nikita Uscinski. Observing the classroom experience through the lens of learners has further reinforced the importance of sharing professional practice and the positive impact this has on all parties. They are a significant, crucial, and fulfilling aspect of our performance review process and worth maintaining regardless of how the school context shapes and evolves in years to come.
Regina Brennan Primary Music Teacher/Coordinator, Choral Program Coordinator
Last year, I was delighted to be awarded a teacher exchange to visit the Methodist Ladies College (MLC), in Claremont, Perth, an opportunity that allowed me to share knowledge and expertise while working with MLC staff to gain insight into various pedagogies and teaching strategies within the curriculum and co-curricular music program. It was also a wonderful opportunity to collaborate and share best teaching practice while viewing different aspects of the music program at MLC and the positive effects that expert teaching has on student achievement.
On visiting the school, I discovered that our music programs have many things in common. MLC has a slightly smaller population and class sizes to St Margaret’s; however, our music programs are structured in a very similar way. Both schools provide a rich tapestry of high-quality music curriculum classes and program planning, private instrumental lessons with expert tutors, and a wide choice of different levels of music ensembles that allow for differentiated learning and valuable performance experiences in which students can immerse themselves.
While my role at St Margaret’s includes teaching primary music curriculum, coordinating programs, teaching singing and performance and conducting choirs of all ages, I was particularly interested to see how MLC engaged their very young students in Kindy and Prep by providing them with the opportunity to learn an instrument at school. Individual and group string lessons are offered weekly to interested students, and they also come together once a week before school to experience playing together in a ensemble. This allows them to develop their musicianship and confidence further while
learning to watch the conductor, listen and keep in time with each other, prepare for informal performances, and enjoy playing music with their peers. Students can then choose to continue their journey with private lessons and string ensembles that suit their ability through to Year 12.
So, when is the right time to start?
Studies have shown that learning to play a musical instrument boosts cognitive development and gives children the edge at school. Starting as early as possible is key, as it allows children to develop a vast number of skills that contribute to their future academic success.
Groundbreaking music educator Dr Anita Collins (2021) draws on the latest international neurological research to reveal the extraordinary and often surprising benefits of learning music for children from newborns to teenagers. She explains that if you are looking to develop your child’s emotional, social, motor and cognitive skills from early childhood, then try introducing music in early educational programs.
• By playing an instrument, they can guide their hands and develop their motor skills.
• They learn to identify different sounds and develop movements, which are necessary in learning to talk, read and sing and play instruments.
• Music exposes children to language; singing can prompt babies and young children to join in, helping in their speech development.
• It helps children to be aware of their emotions and how to regulate their emotions with things that make them happy.
• Babies and young children who attend music classes have better brain development and plasticity, including cognitive skills.
• Singing to children can build stronger bonds and encourages them to engage more with being sung to than just listening to music alone.
Anita runs a program in Western Sydney called ‘Wired for Sound’, which is a training program that gives generalist primary classroom teachers the skills, knowledge, and resources to deliver 10 minutes of music learning at the start of every literacy block (Collins, 2021). The idea behind the program is simple. To improve the students’ language learning, we need to first prime the brain network which is most influential in language learning – the auditory processing network – and she uses music as the most effective way to do this. The concept that the ability to enact a musical skill is directly related to the ability to read words seems unreal.
Inside the brains of our students, the ability for a three- to four-year-old to clap a steady beat is actually an indication that all the senses that need to be connected in their brain to start learning how to read are connected (Kraus & Anderson, 2015). To put it another way, if a student can keep a steady beat at the age of three to four years, then this is an outward indication of an inward level of connectivity level, which means they are ready to begin learning how to read language (Hallam, 2019). This research goes even further. Teachers can use beat-keeping activities to identify which students may be struggling with beats and compare that with their reading scores (Kraus & Anderson, 2015). The even more brilliant aspect of this research is that beat-keeping interventions have been found to improve language learning significantly. Music learning works both ways – it is the cheapest diagnostic tool available for reading and a powerful intervention tool for low readers (Advocacy in Action – Bigger Better Brains, n.d.).
Annemarie Seither-Preisler (University of Graz) is a neuropsychologist and biologist who is studying the neural foundations of auditory perception and cognition at the Centre for Systematic Musicology (Seither-Preisler, n.d.). She speaks about the importance of developing the auditory system, which is not present at birth, but is developed through life experiences. These experiences develop plasticity in the brain, and high plasticity is strongly correlated to auditory learning in music and the development of the brain. She stresses that this is not just the case for musically gifted students. Since 2009, comprehensive long-term studies with her German colleague Peter Sneider show that students who have learning deficits like ADHD, ASD and Dyslexia also benefit, as it improves auditory perception, attentional functions, and better pattern recognition, which have positive effects on their learning skills and allow good transfer effects across learning (Seither-Preisler, n.d.).
The good news is St Margaret’s is well on track to providing exceptional music and language learning experiences that provide the best opportunities for our young students’ brains
to develop, while building those auditory processing skills early on. Pre-Prep students receive two 50-minute lessons per week, and already we are seeing major developments in their ability to keep the beat through movement, walking, and pointing the beat and playing instruments, as well as developing their ability to sing in-tune and match patterns. Prep and Years 1 and 2 classes receive 20-minute music and language lessons back-to-back daily, and some students are currently learning instruments privately at school with Years 1 and 2 students involved in our beginner string ensemble Tutti Strings. Years 2 and 3 students are immersed in singing by being involved in our Serenata choir each week, and we also provide our Preps and Year 1s with the opportunity to sing and perform in our Piccolo choir in Semester 2.
This leads us to another important question that I am often asked. Is it detrimental in the early years of schooling to come out of class to take private music lessons?
Research has recently found that those who leave class for a music lesson perform better than those who don’t (Collins, 2021). Although some studies indicate no significant difference in the academic achievement of students who left their regular class for music study compared with those who did not, many studies indicate that students taking music lessons earn higher scores on standardised tests than non-music students (Boord, 2004) and that there is a direct correlation between improved SAT scores and the length of time spent studying the arts (Collins, 2021). In general, the impact of music study on overall student development is very positive: both immediate and long-term gains have been found in students’ auditory, perceptual, and aesthetic senses, as well as in their work ethic (Kraus & Anderson, 2015).
Learning a musical instrument develops a huge number of skills. These include the ability to pay attention; to focus; to improve emotional intelligence and understand the way that students and others are feeling; to develop the memory system that creates memories in a really good way, so that students can draw that memory back; and the list goes on (Hallam, 2019). When they come back into the classroom, students are bringing back all these skills with them. and this is what improves their overall academic performance (Advocacy in Action – Bigger Better Brains, n.d.).
Both St Margaret’s and MLC offer string and band instrumental immersion programs. At MLC, the String Immersion Program runs for one semester with students choosing to opt out for Semester 2 or continue in an ensemble outside of school hours. At St Margaret’s, we offer a two-year String Immersion Program with fortnightly curriculum lessons to support the students’ music skills. We know that students are just starting to grasp the basic skills required to successfully play known songs and music and really start to blossom and enjoy the benefits of their newly acquired skills in their second year of learning, achieving a higher level of success and enjoyment.
Year 5 students are immersed in our Band Immersion Program for one year and can continue to be involved in the co-curricular band program with many students continuing to thrive in secondary school ensembles.
My exchange visit to Methodist Ladies College in Perth has reinforced the significance of early and continuous engagement in music education. The parallels between MLC and St Margaret’s music programs underscore a shared commitment to fostering musical talents and academic excellence through comprehensive and inclusive curricula.
Dr. Anita Collins’ groundbreaking research further amplifies the importance of integrating music education from an early age. Annemarie Seither-Preisler’s work on auditory perception, cognition and developing plasticity in the brain along with Dr Anita’s initiatives like the ‘Wired for Sound’ program highlight the profound impact of music on cognitive, social, and emotional development. Introducing music in early educational programs can significantly enhance motor skills, language acquisition, emotional regulation, and overall brain development.
Observing MLC’s approach, especially their focus on early instrumental education, inspires me to adopt similar strategies at St Margaret’s. Starting music education at a young age is not only feasible but immensely beneficial, setting a strong foundation for lifelong learning and enjoyment of music.
The exchange has certainly enriched my professional practice, offering new strategies and insights that I am eager to implement, and I am thankful to both schools for allowing me to participate in this experience. Many thanks to Primary Music Coordinator Nicole Beaton, whom I shadowed for a week, and to Director of Music Dr Andrew Sutherland for welcoming me to view and engage in the co-curricular program throughout the school.
The collaborative spirit and shared expertise between our schools will undoubtedly continue to inspire and elevate the standard of music education of our students, ensuring they reap the benefits of a robust and dynamic music program.
References
ABC News. (2023, August 23). 12-year study find musical training aids brain development. https://www.abc.net.au/ news/2023-08-23/12-year-study-finds-musical-trainingaids-brain-development/102766822?utm_campaign=abc_ news_web&utm_content=link&utm_medium=content_ shared&utm_source=abc_news_web
Boord, J. E. (2004). Reading achievement of instrumental music students and non-instrumental music students in six Hartford County elementary schools. Unpublished manuscript.
Collins, A. (n.d.). Advocacy in Action-Bigger Better Brains. (n.d.). Music learning is the cheapest diagnostic tool you can find. Advocacy in Action-Bigger Better Brains https:// www.biggerbetterbrains.com.au/research-updates/musiclearning-is-the-cheapest-diagnostic-tool-you-can-find
Collins, A. (2021, February 27). The Music Advantage. Adelaide Writers Festival.
Collins, A. (@DrAnitaCollins). (2023). The Music Advantage, Dr Anita Collins. [LinkedIn page]. https://www.linkedin.com/posts/ dr-anita-collins-46790b86_today-begins-four-fabulousdays-with-the-activity-7033232250481635328-K2F8?utm_ source=share&utm_medium=member_desktop
Hallam, S. (2019). Can a rhythmic intervention support reading development in poor readers? Psychology of Music, 47(5), 722-735.
Kraus, N., & Anderson, S. (2015). Beat-keeping ability relates to reading readiness. The Hearing Journal, 68(3), 54-56.
Kylie Briggs Primary School Teacher
Each year, St Margaret's offers the opportunity for staff to engage in a reciprocal exchange program with a partner school in either Perth or Melbourne, with the intention of contributing to a teacher's professional growth and development. Last year, I was fortunate to be awarded an exchange to St Catherine’s School in Melbourne and experienced a range of different learning environments from primary classrooms to secondary learning enhancement. It is well evidenced that teacher exchanges provide several professional benefits that are instrumental in the progression and growth of educators. The exposure to different methodologies and perspectives can be transformative both personally and professionally to educators, allowing them to cultivate and refine their own skills and abilities to be more well-rounded and more adaptable in the classroom. This was certainly my experience as a result of participating in the exchange.
St Catherine’s School is situated in Melbourne’s inner south-east leafy suburb of Toorak. The historical and aesthetically beautiful school was established in 1896 and today is an independent, non-denominational Christian day and boarding school for girls committed to nurturing and empowering independent and globally responsive young women. Like St Margaret’s, the school prides itself on quality teaching and authentic learning experiences with a stimulating, tailored and future-focused education for girls from Kindergarten to Year 12.
Stepping through the historical Heyington Gates on a crisp cold October morning, I started a weeklong journey of exchanging my ideas and knowledge with St Catherine’s staff, and in turn, gained new knowledge, teaching strategies, and resources that have been invaluable. It was in my first few days of shadowing St Catherine’s learning enhancement teacher that I was able to compare how similar yet uniquely different our schools are. On my first day, I observed how a differentiated curriculum is delivered for primary students, with a focus on ensuring the engagement of gifted students. When comparing our schools, I noted that both use an advanced curricula in our core areas of learning at an accelerated rate for high ability learners; however, St Margaret’s primary school has progressed further in Science and Humanities by adopting tiered tasks for tiered groups to address differentiation. Another point of difference is our approach to differentiated instruction. With less students in St Catherine’s primary school, high achieving students are differentiated in their form class. These girls are grouped together and taught Mathematics and Spelling by their form teacher, while St Margaret’s streams these subjects to provide targeted instruction at a pace that is based on the learner’s needs. In addition, there is selective extraction from mainstream classes for gifted students occurring once a week at St Catherine’s, and this is delivered by the school’s learning enhancement teacher and their head of primary.
Observing the varied tasks and teaching strategies employed by the Years 5 and 6 classroom teachers to address differentiation has now provided me with a repertoire of resources and skills to adopt in my own Mathematics and English class. It has also affirmed to me how well our primary school caters for not only our high achieving students but for all our students through quality evidence-based programs, professional development, and the support of a primary-based literacy and numeracy specialist.
Upon arrival at St Catherine’s, I was taken to the primary school, a new and contrastingly modern building that was unveiled in 2018 to students. It has been constructed with a central library, purpose-built science lab, language lab and spaces for Art and Music. Like St Margaret’s, the primary school has a passion for books and reading, and this flows through into their learning spaces. Each class is allocated a specialist library lesson delivered by their primary-based teacher-librarian once a week, and the space is equipped with small break-out rooms that can be used by classroom teachers throughout the day. The primary playground is likened to that of an English Village Green where most Physical Education lessons occur and is located alongside an indoor swimming pool used by both primary and secondary students. Separating the secondary school from the primary school is a tree-lined tiled path adjacent to grass tennis courts and an expansive school canteen. Like St Margaret’s, the grounds have beautifully manicured gardens and well-maintained buildings. As soon as I entered the school gates on my first day, I could feel that staff
and students had a sense of pride in their school, and this was a school worthy of admiration; the same feeling I had when I visited St Margaret’s for the first time.
During my exchange, I learned the depth of impact that the COVID-19 pandemic had on Melbourne residents, particularly in terms of mental health. I also learned about an interesting staff wellbeing initiative to combat the post COVID-19 impact on St Catherine’s teachers – the introduction of ‘Flow and Focus’, whereby every teacher is allocated a double spare in their weekly timetable either in the morning or the afternoon. Each fortnight, they use this time to focus on their wellbeing and maintain their flow. Teachers may choose to stay at school during this time but are encouraged to leave school or arrive late, so they can maintain good physical and mental health. To learn about the disruption and uncertainty that COVID-19 presented to mental health and wellbeing on St Catherine’s staff highlighted how fortunate I am to live and work in a Queensland school that has a staff wellbeing committee focused on connection, belonging and wellness.
It has been very rewarding to share best practice and expand my understanding of pedagogy and curriculum in a different school setting. The experience has allowed me to reflect and appraise my own practices and the impact I have on student learning. I have valued the connections and the friendships I made at St Catherine’s and am truly grateful to St Margaret’s and St Catherine’s for this amazing experience.
Schools are dynamic, people-centred, service-driven workplaces and the growth of dedicated human resources professionals in schools has provided welcome support in steering the strategic human resource direction, meeting compliance requirements and, above all else, prioritising a school’s biggest asset – our employees.
A brief history of the human resources profession in Australia
From ‘Personnel’ to ‘Human Resources’ to, more recently, as many organisations embrace people focused titles, ‘People and Culture’, the profession continues to evolve. In 2023, the Australian Human Resources Institute (AHRI) celebrated their 80th anniversary, and to mark the occasion, they reported a brief history of human resources in Australia (AHRI, 2023), focusing on four phases:
• The first phase (1940s to 1960s). In Australia, this period highlighted the importance of skilled labour due to the significant impact of World War II, which created extreme labour shortages, skill gaps, and turnover. With the pressure on employers to recruit and retain employees, the early version of the human resources profession started to emerge. Known as ‘personnel’, there was a strong bureaucratic theme in the way employees were treated. Human resources was seen as an administrative function and reactionary in its approach. Leadership was of a command-and-control nature with the expectation that employees would follow all directions given by the manager.
• The second phase (1970s to 1980s). During this phase, the focus shifted to encouraging a more adaptive workforce, and while there was some movement beyond human resources being the ‘rule enforcers’, this mentality still existed. More women were in the workforce, and around this time the introduction of equal opportunity legislation changed the workforce demographic. There was an increased focus on work productivity, driven in part by increased access to technology.
• The third phase (1990s and early 2000s). During this time, the focus of human resources professionals being the ‘hire-and-fire bureaucrats’ started to change. We started to see the function as more strategic and the importance of creating a positive work environment grow. Employers became more aware of the correlation between how employees feel about their work, retention, and achieving organisational goals. There was more focus on organisational culture, emotionally intelligent leaders, and the work of neuroscientists and psychologists.
• The fourth phase (currently). The world of work is forever changing, and there is now more of an understanding of the importance of the individual employee experience to the overall success of the business. The skill set of a human resources professional is continually evolving with a need to have a sound commercial and strategic understanding of the organisation. There is a constant need to upskill and to stay abreast of key legislative changes and other drivers within the workforce. Human resource professionals are positioning themselves as strategic business partners.
Traditionally, human resources practices have been reactionary and transactional in manner, focused on ensuring staff are employed and following the rules. In the education sector, and in particular schools, the human resources’ function and responsibilities have historically sat across a number of roles, depending on the individual school structure. This may have included the principal, deputy principal, business manager, the principal’s executive assistant and the finance department (particularly for payroll, insurances, work cover and similar). In recent years, this model has started to shift with many schools investing in dedicated human resource professionals, as they have not only seen an increased need for these skills, but also felt the effects of heightened compliance and complexities in managing the employment relationship. Some factors that have influenced this change in focus include:
• ongoing pressure on schools to recruit and retain key employees in a challenging job market
• the recognition of teacher quality on student outcomes and the impact of the critical teacher shortage
• the everchanging industrial relations landscape and compliance requirements
• the increasing administrative requirements both within the human resources function and the broader school.
The increase in dedicated human resource professionals in schools has led to wider networking opportunities for human resource professionals across schools, which is extremely valued given many people in these roles are either standalone or part of very small teams. These opportunities provide for professional sharing and learning.
The significance of schools prioritising a positive work environment is increasingly being recognised. In 2021, The Educator magazine introduced the 5-Star Employer of Choice Award. This award acknowledges schools in Australia that are excelling in creating a work environment that is supportive, inclusive and aspirational. St Margaret’s has proudly received this award for four consecutive years.
Similar to the traditional business manager role, which serves as a highly valued strategic business partner to the principal, human resources professionals in schools play a key advisory role. Rather than replacing the principal or deputy principal in handling human resources matters, they can play the role of a trusted partner to the principal, supporting the day-to-day human resources functions of the school.
The scope of human resources roles in each organisation varies depending on the structure of the organisation, resourcing, and in some instances, the strengths of individuals appointed to the role. Human resources professionals in schools collaborate with senior leaders and line managers to promote employee wellbeing, attract and retain talent, and align people practices with the school’s strategic goals and values. As an example, management buy-in throughout the recruitment process is
critical. Human resources professionals also work in strong partnership with key departments such as finance and business services, where there may be some shared responsibilities and a high level of collaboration required such as with the payroll function.
The opening statement of The Hon Jason Clare MP, Minster for Education, 2022 paper on Teacher Workforce Shortages Issue Paper reiterates the value placed on teachers: ‘Teachers are the lifeblood of the education system and have the greatest in-school impact on student learning’ (Clare, 2022, p. 3). The paper gives an insight into the extent of teacher shortage in Australia, and globally, that we are currently facing. When the paper was published, it was predicated that the demand of secondary teachers would exceed the supply of new graduate teachers by approximately 4,100 between 2021 to 2025 (Clare, 2022). Key contributing factors for the teacher shortage cited include a decline in new graduate teachers, increasing student enrolment demands, and an ageing teacher and leadership workforce.
In their book Strategic Human Resources Management in Schools, Talent-Centred Education Leadership, Tran and Kelley (2024) unpack the concept of ‘talent-centred education leadership’. In defining talent-centred education leadership, they share that the concept relates to ‘strategically linking human resource activities to accomplish the educational mission based on the talent-driven foundational goal of creating a great workplace’ (p. XVI). A talent-centred education leadership approach acknowledges that employees are unique and have unique needs, skills, and talents. ‘Creating a great workplace for employees has implications for improving student learning and strengthening recruitment and retention of a quality education workforce’ (Tran & Kelley, 2024, p. 11). With a scarcity of talent, a school must focus on their greatest asset, their employees, to survive and thrive. Human resource professionals working in partnership with the principal and school leadership create a focus on the strategic direction of recruiting and retaining key talent, ensuring a positive employee experience and the efficient completion of the administrative and compliance functions of the employment lifecycle. In a challenging job market, efforts to recruit superior talent go much beyond posting an ad, interviewing, and offering a candidate the role. Often, these processes are time consuming and require a strong focus on candidate care; a dedicated human resources professional can bring this focus.
The compliance structure underpinning schools is complex with many legal obligations of which an employer must be aware. The industrial relations and legislative landscapes are forever changing, and it is expected organisations continually develop their knowledge, systems and processes to ensure compliance.
In recent years, some key changes to highlight this have included: ‘no card, no start” law for Blue Card in 2020; amendments to Fair Work Act 2009 – Secure Jobs, Better Pay; family and domestic violence leave; and changes to the Work Health and Safety Act 2011 to include managing psychosocial hazards at work. These are just some examples, and there are also school level requirements such as the renegotiation of an Enterprise Agreement, as well as writing, interpreting, and implementing school policies.
In addition to knowing and implementing any compliance requirements, these changes can also flow through to training staff on the expectations and implications of changes. Examples include ongoing student protection, fire safety, first aid and other compliance training. While essential, ensuring full adherence can be challenging.
The human resource professional must remain up to date with relevant changes and partner with the principal and key members of the leadership team to not only know and advise on the obligations but to ensure the compliance requirements are achieved in a way that supports the school’s culture and strategic goals.
‘School culture and climate are increasingly being recognised as valid indicators of school quality. Reviewing their data can unearth issues related to systemic inequities, students’ socioemotional learning, and workforce morale’ (Tran & Kelley, 2024, p. 15).
Culture can be defined as ‘the set of shared attitudes, values, goals and practices that characterises an institution or organisations’ (Merriam-Webster, 2024). When employees align effectively with the school’s culture, it can serve as a competitive advantage, motivating them to not only stay but to also go the extra mile to achieve the goals of students, the staff, and the school. A positive workplace culture is something that is cultivated over many years with small actions that consistently reinforce what is important to the culture of the school. At St Margaret’s, we have ‘The St Margaret’s Way’, which helps to identify what is important in our workplace and school community. The St Margaret’s Way is underpinned by two key questions: ‘How do I want to feel every day when you come to school? What am I doing to ensure others can feel this way?’ Possibly contributing to the success of the St Margaret’s Way is the simplicity of these questions, sending a clear message that is important for everyone to conduct themselves in a respectful, positive and ethical manner.
Recently, there has been a trend towards human resources professionals embracing titles with a people focus such as ‘People and Culture’. This move recognises the important responsibility the role has for nurturing and guiding workplace culture. This is achieved incrementally and involves recruiting new employees who align with the culture, recognising and rewarding behaviours that are in line with the cultural values, providing culture-specific training to employees, and actively
addressing any behaviour that deviates from the desired cultural norms. Also key to cultivating a positive workplace is to continually monitor the engagement of employees, giving them an opportunity to express their needs and provide feedback. One measure that many schools, St Margaret’s included, have adopted is a regular staff survey which is benchmarked against similar schools. This provides a health check on how the school is going at living its values from the employee’s point of view.
Just as schools and the workforce will continue to evolve, human resources professionals of the future will continue to adapt and develop. One thing that will remain consistent is the focus on creating a positive work environment true to the school’s values and culture which supports employees as individuals; after all, employees are key to the overall success of schools.
References
Clare, J. (2022, August 8). Teacher Workforce Shortages Issues Paper. https://ministers.education.gov.au/sites/default/files/ documents/Teacher%20Workforce%20Shortages%20-%20 Issues%20paper.pdf
culture. (2024). In Merriam-Webster.com. Retrieved May 19, 2024, from https://www.merriam-webster.com/dictionary/culture Neilson, K. (2023, August 7). A brief history of HR: how the profession has evolved over time. HR Profession and best practice. https://www.hrmonline.com.au/section/featured/abrief-history-of-hr-how-the-profession-has-evolvedover-time/#msdynttrid=DbnMt2GwdEdIQdYVSm4Mig5ROCxw_610RBbatNKGkA
Tran, H. & Kelley, C. (2024). Strategic Human Resources Management in Schools – Talent-Centered Education Leadership. Routledge
Ros Curtis Principal
The news is filled with stories about the current teacher shortage, which has no end in sight. People blame the increased compliance load for teachers; the pressures brought on from the COVID lockdowns; the fact that Australian schools are 69th on the list of 77 OECD countries for the most disruptive classrooms; growing disillusionment with the profession, specifically poor resourcing; and the teacher retirement cliff. Regions and school systems have their own set of concerns, reflecting their special context and need for subject experts.
Generally, though, we are experiencing the current teacher shortage for two reasons: late and inadequate workforce planning by our governments and industry representatives; and a change in societal attitude to teachers, particularly their authority and the respect for the vital role all teachers play, but especially male teachers, in the lives of young people. The current teacher shortage was predicted when I was an early career teacher 35 years ago, but back then, 2020/2030 seemed a long way into the future. There has been a lengthy period of inaction that has led to the current and inevitable teacher shortage.
This inaction is almost unforgivable given that teachers are vital to the knowledge economy, and a lack of motivated, respected, and qualified teachers who can help create a highly skilled workforce weakens Australia. Government pundits refer to the shortage as ‘an unprecedented challenge.’ I tend to see it as a crisis, given the way teachers are always called upon to leverage improvements in our society. The recent media coverage of the misguided call for teachers in Queensland to identify, recognise, and report potential youth criminals is just one example of this.
Longmuir (ABC News, 2023) summarises well what we all know as educators:
‘High-quality, dedicated and caring teachers who have the time and resources to develop positive relationships and support high-quality learning can make immeasurable differences in students’ lives and in communities that will thrive in the future.’
The information published by AITSL in the Australian Teacher Workforce Data reveals the extent of the problem:
• 24% is the percentage of male teachers in Australia. (21.7% of the current teacher population in Queensland are male)
• 38% of all registered teachers are aged 50 years and over
• 12% of registered teachers are currently not employed in schools or are on leave
• 10.5% of the teacher workforce in 2020 are intending to leave the profession in the next 10 years for reasons other than retirement.
Simon Kuestenmacher from The Demographic Group, in reference to just secondary teachers and noting it was similar for primary teachers, offered the following observation using the teaching population statistics (2023). Twenty-eight thousand secondary Australian teachers will be needed in the next decade to fill the gap caused by teachers retiring plus 6000 more to cope with Australian migration. This does not take into account the replacement of teachers who leave the profession or go on leave.
He notes that Australia has never been able to graduate 3400 new secondary teachers per year who end up in schools, and even if we came close, there is a retention problem.
Simon Kuestenmacher also claims we are in a cycle that we will find difficult to turn around:
‘More teachers than ever consider leaving the profession. The last few pandemic years were not fun, and pay is better in other industries. Also, remember that in any short-staffed industry, the existing staff gets worked half to death. This creates a downwards spiral. The more people decide to leave an industry, the more the remaining workers have to work, the more likely the remaining workers are then to leave the industry.’
Given all this data, in December 2022, Education Ministers of all the states and territories agreed on a National Teacher Workforce Action Plan, which sets out a clear plan to address the national issue of teacher workforce shortages. The Action Plan (representing an investment of $337 million by the Australian Government) builds on a range of initiatives already underway in jurisdictions, sectors, and individual schools.
However, is it too late? We are already in this crisis. The good news is that the Action Plan is in train, having identified several important actions across five priority areas. These priority areas address the primary drivers of teacher shortages and include the following:
1 Improving teacher supply – to increase the number of people choosing teaching as a career.
2 Strengthening initial teacher education – to ensure initial teacher education supports teacher supply and delivers classroom ready graduates.
3 Keeping the teachers we have – to improve retention by increasing support for teachers, enhancing career pathways, reducing unnecessary workload, and freeing up teachers to focus on core teaching tasks and collaboration.
4 Elevating the profession – to recognise the value teachers bring to students, communities, and the economy.
5 Better understanding future teacher workforce needs –to improve the information available for teacher workforce planning.
These are all appropriate initiatives and, if executed well, will address the problem in the intermediate to long term. Personally, I would build on Action 7 in Priority One (states and territories to investigate the potential to promote teaching, mentoring and other opportunities to people who are registered but not currently working as teachers). I ascribe to the adage – if you can solve a problem by throwing more money at it, throw more money at it.
There is a way to incentivise those who left the profession four to ten years ago and are still between the ages of 30 – 45. I suggest a government sponsored tax free sign on bonus
of $50,000: $20,000 up front and an additional $5000 paid annually for each year of service for the next six years. I wonder how many teachers would return to the profession for that? In Queensland, 62% of registered but not deployed teachers had left the profession for more than three years (AITSL, Australian Workforce Data).
We need to make the teaching profession much more attractive to men. This is not listed as one the actions of any of the priorities. Despite being silent on this issue, I would suggest that any campaign (such as the ‘Be That Teacher’ campaign) to attract teachers to the profession will feature male teachers so that message will be subliminally received. It is such a critical issue, and it is an omission to leave this to chance.
As an educator, I am deeply concerned for the future of the profession. Although the Action Plan is good one, the timeliness and the quality of its execution are critical. Politicians, both state and federal, need to act without delay. However, we as educators have a significant role to play. We need to stop talking teaching down. Teaching is and can be a very attractive career, and we as members of the profession need to encourage others to join it. The stronger our teaching workforce, the better educated our society will be and that has enormous effects on generations of young Australians. Why would you not want to be part of this very noble (if not very misunderstood and undervalued) profession? The future of Australia depends on us.
References:
Australian Government, Department of Education. (2024). National Teacher Workforce Action Plan. https://www.education.gov. au/national-teacher-workforce-action-plan
Australian Institute for Teaching and School Leadership (aitsl). (2017). Australian Teacher Workforce Data https://www.aitsl.edu. au/research/australian-teacher-workforce-data
Kuestenmacher, S, (2023, August 10). Without enough teachers Australia won’t make the grade. The New Daily. https://www.thenewdaily.com.au/opinion/2023/08/19/thestats-guy-teacher-shortage
Kuestenmacher, S. (2024, April 6). A Growing Problem looms for Australian Schools as Teachers Flee. The New Daily. https:// www.thenewdaily.com.au/opinion/2024/04/06/stats-guyteacher-shortage
Long, C. (2023, December 1). Australian school students need lessons on how to behave, classroom disruption inquiry says ABC News. https://www.abc.net.au/news/2023-12-01/ australian-kids-disruptive-classroom-school-behaviourreport/103176212
Longmuir, F. (2023, January 30) Australia's teacher shortage is a generational crisis in the making. How can we turn things around? ABC News. https://www.abc.net.au/news/202301-30/pandemic-exposed-australia-teacher-shortagestudents-schools/101886452
In the 21st century, education aims not only to impart knowledge but also to develop students to thrive as independent and skilled learners. According to Wolters (2003), self-regulated learners are individuals who possess the cognitive and metacognitive abilities, along with motivational beliefs, necessary to understand and direct their own learning process. Evidence-based research shows there is a relationship between the roles that motivation, learning strategies and academic emotions play in students’ learning and performance. Since the 2019 introduction in Queensland of the Australian Tertiary Admission Rank (ATAR), there has been an increasing emphasis on ATAR results among high school students, their parents and school league tables, resulting in a rigid pedagogical approach that is arguably overly focused on achieving academic results.
In 2023, St Margaret’s Anglican Girls School collaborated with The University of Queensland Learning Lab at the School of Education and engaged in the Partner Schools Program (PSP) for a year-long process of inquiry into a school-identified phenomenon. The aim of the PSP is to bridge the gap between academic research and practical application in educational settings and to translate research findings into effective educational practices, enhancing teaching and learning outcomes. A small team of teachers and middle leaders, led by the Dean of Academics, volunteered for the challenge!
Secondary school staff at St Margaret’s have a perception that students are passive learners who are often reluctant to take risks and tend to give up easily when faced with challenges, showing a lack of proactivity in their learning. This issue is widespread throughout the secondary years and is believed to
be partly due to the increased demands of the ATAR system and external assessments. Teachers have focused on preparing students for senior assessments, inadvertently taking much of the responsibility for self-motivation away from students. Consequently, the learning culture in classrooms has been affected, with students becoming more reliant on teachers and less adept at applying self-regulation and metacognitive strategies.
‘In our current era of constant distraction from digital technologies, the power of focused self-regulation has become increasingly essential for academic success’ (Zimmerman & Moylan, 2009, p. 301). This suggests that students lack insight into their cognitive processes and the ability to reflect on how they learn, think, and solve problems. Schools’ responsibility to help students become self-regulated learners has never been more pressing. Boekaerts and Corno (2005) emphasise that student engagement in the learning process is crucial and developed metacognitive skills are essential for effective participation in learning and ultimate success. They argue that intrinsic motivation significantly influences academic achievement and the learning process.
Based on these identified problems and anecdotal evidence from teachers, we first decided to identify the learning strategies our students possess that enable them to be proactive in their learning, feel comfortable taking risks, and problemsolve. We anticipated that while our students might know some strategies, they may not know how to utilise them effectively or might need to add more effective approaches to their repertoire. Subsequently, we aimed to ascertain teachers’ perceptions and observations of the learners in their classrooms to consider how these either confirmed or challenged what our students thought of themselves as learners. Thus, the following research question was posed:
What are students’ knowledge, beliefs, and practices around self-regulated learning strategies?
At the beginning of Term 3, a correlational study was conducted and measured students’ reflections on their Term 2 learning experiences through multiple-choice and Likert scale questions, adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ is a self-report instrument widely used in educational research designed to measure how motivation and metacognitive strategies influence academic performance (Pintrich, Smith, Garcia & McKeachie, 1991). Grounded in social cognitive theory, it assumes that motivation and learning strategies are context dependent rather than fixed traits (Artino, 2005).
for teachers of Years 7 to 9 and Years 10 to 12 to identify any differences between these two groups of learners.
Data was analysed using Explanatory Factor Analysis (EFA), a statistical technique used to explore the underlying structure of a large set of variables and identify the number of common variables and the extent to which each variable is associated with each factor.
Five key factors were determined as focus areas for our study:
1 Metacognition
2 Motivation
3 Assessment Stress
4 Goal Orientation
5 Knowing how to perform
Once these factors were determined, responses were explored through Anova tests, descriptive measures, and regression analysis. Results indicated several statistically significant results; however, the most significant were considered.
Firstly, 80 per cent of students reported high perceptions of motivation and 78 per cent of students reportedly use metacognitive strategies (Figure 1). There is a strong positive correlation between motivation and metacognitive strategy use. This indicates students who are highly motivated are also likely to report higher levels of application to their learning.
After many rich discussions, we collected over 600 online student surveys across Years 7 to 12. Additionally, we surveyed teachers to gather their perceptions of student self-regulation and motivation within the classroom. This teacher survey utilised the same questionnaire, modified to be answered from a teacher’s perspective, and collected data separately
The second important finding revealed that students’ reported perceptions of their use of metacognitive strategies are 21 per cent higher than teachers’ perceptions. This indicates either a discrepancy in application of metacognitive processes or a differing perception of which process can be effective in metacognition.
In addition to this, data reported that students’ perception of their level of motivation is 10 per cent higher than the perception of their teachers’.
Finally, results indicate the presence of a ‘Middle School Slump’ with students in Years 8 and 9 reporting significantly lower on all five explanatory measures (Figures 2 and 3).
Through this early research, we can assert that our student body is highly motivated, but we need to explore why the discrepancy between students’ and teachers’ metacognitive perceptions exists. Based on the preliminary findings, focus group interviews with students and teachers could be part of another phase of the project to further explore certain aspects highlighted in the survey to ascertain where the discrepancy lies and to determine the factors impacting student motivation. This approach will provide deeper insights into the self-regulation and motivational strategies employed by students and perceived by teachers, facilitating a more nuanced understanding of the learning dynamics within these different educational stages.
References
Artino, A. R., Jr. (2005). Review of the Motivated Strategies for Learning Questionnaire (MSLQ) [Unpublished manuscript]. University of Connecticut.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231. https://doi.org/10.1111/j.14640597.2005.00205.x
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). ERIC. https://eric. ed.gov/?id=ED338122
Wolters, C. A. (2003). Understanding procrastination from a selfregulated learning perspective. Journal of Educational Psychology, 95(1), 179-187.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). Routledge/Taylor & Francis Group.
How many of us consciously embrace our humanity – and all of the implications of doing so? How many of us wonder about what it takes to become fully human? Gerwig implies that far fewer of us do so than we might hope (Longstaff, 2023).
In his review of Greta Gerwig’s Barbie, ethicist Simon Longstaff presents a compelling argument for us to accept the challenge of the film as a call to examine what it means to be human. This is a timely question in the rise of generative artificial intelligence (AI), the market’s race to erase age, or at least extend the arrival of ‘agedness’ for as long as possible, and a society that tries to hide the vulnerabilities of being human. We are living in a time when our humanity is challenged from every angle. And yet, our humanity persists, because we humans can be nothing other than human. Nothing else can be human for us. AI can perform tasks on our behalf, but the being of humanity is reserved for us. So, we are faced with the age-old question, what does it mean to be human?
In her encounter with her creator, Ruth Handler, Barbie asks if Handler will grant her permission to become human. Handler responds saying that Barbie does not need her permission because human beings are free (Gerwig, 2023). Free to make choices, free to be exactly what humans are. And here lies the heart of the matter, what are humans?
At St Margaret’s we are taking these questions about humanity seriously as we embrace the gifts and challenges of generative intelligence. In 2024, we have re-examined our Religion, Values and Ethics program and made the decision to rebrand it as On Being Human. We have done this because the subject is about examining what it means to be human, and more than that, what it means to be human well. It asks of us a deeper question: ‘What does it mean to be good humans?’
Handler makes it clear to Barbie that being human is ‘uncomfortable’. Being human is complex. It is full of joys and sorrows, love and hate, hope and fear, birth and death – it is full of paradox. We can’t have these things as singularities. Being human is to strive to know more, to learn more; it is an insatiable hunger for progress. To question is to speak the language of humanity (Brooks, 2023). Humans are inherently curious (Brooks, 2020). With this desire and ability to expand our minds, there is also the ability to feel, to wonder, and to sit in awe. Humans are gifted with senses. We are wired to ‘behold’ beauty:
‘…and these highly salient experiences [of beauty] help us remember better, help us feel emotions, help us expand our executive function and build structural and neurobiological changes in our brains and bodies… This is who we are. It’s what we were born to do … We’re not machines. We’re not AI. We reclaim our humanity through our senses’ (Dawson, 2023).
Author and journalist David Brooks published an article in 2023 titled, ‘The Essential Skills for Being Human’, arguing that there are seven essential skills for being human, and these are related to humanity’s innate need for social connection:
Being curious about other people; disagreeing without poisoning relationships; revealing vulnerability at an appropriate pace; being a good listener; knowing how to ask for and offer forgiveness; knowing how to host a gathering where everyone feels embraced; knowing how to see things from another’s point of view (Brooks, 2023)
How do we learn these skills? How do we become humans that are skilled at being human – i.e., can offer empathy, can read the room, are emotionally intelligent, approach the world with compassion, and seek to learn and grow knowledge, knowing that we can never know all things?
To be human is to be wired for connection. We nurture our humanity by building connections and noticing others. In the age of individualism and the rise of the self as centre, how do we rediscover the vital importance of interconnectedness. One way to de-centre self is to foster awe and wonder. In fostering wonder, we are taken out of our ‘self-absorption’ and into a vaster reality, one that is to be experienced rather than mastered or achieved (Brooks, 2020, p. 96).
Desmond Tutu, reflecting the South African concept of Ubuntu, said: ‘My humanity is bound up in yours, for we can only be human together.’ Social researcher Hugh Mackay echoes this sentiment in his research findings, saying our humanity cannot be separated from one another, humanity is
not a singular noun, we are a collective, and we are the ‘authors of each other’s stories’ (Mackay, 2014). The early desert fathers and mothers understood this, and their wisdom sayings echo this interconnectedness, ‘our life and our death is with our neighbour’ (Williams, 2003, p. 22). We human beings flourish when we are in community, when we are turned outward, toward another. We belong in community and in belonging we become fully human.
Where does the formation of our humanity occur? How do we practise our humanity? In community. In an interview with Dr Vivek Murthy, David Brooks speaks about the history of schools as places of moral formation. Arguing that prior to World War II, schools were the place where humans formed their morals and ethics. After World War II, the world shifted, and the focus became ensuring that individuals were equipped for future economic gain and vocational success (Murthy, 2023). Schools are communities. Every school has a story that students, staff, families, and supporters belong to. Educational communities are places not only of moral formation but of human formation, places where academic endeavours are vital, but not at the expense of being good humans who can offer empathy, compassion, and host a good dinner party (Brooks, 2023).
The educational philosophy of the Society of the Sacred Advent offers the scaffold for understanding St Margaret’s as a school of human formation: ‘The Sisters’ educational philosophy, based on religious principles and never narrowly academic, also actively sought to educate “the whole personality, physical, mental and spiritual that the girls may live to their fullest capacity”.’
References
Brooks, D. (2020). The Second Mountain: The Quest for a Moral Life. Random House.
Brooks, D. (2023, October 19). The Essential Skills of Being Human. The New York Times. https://www.nytimes. com/2023/10/19/opinion/social-skills-connection.html
Dawson, A. (2023, September 5). Behold: Beauty is Not Optional John Templeton Foundation. https://www.templeton.org/ news/behold-beauty-is-not-optional
Gerwig, G. (Director). (2023). Barbie [Film]. Warner Bros. Pictures. Longstaff, S. (2023, August 7). Barbie and What it Means to be Human. The Ethics Centre. https://ethics.org.au/barbieand-what-it-means-to-be-human/?
Mackay, H. (2014, November) The Art of Belonging. The Good Oil. https://www.goodsams.org.au/article/the-art-of-belonging/ Murthy, V. (Host). (2023, March 22). David Brooks: What is a Meaningful Life? In House Calls with Dr. Vivek Murthy. Office of the U.S. Surgeon General.
Williams, R. (2003). Silence and Honey Cakes: The Wisdom of The Desert. Lion Publishing.
Collective efficacy, a concept introduced by Albert Bandura in the 1970s, has become a cornerstone of educational research and practice. Defined as the shared belief in a group’s capability to achieve common goals, collective efficacy has been extensively studied across various fields, particularly in education. Research consistently demonstrates that a strong sense of collective efficacy among teachers significantly enhances academic achievement within schools. This article explores the importance of collective efficacy in education, examining its impact on school culture, teacher efficacy, school climate, parental involvement, and leadership. By understanding the characteristics of schools with high collective efficacy, educators can foster environments that promote collaboration, elevate student outcomes, and achieve educational excellence.
The concept of collective efficacy refers to the shared belief in a group’s ability to achieve goals through collective action. In the field of education, a key finding from the body of research is that teachers’ collective efficacy – their shared belief in their capacity to foster academic progress –significantly enhances a school’s academic achievement (Bandura, 1993). Tschannen-Moran and Barr (2004) further emphasise that the collective perception among teachers that they can make a substantial educational impact, beyond the influence of students’ homes and communities, is crucial for student success.
In 2011, Rachel Eells conducted a meta-analysis of studies related to collective efficacy, providing a foundation for John Hattie’s ‘Visible Learning’ research in 2016. Hattie examined various factors influencing student achievement, including home environment, motivation, and homework. He found that collective efficacy topped the list of influential factors (Hattie, 2016). Notably, Hattie’s research revealed that the collective belief of teachers in their ability to positively affect students has a more substantial impact than individual teacher efficacy. In schools with high collective efficacy, teachers accept responsibility for their students’ academic outcomes and believe in their potential to achieve high academic goals. Consequently, student outcomes improve when teachers collaborate and learn together, fostering a robust collective efficacy.
Collective efficacy is integral to school culture. Bandura (1993) asserts that collective efficacy influences educators’ feelings, thoughts, motivation, and behaviours, thus shaping the school’s culture. This culture is marked by shared beliefs, expectations, and practices. At St Margaret’s, these are encapsulated in the school mission, values, and frameworks like the Quality Teaching and Learning Framework. Such documents provide a collective understanding and evidence-informed priorities, aligning with research by Tschannen-Moran and Barr (2004), which indicates that collective teacher efficacy affects how teachers instruct, manage classrooms, and motivate students. Thus, collective efficacy fosters effective teaching and continuous professional development.
While collective and individual teacher efficacy are distinct constructs, they influence each other reciprocally. Teacher efficacy refers to a teacher’s belief in their ability to achieve successful outcomes (Guskey, 2021). Bandura (1994) identifies four major sources of efficacy:
1. Vicarious experiences: Observing success in others, which is a powerful builder of teacher efficacy.
2. Verbal persuasion: Positive feedback and encouragement from others.
3. Social modelling: Self-assessment through comparison with peers.
4. Emotional arousal: Emotions and mood influencing self-efficacy.
These four sources all help diminish anxiety and contribute to the development of a higher collective sense of efficacy. Educators with strong efficacy hold the strong belief ‘that success and failure in student learning is more about what they do or did not do’ (Donohoo, Hattie & Eells, 2018 p. 42).
As stated previously, educators' efforts influence student achievements ‘indirectly through productive patterns of teaching behaviour’ (Donohoo, Hattie & Eells, 2018 p. 42). These teachers therefore assess the impact of their practice on students, employ high-impact strategies, foster cognitive development, set challenging goals, and maintain high levels of planning and organisation. Their teaching is centred on student outcomes, providing support for struggling students and celebrating their achievements (TschannenMoran & Barr, 2004).
In a school with strong collective efficacy, there is a cultural belief that success and failure in student learning are the results of collaborative efforts. As John Hattie emphasises, educators should ‘know thy impact’, meaning that their actions should be strategically designed to maximise learning and achievement. Research indicates that student outcomes improve significantly when teachers collectively and collaboratively evaluate their impact on student learning and enhance their teaching practice. For this to be effective, teachers need to operate in a psychologically safe climate.
The school climate, including the classroom environment, is influenced by teachers’ self-efficacy beliefs and their belief that they feel safe to take risks together and possess a willingness to stay together. Teachers with strong self-efficacy contribute to a positive school climate, enhancing staff morale and fostering collaboration. A staff that believes in its collective capacity to achieve significant outcomes is essential for a positive school climate (Hattie, 2016). A climate of trust, where staff feel safe to express ideas, ask questions, and challenge each other, is crucial, together with a shared sense of purpose, where collective progress is valued over individual achievements and infrastructure supports authentic collaboration.
Teachers’ sense of efficacy is linked to the level of parental involvement in education. Teachers with high self-efficacy in schools with strong collective efficacy actively seek to engage parents as partners in their child’s educational journey (Tschannen-Moran & Barr, 2004). This partnership enhances the educational experience and supports student success. Parental involvement in the educative process is valued and supported by leadership.
A leader of a school or faculty with strong collective efficacy fosters a positive team climate, where team members value each other’s contributions, care about each other’s wellbeing, and actively contribute to the team’s work. This leader shares a
conviction that they can improve the learning environment for all students. By providing productive and appreciative feedback, the leader creates conditions that encourage professional growth, knowledge sharing, and skill development among teachers. These leaders promote mastery experiences for teachers, thereby creating conditions conducive to student success.
According to Donohoo, Hattie, and Eells (2018, p. 44), the greatest impact a leader can have is to ‘control the narrative of the school’. This involves fostering a narrative centred on high expectations, student learning, and progress, and making explicit the connection between teachers’ behaviours and student outcomes. Such leadership behaviours are essential for promoting a culture of collaboration focused on understanding and enhancing collective impact. This, in turn, fosters a school culture that supports and strengthens collective efficacy.
In conclusion, collective efficacy is a critical determinant of student achievement and school success. By fostering a collaborative and supportive school culture, enhancing teacher efficacy, creating a positive school climate, involving parents, and nurturing collective leadership efficacy, schools can significantly improve student outcomes.
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall
Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. Unpublished doctoral dissertation. Loyola University of Chicago.
Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Education Research Journal, 21(2), 245-259.
Guskey, T. R. (2021). Professional learning with staying power: Six steps to evidence-based professional learning that make a difference. Educational Leadership, 78(5), 54-59.
Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209. https://doi.org/10.1080/15700760490503706
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
Hattie, J. (2016, July). Mindframes and Maximizers. 3rd Annual Visible Learning Conference held in Washington, DC.
Donohoo, J., Hattie, J., & Eells, R. (2018, March 1). The Power of Collective Efficacy. ASCD. https://www.ascd.org/el/articles/ the-power-of-collective-efficacy
Pierce, S. (2019, October). The importance of building collective teacher efficacy. Leadership Magazine; Association of California School Administrators. https://leadership.acsa.org/buildingteacher-efficacy
Gamification in the classroom: Just fun and games or a meaningful pedagogical tool?
As we approach the five-year anniversary of the COVID-19 pandemic’s disruption to our lives, it is remarkable to reflect on the profound and seemingly permanent impact it has had on educators. The imposed shift to online learning compelled teachers to explore new forms of pedagogy, notably gamified learning (gamification).
Gamification, as defined by Koivisto and Hamari (2019), is the application of game design principles and mechanics in non-game contexts to increase users’ (students’) intrinsic
and extrinsic motivation and facilitate greater information processing. By leveraging the motivational power of games, it creates immersive and rewarding learning experiences for students (Rodriguez et al., 2022). Popular online gamified learning platforms, such as Kahoot, Nearpod, and GimKit, have remained firmly in the pedagogical repertoire of many educators, primarily due to their popularity among students, even after the return to face-to-face teaching. However, as educators, it is crucial to consider the following questions:
1. Does gamification effectively improve student learning and engagement?
2. What are the potential drawbacks of gamified learning?
This article aims to provide insight into these questions and offer practical implications and recommendations for educators to incorporate into their classroom practice.
The evidence supporting the positive impact of gamified learning strategies on student engagement and motivation is unequivocal. A systematic review of the literature by Looyestyn et al. (2017), which incorporated 15 studies, found that effect sizes for gamified learning opportunities on student engagement typically ranged from medium to large across various engagement metrics, including time spent on the educational platform, volume of contributions while participating, and frequency of visiting the platform. A more recent study by Lawrance et al. (2021) corroborates this assertion and further concludes that gamified learning experiences significantly improved attentiveness.
Several studies have sought to understand the specific components of gamified learning strategies that contribute to increased student engagement. Their conclusions suggest the following:
1. Opportunities involving leaderboards, points, and badges significantly improve engagement metrics, not only for younger learners but also for those in upper-secondary and higher education settings (Putz et al., 2020).
2. The immediacy of feedback a student receives in gamified learning settings, particularly online versions (e.g., GimKit), fosters engagement and motivation to improve knowledge retention (Smiderle et al., 2020; Lawrance et al., 2021).
3. The focus on clear goals and realistic time constraints in a gamified setting allows for increased focus and motivation in the activity (Sanchez et al., 2020).
4. Establishing competition and team scenarios promotes collaboration and cooperation among students. Platforms that recognise and reward teamwork and difficulty of questions through points have a particularly positive effect on engagement (Tsay et al., 2018).
5. Constructing a narrative or story (storytelling) for the ‘game’ helps to increase student motivation and buy-in (Putz et al., 2020; Looyestyn et al., 2017).
So, does an increase in student engagement and motivation through gamification translate into meaningful student learning outcomes? Many peer-reviewed studies would suggest it does (Looyestyn et al., 2017; Tsay et al., 2018; Lawrance et al., 2021). Putz et al. (2020), for example, conducted a longitudinal study involving 617 secondary and tertiary education students comparing the effects of gamified workshops with nongamified workshops. The results showed that students in the gamified groups exhibited higher levels of knowledge retention, both immediately after the workshop (see Figure 1; A2) and two weeks later (see Figure 1; A3) compared to their nongamified counterparts.
These findings strongly suggest that gamified learning opportunities can serve as effective mechanisms for implementing regular retrieval practice exercises into classroom practice, thereby amplifying the extent to which students consolidate knowledge into their long-term memory. Petrovic-Dzerdz (2019) supports this assertion through her investigation of the effectiveness of gamifying online tests to promote retrieval-based learning and long-term knowledge retention among students (n = 200) in a content-heavy university course. Her findings showed a strong positive correlation between students who achieved mastery in gamified multiple-choice quiz programs and academic outcomes in the final examination at the end of the course.
Interestingly, despite strong empirical evidence supporting the link between gamification and academic progression, a
good number of articles are far more circumspect in their conclusions. Smiderle et al. (2020), for example, investigated the impact of gamified activities on a group of undergraduate learners (n = 48 students) with a diverse range of personality traits – measured using the Five Big Personality Factors model (openness, conscientiousness, extroversion, agreeableness, and neuroticism). The results found that the academic effect of gamification depended on the specific personality characteristics of the students, and that this effect was, unsurprisingly, strongly correlated with their engagement in the gamified platform and content.
Moreover, Sanchez et al. (2020) – another comparative study assessing engagement and performance between gamified and non-gamified treatment groups of university students (n = 473) – discovered that while the gamified treatment condition was initially related to higher course performance and engagement, subsequent assessments during the experiment revealed that the impact of gamification did not sustain over time. This is a phenomenon described by the researcher as the novelty effect. The literature identifies a range of challenges relating to the implementation of gamified practices in the classroom. One significant pitfall is the overemphasis on extrinsic motivations, which can undermine students’ intrinsic desire to learn (Nicholson, 2015). Moreover, this issue is compounded by the potential for increased competition, as leaderboards and rankings can create an overly competitive atmosphere that discourages collaboration and misaligns student focus.
Gamified practices need to strike a delicate balance of incorporating game elements into classroom activities while continuing to value the importance of the content being covered or retrieved. Sanchez et al. (2020) asserts that when too many elements tip the scale too far in favour of extrinsic motivation, it distracts the learner from what is important. Indeed, Sanchez et al. (2020) posits that these distractions are the reason for the nullified benefits of gamified learning on lower-performing students.
Studies also contend that in certain contexts gamification may oversimplify complex learning, leading students to focus on superficial elements rather than developing deep understanding and skills (Kapp, 2012). Mozelius (2021) conceptualises this phenomenon by distinguishing between ‘shallow’ and ‘deep’ gamification. Where deep gamification processes have game objectives that are more meaningfully integrated with learning intentions, and thus can explore stronger connections between concepts or skills, shallow gamification superimposes game mechanisms onto content without intentional context, which contributes to it establishing weaker learning outcomes (Mozelius, 2021).
Finally, designing gamified learning experiences that provide an appropriate level of challenge for all students is a difficult task, as an imbalance can result in boredom or frustration (Hamari et al., 2016; Koivisto & Hamari, 2019). An emphasis on differentiation in gamified learning experiences is therefore critical to mitigating against this risk. Rodriguez et al. (2022) provides empirical evidence to suggest that well-scaffolded games that adapt to a learner’s level of understanding significantly improve their engagement and performance and diminish the novelty effect in the long term.
1. Incorporate gamified experiences, particularly as starters or plenaries within lessons, for retrieval practice opportunities in lessons.
2. Use game elements (leaderboards, clear goals, time constraints, competition, teamwork, and storytelling) strategically to enhance student engagement. However, be mindful not to overemphasise extrinsic motivations at the expense of intrinsic desire to learn.
3. Strive for ‘deep gamification’ opportunities, where deeper understanding can be achieved through more carefully thought-out game objectives.
4. Differentiate and adapt gamified learning opportunities to provide students of differing ability levels with an appropriate level of challenge.
5. Appreciate that gamification’s effectiveness may differ based on the different personality types of your students. Moreover, its overuse in lessons could diminish its effectiveness over time.
References
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
Lawrance, J., Huang, J., & Nie, B. (2021). Effects of gamified learning on students’ creative thinking and engagement: A case study of an undergraduate business course. Journal of Education for Business, 96(8), 525-534. https://doi.org/10.1080/08832323. 2021.1875175
Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S., & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PloS One, 12(3), e0173403. https://doi.org/10.1371/journal.pone.0173403
Mozelius, P. (2021). Shallow and deep gamification in programming education. Journal of Computer Science Education, 11(1), 161-189. https://doi.org/10.1080/08993408.2021.1955549
Nicholson, S. (2015). A recipe for meaningful gamification. In T. Reiners & L. Wood (Eds.), Gamification in education and business (pp. 1-20). Springer. https://doi.org/10.1007/ 978-3-319-10208-5_1
Petrovic-Dzerdz, M. (2019). Online multiple-choice tests as formative assessment for mastery of learning: Results of a longitudinal study in academic course settings. Assessment & Evaluation in Higher Education, 44(6), 841-853. https://doi.org/10.1080/ 02602938.2018.1544556
Putz, L. M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, 106392. https://doi.org/10.1016/j.chb.2020.106392
Rodriguez, P., Sousa, M., Mouraz, A., & Almeida, A. M. (2022).
Gamification of assessment: The role of adaptive learning in increasing students’ motivation. International Journal of Assessment Tools in Education, 9(4), 799-812. https://doi. org/10.21449/ijate.1180157
Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666. https://doi.org/10.1016/j.compedu.2019.103666
Smiderle, R., Rigo, S. J., Marques, L. B., de Miranda Coelho, J. A. P., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3. https://doi.org/10.1186/s40561-019-0098-x
Lesa Fowler Head of Boarding
Boarding schools offer a distinct environment where students from diverse backgrounds come together, bringing with them a rich tapestry of norms, mores, and customs from across the world. Within the confines of these halls and dormitories, unique student cultures intertwine with the distinct culture of the boarding school. This confluence of identities presents a compelling setting that necessitates the development of compromise, challenges assumptions, and fosters personal growth for both its staff and students. It requires students and staff to question their own worldviews, thereby promoting selfreflection and character development as central to the boarding ecosystem. And yet, of course, these ideals are not easily achieved. Navigating this unique setting requires a willingness to seek common ground and engage in compromise. Students must learn to recognise that their own values and beliefs are not the sole blueprint for navigating the world, and at times, self-reflection may bring with it discomfort (Singleton & Linton, 2005).
The pursuit of a more inclusive and culturally sensitive boarding culture requires the deliberate work of schools and boarding staff. Specifically, they must be:
• culturally aware and able to unpack tensions without judgement
• practised at recognising when and whether their own bias is impacting their perception
• willing to interrogate policies that may be rooted in bias in order to unpick systemic practices that fail to account for the diversity of the student cohort (Singleton & Linton, 2005).
Creating a culturally aware environment within a boarding community
Cultural awareness is the cultivation of knowledge that enables students to be sensitive toward the similarities and differences of cultures and, in the context of a boarding house, is imperative to breaking down cultural barriers that might exist between students (Evolve Communities, n.d.). We embed cultural awareness in our boarders to encourage global citizenship and develop in them an appreciation for the diverse culture St Margaret’s boarding itself has to offer, as well as the wider global community of which our boarders will become strong members. Giving our boarders the opportunity to create cross-cultural connections at such young ages is imperative to
their ability to become accepting, grounded women and also equips them with critical thinking skills. If they can understand problems across cultural contexts and epistemologies, our girls broaden their ability to think critically, deeply, and reflectively.
Self-awareness and reflection to achieve personal growth
Unconscious bias does not just discriminate by gender, race, or ethnicity; there can be many more assumptions at play (UCSF Office of Diversity and Outreach, 2024). To become inclusive and treat every person with dignity, we must become more aware of the unconscious bias in all of us.
An attitude refers to one’s evaluation of something, such as a person, place or idea, and implicit attitudes are positive or negative evaluations that take place at a subconscious level. Implicit bias can refer to both favourable and unfavourable assessments of people belonging to different social groups. It can underpin feelings and attitudes toward other people based on the groups with whom they share a characteristic (UCSF Office of Diversity and Outreach, 2024). Bias develops over a lifetime both through direct and indirect messaging received about different social groups. Implicit bias is often the elephant in the room that stops a boarding house from becoming totally inclusive.
For our boarding staff, an integral part of their professional development and success is the practice of self-reflection. We ask them to reflect on their experiences in the boarding house and be critical of what may be their unconscious biases. We institute a supportive framework in which our staff are continually educating themselves for the betterment of our boarding community as they work towards providing an inclusive environment in which staff are emblematic of a process of self-reflection and implementation.
Throughout history, psychology has predominantly directed its attention towards examining biases at the individual level. However, this approach has somewhat neglected to adequately acknowledge the systemic dimension of racial biases. Within a boarding environment, it is vital that practices and policies be
examined to identify where inequality and bias may contribute to a problematic institutional culture.
In recent years, several significant ethnographic studies have shed light on the experiences of Aboriginal and Torres Strait Islander students in relation to boarding school, as well as the perceptions of their families and community. These works, including Bobongie (2017), Guenther et al. (2016), Mander (2015), Mander, Cohen, and Pooley (2015a, 2015b), and O’Bryan (2016), provide valuable insights that speak to the motivations driving Indigenous families to choose a boarding school for their children. Importantly, these works highlight the challenges faced by students during their transition to and from boarding school, particularly the Eurocentric attitudes among staff members and the experiences that lead to identity dissonance among Indigenous students.
The significance of language
The language of both staff and students in the boarding house is not only paramount in guarding against the negative impacts of unconscious bias, but it is also the clearest evidence that these biases do indeed exist. Students may say, ‘I didn’t mean it that way’, ‘That’s so gay’, ‘I’m not a racist, I have friends who are black’, and ‘Wow, you speak good English’.
Unspoken assumption, inconsiderate remarks, and insensitive gestures that wash over some, or fail to even register, can be like a slap in the face to others and can make some boarders feel that they don’t belong in this community. They send a message to some members of the boarding community that the boarding house is not a safe place for all. International students face expectations of conformity and attempts to supress or alter their cultural identity, which greatly impacts their sense of belonging in the boarding house. An example includes non-native English speakers being marginalised when it comes to group work as they may not grasp the norms of peer collaboration, or international students Anglicising names so that they can fit in. For many of us, we avoid pronouncing some names because we are not sure, rather than asking and accommodating for all members of our community.
Language is the most dangerous tool we all have. It is how we choose to use it that can weaponise it. Words have an effect –they stick around and hold immense power in either denying a person’s identity or undermining one’s sense of self. Language is the vehicle through which power structures and understanding of how the world works and people’s places within it are shared, expressed, reproduced, and changed. Language reflects not only our beliefs but also the culture we uphold. Language has the potential to do harm irrespective of intent. It can also be a force for resistance and liberation. Addressing unconscious bias is essential to having a community that is inclusive for all. Staff need to move out of their comfort zones and critique themselves and understand what their unconscious bias might be. They need to become self-reflective and to put a magnifying glass on areas of their performance where unconscious bias is shutting the door on some students (Aow et al., 2023).
In boarding, we need to try to understand each child’s personal experience and learn to value each young person’s perceptions and experiences. Staff can engage in what Singleton and Linton refer to as the Four Agreements of Courageous Conversations. They can also ask questions to both students and themselves, such as: What makes you think that? What leads you to that conclusion? Would your decision be different if the person were of a different background? (Singleton & Linton 2006). It is the boarding staff’s responsibly to ensure that the boarding house is a place where influence is appropriate, positive, and beneficial to all. Another way for staff to do this is by using the Nine Rs to Reflectivity: Recall, Remember, Recollect, Re-examine, Recognise, Regulate, Reframe, Reflect and Realise. These strategies can then be used with students as positive tools in helping them address unconscious biases they may have (Aow et al., 2023).
It is important to note that a true culture of inclusivity and care can only exist if it comes from a genuine place of empathy and understanding. Dignity for all allows us to make mistakes without shame or humiliation. Using dignity as a foundational element of the boarding house culture gives young people and those who work with them a common language, principles, and concrete tactics to create and maintain a positive boarding climate where they can feel safe and welcome. Dignity should be unconditional, as it conveys the notion that everyone has inherent value and worth and should be treated accordingly.
References
Aow, A., Hollins, S., & Whitehead, S. (2023). Becoming a Totally Inclusive School: A Guide for Teachers and School Leaders. Routledge.
Cohen, L., Mander, D., & Pooley, J. (2015). ‘If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to it’: Aboriginal Students’ Perceptions of Going to Boarding School in Western Australia. Australian Journal of Indigenous Education 44(1): 1-11. http://dx.doi.org/10.1017/ jie.2015.3.
Evolve Communities (n.d.). What is Cultural Awareness? The Importance of Becoming Culturally Sensitive and Aware https://www.evolves.com.au/what-is-cultural-awareness/. Meyer, E. (2014). The Culture Map: Breaking Through the Invisible Boundaries of Global Business. Public Affairs.
Singleton, G., & Linton, C. (2005). Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. SAGE Publications.
UCSF Office of Diversity and Outreach. (2024). Unconscious Bias Training. https://diversity.ucsf.edu/programs-resources/ training/unconscious-bias-training.
The Odyssey, one of two ancient Greek epics authored by Homer, is regarded as the origin of mentorship. The Homeric epic centres on the story of Odysseus, king of Ithaca, who spends 10 years trying to find his way home following the Trojan War. In its mythological nature, Odysseus’ journey includes a nymph, Calypso, who holds him captive on the island of Ogygia, followed by a shipwreck on Scheria, as well as encounters with the sorceress, Circe, and the Cyclops, Polyphemus. Yet despite Odysseus’ epic adventure, it is not just himself who becomes mentored by the aptly named Mentor. Mentor moves between Odysseus and his son, Telemachus, who is also mentored, guided, and encouraged by Mentor (Cassling et al., 2022).
Yet Mentor himself is not even the mentor in this story –it is instead Athena, the goddess of wisdom and military victory, who disguises herself as Mentor, that is Odysseus’ and Telemachus’ true guidepost. Like Athena, mentors in an educational context are essential in guiding their mentees through the topography of adolescence – which may sometimes feel like Odysseus’ epic adventure – with all its challenges and excitements. A pivotal part of bearing witness to these extremes, however, is the ability to emotionally relate to your mentee and make them feel seen.
Athena the Mentor
Acting as Mentor, Athena imparts key encouragement to her mentees. She appears in pivotal moments to provide guidance when needed most, aware of her mentee’s needs and immediate challenges. It is ultimately Athena who instils Odysseus’ ménos, or fighting spirit, through passionate yet stern speech (Dova, n.d.). Her mentoring style combines strict professionalism and compassionate concern, keeping her distance from her mentee yet still rejoicing in his successes. Moreover, given that Athena is a goddess, she is removed from her mentee’s everyday challenges, mortal experiences, and feelings, meaning that the extent to which Athena can relate to and empathise with her mentee is extremely limited. When a mentor is unable to emotionally connect or relate to their mentee’s needs or situations, the relationship can be strained or weakened by these gaps in relationality. It is from this gap in Athena’s mentoring abilities that we can learn to better nurture, develop, and guide students as mentors.
The mentoring dyad
Students need to feel supported by key adult figures in their lives, and a mentor can provide a stable, positive relationship centred on the growth and development of the
Lizzie Fowler Relationships and Mentoring Manager
student (Stoeger et al., 2023). Creating these connections is fundamental in adolescent development as their own sense of self develops. Adolescent brains are undergoing structural and functional changes, impacting cognitive, emotional, and social developments. With pre-frontal cortex development, adolescents begin to acquire cognitive skills such as abstract thinking, future orientation, recognising consequences of behaviour, empathy, and understanding other’s viewpoints, and must navigate the turbulence of adolescence alongside these changes (New South Wales Health, 2014). Mentors can play a pivotal role in an adolescent’s journey toward independence, helping them understand the world around them and their place in it.
Stoeger defines mentoring as ‘a relatively stable dyadic relationship between one or more experienced individuals (mentors) and one or more less experienced individuals (mentees) characterised by mutual trust, goodwill, and the shared goal of the mentee’s advancement and growth’ (2023). Mentorship is integral for a child’s growth and development and aligns with Bloom’s Stage 1 of talent development in that it provides:
• mentees with a connection to an adult who will help foster their interests and assist them in personal achievement
• mentors who will serve as role models who can share experiences and insight with their mentees (Stoeger et al., 2023).
The dyadic relationship between mentor and mentee has been found to ‘promote more positive social, emotional, behavioural, and academic functioning for youth’ (Spencer et al., 2020). With the support of a mentor, students can find their voice and express their individual interest or needs, foster positive collaboration, and develop a sense of companionship (Brumovska et al., 2023). Students become motivated, autonomous, and empowered in their thinking and decisionmaking abilities.
However, there is something much deeper required for an effective mentorship; something that even Athena missed – empathy, and the ability to see things from your mentee’s perspective. Rhode’s concept of mentoring identifies empathy as a central element in forming a meaningful relationship, helping to facilitate positive social-emotional, cognitive, and identity development (Spencer et al., 2020). A mentor’s emphatic resonance with their mentee, the ability to ‘connect with, advise, and normalise the experiences of their mentees by sharing their own relevant experiences,’ creates a positive synergy between mentor and mentee, fostering a high-quality dyad (Spencer et al., 2020). When students feel safe, valued, and seen, they are more likely to respond positively to the situation. In Spencer’s study, there are three dimensions of empathy necessary for a successful mentoring relationship: openness, perspective taking, and adaptability (2020).
To be an effective mentor, it is important to be understanding of who your mentee is and where they are on their academic, social, and individuating journeys. As the adult, mentors hold much of the responsibility when it comes to facilitating these relationships, and this needs to be done with as much openness and understanding as possible (Doty et al., 2017). It is important for mentors to be aware of their unconscious biases, and how they themselves can improve their ability to understand their students, particularly when acting as a mentor figure.
Rhodes suggests that mentoring relationships must be built upon ‘mutuality, trust, and empathy,’ allowing students to successfully enhance their emotional wellbeing, improve cognitive skills through open dialogue, and help them forge their own identity through role-modelling (Keller et al., 2019). When students feel that their mentor exhibits authenticity and a genuine interest in them, the mentoring relationship is more likely to bolster positive experiences and emotional responses from students who feel valued and understood.
When taking a mentee under one’s wing, one must actively work to understand their mentee as an individual and establish the areas where the mentee needs support. Unlike Athena, mentors should not be removed from the everyday experiences of their mentees and should instead foster positive development through mutuality and shared experiences, a genuine understanding of what the mentee is experiencing or facing, and a vested interest in helping the mentee grow. A mentor’s ability to affect change or positively influence their mentee stems from their ability to emotionally connect with and understand them.
References
Brumovska, T., & Malkova, G. (2023). Initial perception of the mentoring role and related mentors’ approach of autonomy support or control in formal youth mentoring relationships. Journal of Community Psychology 51(8), 3265-3288. https://doi.org/10.1002/jcop.23004
Cassling, K., Aarons, C., & Terhue, K. (2022). Four Lessons to Take from Athena – Without DisguisingOneself as the Mortal, Mentor. Journal of Graduate Medical Education, 14(2), 158-161. https://doi.org/10.4300/JGME-D-21-00572.1
Doty, J., Weiler, L., Mehus, C., & McMorris, B. (2017). Young mentors’ relationship capacity: Parent-child connectedness, attitudes towards mentees, empathy, and perceived match quality. Journal of Social and Personal Relationships, 36(2): 642-658. https://doi.org/10.1177/0265407517740002
Dova, S. (n.d.). 'Kind Like a Father': On Mentors and Kings in the Odyssey. The Centre for Hellenic Studies. https://chs. harvard.edu/stamatia-dova-kind-like-a-father-on-mentorsand-kings-in-the-odyssey/
Keller, T., & DuBois, D. (2019). Influence of program staff on quality of relationships in a community- based youth mentoring program. Annals of the New York Academy of Sciences 1483(1), 112-126. https://doi.org/10.1111/nyas.14289
New South Wales Health. (2014). Youth Health Resource Kit: An Essential Guide to Workers. New South Wales Government. https://www.health.nsw.gov.au/kidsfamilies/youth/ Documents/youth-health-resource-kit/youth-healthresource-kit-sect-1-chap-1.pdf
Spencer, R., Pryce, J., Barry, J., Walsh, J. & Basualdo-Delmonico, A. (2020). Deconstructing Empathy: A qualitive examination of mentor perspective-taking and adaptability in youth mentoring relationships. Children and Youth Services Review, 114, 1-8. https://doi.org/10.1016/j. childyouth.2020.105043
Stoeger, H., Debatin T., Heilemann, M., Schirner, S., & Ziegler, A. (2023). Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long-term follow-up study on later university major and career choices. Annals of the New York Academy of Sciences, 1523(1), 62-73. https://doi.org/10.1111/nyas.14989
Vermeulen, M. (2023, February 21). Homer’s Odyssey: The Epic Voyages of Odysseus in 16 Artworks. The Collector. https://www.thecollector.com/homers-odyssey-voyageodysseus-artwork/
Kate Frewin
Assistant Head of Primary
Curriculum
As artificial intelligence advances, we must teach our students to harness its power responsibly and ethically. While AI offers immense potential to enhance learning and drive innovation in schools, integrating it into education raises important considerations around bias and agency that students must be equipped to navigate. Ensuring our students can maintain meaningful human control will help to ensure AI strengthens rather than replaces their creativity.
Proactively establishing ethical guidelines for the use of AI in schools is of vital importance. Frameworks must be adaptable and responsive to the evolving nature of AI technologies, ensuring they remain relevant as new advancements emerge (Anders, 2023). Continuously reviewing these frameworks will assist in mitigating potential risks and maximising the benefits of AI while safeguarding the wellbeing of everyone.
Additionally, it is important to address concerns raised by educators regarding academic integrity and AI. Anders (2023) explores the possibility of redefining traditional notions of cheating and plagiarism in the context of AI, suggesting that while plagiarism involves using someone else’s ideas without proper credit, the case with AI may be different since it is readily available software rather than an individual’s work. This then raises the question of whether crediting AI is necessary in the future. As AI technology advances, we must work to strike a balance between embracing its potential and maintaining the integrity of the learning process.
Ultimately, schools must prioritise the development of AI literacy in students to ensure successful adaptation to its increasing presence in education. Rather than limiting or banning AI in schools, there is a strong call for schools to ensure their students understand what AI is, its capabilities, and a solid grasp of how it works. Anders (2023) discusses AI literacy by outlining four specific areas:
1. Awareness – ensuring students understand that AI is all around us and can affect society in both positive and negative ways.
2. Knowledge – sharing with students the different types of AI, safety and security of personal data, and ensuring they realise that everyone has access to AI.
3. Capability – emphasising that AI works off human prompts or inputs.
4. Critical Thinking – stressing that AI is not conscious, can hallucinate, and can be biased.
Fostering these critical analysis skills will empower our students to scrutinise AI decisions and outputs, rather than blindly accepting them as infallible. This involves questioning the underlying assumptions, data sources, and potential biases inherent in the responses they receive. By encouraging a sceptical and inquisitive mindset, students can validate AI-generated information, corroborating it with credible sources and recognising potential inaccuracies or fabrications (Arrieta et al., 2020).
AI is further being used to provide automated feedback to students on their writing. AI writing assistants can analyse a student’s work and provide suggestions for improving grammar, spelling, word choice, sentence structure, and organisation. They can offer specific examples of how to rephrase sentences, replace overused words with more vivid vocabulary, and restructure paragraphs. As the technology continues to advance, AI feedback will become even more detailed, serving as a powerful aid in the writing process. AI has the potential to significantly enhance creativity among students in schools by providing innovative tools and resources. Two creative AI tools being used by students at St Margaret’s are Newarc.ai and Sketch. These tools are revolutionising how students visualise and present design solutions. These powerful systems can transform drawings into stunningly realistic photos and animations with just a simple sketch. By converting 2D sketches into 3D renderings, students can vividly depict their concepts as if they were already
constructed in the real world. This ability to generate realistic visuals from sketches allows students to communicate their design ideas and creative visions more effectively.
As AI becomes integral to education, schools should work to enhance creativity through the integration of these tools. However, amidst the excitement for AI’s potential, it’s crucial to approach its integration with a critical and wary mindset.
References
Anders, B. A. (2023). Is using ChatGPT cheating, plagiarism, both, neither, or forward thinking? Patterns, 4(3), 100694. https:// doi.org/10.1016/j.patter.2023.100694
Barredo Arrieta, A., Díaz-Rodríguez, N., Del Ser, J., Bennetot, A., Tabik, S., Barbado, A., Garcia, S., Gil-Lopez, S., Molina, D., Benjamins, R., Chatila, R., & Herrera, F. (2020). Explainable artificial intelligence (XAI): Concepts, taxonomies, opportunities and challenges toward responsible AI. Information Fusion, 58(1), 82–115. https://arxiv.org/ pdf/1910.10045.pdf
Karen Gorrie Deputy Principal
Although it feels like artificial intelligence has burst into our lives relatively recently, we have actually been using many forms of artificial intelligence for some time now. According to the History of Artificial Intelligence (Anyoha, 2017)) from Harvard University’s Science in the News, the concept of machines solving problems and making decisions that humans can was first explored in 1950 by Alan Turing, a British polymath. While Turing only explored the mathematical possibility of artificial intelligence, it wasn’t until 1956 that a program called the Logic Theorist was initialised by Allen Newell, Cliff Shaw and Herbert Simon, designed to mimic the problem-solving skills of a human.
Since then, one could say, the rest is history. Artificial intelligence has snowballed as computational power has improved. Those early days of one computer filling an entire room and having very little memory and speed have evolved over a relatively short period of time to tiny computers pervading everything we do. Cars now run on computers, our favourite TV shows are streamed through services, and we no longer have to consult a physical map for guidance and instead have an app that guides us every step of the way.
Artificial intelligence is certainly solving many of our problems each and every day, saving us a lot of time and energy, which therefore translates to saving our communities and governments a lot of money.
However, there is one rather vital missing piece in this. Artificial intelligence is now skilled in solving problems, but artificial intelligence is unable to form ideas or consider what the problem that needs to be solved actually is.
Marr (2023) discusses the intersection of AI and human creativity, exploring whether machines can genuinely exhibit creativity and how this technological advancement impacts various creative industries. He discusses how tools such as ChatGPT and Dall-E have the ability now to write a poem or paint a picture, giving the illusion that they are indeed able to carry out creative tasks.
The appearance is that the tool is being creative, but in fact at this stage it is simply following a set of pre-programmed rules set by us. Being creative often involves a very human trait of imagination. Imagination includes human senses, such as seeing, hearing, feeling, or learning something in order to express something (Marr, 2023). This is how ideas are generated, a set of problems to be solved. And this of course is something that artificial intelligence is unable to do.
McKendrick (2024) discusses the increasing demand for creativity and critical thinking as AI continues to advance. It seems that the rise of artificial intelligence and machines is leading to the automation of many jobs. As more menial jobs are headed for automation, jobs that require human interaction and creativity are needed by workers to stand out. Managers will need to innovate, a skill that will require critical thinking and creativity.
Generative AI applications are starting to cast doubt for some on how wide the gap between artificial intelligence and human
creativity really is. Generative AI involves machine learning (ML) algorithms that can learn a set of rules by studying a large amount of existing data and using the rules it learns to create something new based on an input (Marr, 2023).
In recent times, generative AI has produced artwork, novels and music that have in turn been marketed and enjoyed by humans. One such example is an AI generated piece of artwork entitled The Portrait of Edmond de Belamy that sold for US$432,500 in 2018 by Christie’s auction house. There was a resultant outrage in some art communities. However, it is important to note that humans were still at the helm. The humans involved here still needed to input their ideas and curate the output according to their own vision (World Economic Forum, 2023). This was evident as the proceeds of the auction couldn’t go to a computer, and instead went to the artist collective that selected the art from the AI’s output. Therefore, the humans had the creativity, the AI was just responding to the human input and direction.
For schools, staying ahead of AI will mean that we understand the importance of human intelligence, the diversity and richness of which AI will never have. Therefore, focusing on teaching high level thinking capabilities such as critical thinking and creativity (Altmann, 2023) will be just as important if not more so than teaching literacy and numeracy. Traditional subject areas could still be taught and become the context and lens through which critical thinking, increased creativity and knowledge mastery are taught. It will be important to teach skills such as interpretation of facts and discerning evidence and sources rather than collating and memorising information (The Guardian, 2023).
What has become important is that schools and education systems now need to ensure they are teaching students what artificial intelligence can’t do.
References
Altman, S. (2023, May 10). Critical thinking and creativity will be the most valuable skills in the future [Video]. YouTube. https:// www.youtube.com/watch?v=7lEHbjp9SHs&t=14s
Anyoha, R. (2017). The History of Artificial Intelligence. Harvard University. https://sitn.hms.harvard.edu/flash/2017/historyartificial-intelligence/
Marr, B. (2023, March 27). The intersection of AI and human creativity: Can machines really be creative? Forbes. https://www. forbes.com/sites/bernardmarr/2023/03/27/the-intersectionof-ai-and-human-creativity-can-machines-really-becreative/?sh=40c3ac043dbc
McKendrick, J. (2024, January 7). As AI rises, so do calls for more creativity. Forbes https://www.forbes.com/sites/ joemckendrick/2024/01/07/as-ai-rises-so-do-calls-formore-creativity/?sh=3a5cbdf37380
The Guardian. (2023, July 14). How AI could disrupt education, creativity, and critical thinking. The Guardian. https://www. theguardian.com/commentisfree/2023/jul/14/ai-artificialintelligence-disrupt-education-creativity-critical-thinking World Economic Forum. (2023, June 13). AI cannot replace human creativity. World Economic Forum. https://www.weforum. org/agenda/2023/06/ai-cannot-replace-human-creativity/
School attendance plays a crucial role in shaping children’s intellectual, social, and emotional development, equipping them with the skills and knowledge needed to succeed in life. However, the number of young people experiencing school attendance challenges has been increasing.
The Australian Curriculum, Assessment and Reporting Authority National Inquiry (ACARA) revealed that in Australia, from 2021 to 2022, there was a decline in attendance rates from 91 per cent to 86.5 per cent, which was more pronounced in remote areas (63 per cent and 20 per cent) and among First Nations students (74.5 per cent and 27 per cent). While student attendance rates increased substantially in 2023 to 88.6 per cent, they have not returned to their pre-COVID levels, where in 2019, the national attendance rates were 91.4 per cent. Despite the available
data, obstacles to precise reporting persist due to limited understanding of school anxiety and parental hesitancy to report it, driven by feelings of shame and embarrassment due to perceived judgement for their child’s behaviour (ACARA, 2024).
The 2023 inquiry into the national trend of school refusal and related matters by the Australian parliament highlighted the nation’s lack of a standardised definition of school refusal and emphasised the importance for the use of alternative terminology such as ‘school can’t’, ‘school phobia’, ‘school anxiety’ or ‘school avoidance’. This shift in terminology aims to mitigate stigma surrounding children and families experiencing difficulties with school attendance, as the term ‘school refusal’ suggests a deliberate choice made by the child. ‘School can’t’ or ‘school anxiety’ is characterised by a child’s
inability or reluctance to attend school due to emotional distress or anxiety, ranging from mild to severe. This can have a sudden onset or gradually manifest over time. Unlike other attendance issues such as truancy or school withdrawal, children experiencing school anxiety often want to attend school but present with psychological barriers and exhibit signs of severe distress, which is a nervous system response to perceived threat often referred to the ‘fight, flight or freeze response’. In these situations, the child’s parents have made reasonable efforts to get their child to school and/or expressed their intentions to. Although school anxiety is not a clinical diagnosis, it often coincides with mental health conditions such as anxious and depressive disorders or presents among neurodiverse students (APS, 2018). Evidence submitted to the inquiry highlighted various factors that delay efforts to address school anxiety, including insufficient awareness and the lack of early identification and availability of information and resources to support parents (Parliament of Australia, 2023).
Escape and avoidance are learnt behaviours that provide short-term relief from school anxiety, such as staying home from school. Therefore, awareness surrounding precipitating factors or warning signs is crucial to identify school anxiety and engage families in early intervention to facilitate a successful return to school before the child’s school anxiety becomes chronic. These warning signs can be displayed within the home or school environment; therefore, it is imperative that both parents and educators are aware of them. Common warning signs parents may be presented with include expressions of reluctance to go to school, reports of feeling unwell, anxiety before the school week, withdrawal and social isolation, emotional distress (anger, crying, or meltdowns) and avoidance behaviours such as reluctance to get out of bed or the car. Additionally, changes in sleep patterns and increased difficulties after transitions are also reportedly noticed in the home environment (Parliament of Australia, 2023).
Some behaviours educators identified are engagement challenges, which can present as increased numbers of unexplained absences, patterns of arriving late or leaving early, challenging behaviour in class, social withdrawal, or a history of previous difficulties for siblings (Thambirajah et al., 2008).
Like other anxieties and phobias, school anxiety can be overcome. A collaborative, student-focused, non-judgemental, and flexible approach is essential to develop feelings of confidence and support for the student and their family. Independent Schools Queensland suggests to curiously and empathetically develop a shared understanding of the hurdles the students’ families experience when attending school (Barker & Harris, 2020). Evidence-based interventions such as cognitive behavioural therapy and graded exposure have demonstrated success with school anxiety and attendance, in addition to emotional awareness and regulation skills (Kearney, 2016). Graded exposure allows the child to build their confidence and use emotional regulations skills to adapt to anxiety-provoking situations and challenge their fears.
By doing this in a structured and repeated way, habituation occurs leading to a reduction in their adverse behavioural response to attending school (Kearney, 2019).
As a psychologist, I firmly believe that every behaviour serves a purpose and that school attendance challenges can be envisioned like an iceberg. The visible distress a child exhibits about attending school merely represents the tip and that beneath the surface are underlying factors that are not immediately apparent. Since school anxiety is an increasing presentation across the nation, early intervention, awareness and reducing stigma around school anxiety is imperative to ensuring that the next generation of students can flourish and strive for success at school.
References
Australian Psychological Society. (2018). Evidence-based psychological interventions in the treatment of mental disorders: A literature review (3rd ed.). https://psychology.org.au/ getmedia/23c6a11b-2600-4e19-9a1d-6ff9c2f26fae/evidencebased-psych-interventions.pdf
Australian Curriculum, Assessment and Reporting Authority [ACARA], (2024). Student attendance. National Report on Schooling in Australia. https://www.acara.edu.au/ reporting/national-report-on-schooling-in-australia/ student-attendance
Barker, B., & Harris, D. (2020). Parent and Family Engagement: An Implementation Guide for School Communities. Canberra: ARACY
Kearney, C. A. (2016). Managing school absenteeism at multiple tiers: An evidence-based and practical guide for professionals. Oxford University Press.
Kearney, C. A. (2019). Helping Families of Youth with School Attendance Problems: A Practical Guide for Mental Health and School-Based Professionals, ABCT Clinical Practice Series. Oxford Academic. https://doi.org/10.1093/medpsych/9780190912574.001.000
Thambirajah, M. S., Grandison, K. J., & De-Hayes, I. (2008). Understanding school refusal: a handbook for professional in Education, health and Social Care. Jessica Kingsley Publishers.
Education and Employment Reference Committee, The Senate, Parliament of Australia. (2023). The National trend of school refusal and related matters report https://parlinfo.aph.gov.au/parlInfo/download/ committees/reportsen/RB000090/toc_pdf/ Thenationaltrendofschoolrefusalandrelatedmatters.pdf
George Higgins Head of Faculty
Mathematics
Mathematical problem solving is a cognitive endeavour that demands not only a deep understanding of mathematical principles but also the ability to effectively manage cognitive resources and exhibit self-control. Central to these requirements are two key cognitive faculties: working memory and patience. Working memory, the system responsible for temporarily holding and manipulating information, is crucial for comprehending multi-step procedures, maintaining relevant information, and integrating new knowledge with existing understanding (Scheibe et al., 2023). Patience, on the other hand, is essential for sustaining effort and focus over time, particularly when faced with complex problems that do not yield immediate solutions (Scheibe et al., 2023).
Research has consistently shown that individuals with higher working memory capacity tend to perform better in mathematical tasks, as they can handle greater cognitive loads and process information more efficiently (Ashcraft, 2019; Scheibe et al., 2023). This capability allows them to avoid common pitfalls and errors that arise from cognitive overload. Moreover, patience complements working memory by providing the emotional and cognitive endurance needed to persist through challenging problem-solving processes. As such, apart from content knowledge, for our students to be more successful at solving mathematical problems they must learn to ‘slow their thinking down’, and we as educators must provide opportunities in the classroom for this to occur.
slow
In his seminal book Thinking, Fast and Slow, Daniel Kahneman explores the dual-process theory of the mind by dividing thought processes into two systems: System 1 (fast, automatic, and intuitive) and System 2 (slow, deliberate, and analytical) (Kahneman, 2011). System 1 operates quickly and automatically in situations where simple decision-making is sufficient, whereas System 2 involves a greater cognitive load and more mental effort, which often results in more accurate and reasoned outcomes, particularly for mathematical problem solving (Kahneman, 2011). For example, the ‘bat-and-ball problem’ early in the book demonstrates the trap of relying too heavily on intuition and impulse when faced with a seemingly simple mathematical problem.
A bat and a ball cost $1.10. The bat costs $1 more than the ball. How much does the ball cost?
Intuitively, our answer is 10 cents; however, after slowing our thinking down and considering it a bit more, we realise that the correct answer is 5 cents. This simple yet effective piece of cognitive wizardry demonstrates the fallacy of relying too heavily on System 1 when a problem requires more consideration. It also clearly demonstrates the importance of patience and slow thinking for accurate problem solving in mathematics.
A reliance on System 1 thinking in mathematics is indicative of a lack of patience and cognitive strain avoidance. If left too long, this disposition can lead to consequences and negative associations with the subject, foremost of which is ‘mathematical anxiety’. This is because System 1 thinking does not cultivate patience nor does it strain our working memory, and like any other muscle in the body, if you do not strain it, you will weaken it. A weakened working memory leads to a decreased cognitive load capacity and consequently can cause anxiety and a lack of resilience when it comes to mathematical problem solving (Ashcraft, 2019; Scheibe et al., 2023).
The model in Figure 1 below is an adaptation of the ‘Regulated Attention in Mathematical Problem Solving’ (RAMPS) model from Scheibe et al. (2023) and shows the consequence of System 1 thinking and a lack of patience when solving mathematical problems.
When dealt with a challenging mathematical problem to solve, System 1 thinking or a lack of patience puts additional strain on working memory because a strategy cannot be pieced together to solve the problem. This is due to an inability to moderate thinking and emotions over a sustained period. This then typically leads to cognitive overload because the impulsive nature of System 1 cannot yield an answer to a complex problem immediately and panic sets in. If this endures, negative self-assessments of one’s own mathematical ability tend to fester, leading to such consequences as state mathematics anxiety (in-the-moment anxiety) (Scheibe et al., 2023). If this thinking endures and is never corrected, it can lead to a longor short-term feedback loop whereby anxiety with mathematics compounds additional strain on working memory. This is because ‘cognitive worry is an internalised process that consumes cognitive resources during an anxious reaction’ (Scheibe et al., 2023, pg. 6). Consequently, if educators are to break this cycle of damaging metacognition in our students, teaching explicit problem-solving strategies that promote System 2 thinking must be demonstrated in the classroom.
To break the feedback loop, we must slow the thinking of our students down. Solving a challenging problem in mathematics is not a race and requires sustained effort and focus over time to be successful. The most effective way this can be done in the mathematics classroom is by explicitly teaching ‘thinking steps’ such as that displayed in Figure 2, while completing worked examples of problems on the board.
When displayed alongside a complex problem-solving question in the classroom, a model such as this helps demonstrate System 2 thinking to students. It explicitly shows them the thinking process necessary for success, and with sustained practice and cognitive endurance, students adopt a similar thinking model intuitively. It asks metacognitive questions at various stages of the solution and models the correct way to think through difficult problems. Importantly, it asks students to reflect on the reasonableness of their answer, an important cognition for successful problem solving. There are many such models out there in the wider literature, but something as simple as this can improve the critical thinking abilities of our students as they learn to slow their thinking down and tackle the more challenging and complex problems.
Conclusion
If you can solve problems in mathematics, you will be able to solve problems in life. Something that should always be explained to students is that problem solving and reasoning have never been about demonstrating expertise with a particular mathematical concept or theory; it’s about demonstrating the ability to consider a problem and think it through to a logical solution. This is done by controlling the working memory with patience and slow and deliberate System 2 thinking. As educators, we must model this thinking to our students and reiterate that the discomfort felt when faced with a challenging mathematical problem isn’t a ‘bad thing’; it is the internal conflict of our System 1 and System 2 thinking fighting for control. With patience, practice, and a bit of guidance, heightened success with mathematical problem solving is achievable for our students who slow their thinking down and steady themselves as they approach the solution.
References
Ashcraft, M. H. (2019). Models of math anxiety. In I. C. Mammarella, S. Caviola, & A. Dowker (Eds.), Mathematics anxiety: What is known and what is still to be understood (pp. 1–19). Routledge/Taylor & Francis Group. https://doi. org/10.4324/9780429199981-1
Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux. Scheibe, D. A., Was, C. A., Dunlosky, J., & Thompson, C. A. (2023). Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework. Journal of Intelligence, 11(6), 117. https://doi.org/10.3390/jintelligence11060117‘
Wendy Johnston Director of Marketing and Communications
'What if’, ‘how about’ and ‘could we'?: The
power of collaboration and creativity behind the award-winning
‘Imagine your Future’ marketing campaign
In 2023, the St Margaret’s Marketing team was awarded the Marketing and Communications Award for Excellence in Advancement at the Queensland Chapter Summit of Educate Plus for its ‘Imagine your Future’ marketing campaign. Educate Plus is a national membership organisation that supports professionals in the pursuit of educational advancement, representing over 2000 members across Australasia. We were in highly respectable company and there were some excellent entries for the awards, so we were rather thrilled with the recognition.
I was particularly pleased for the members of my talented marketing team, as it was an essentially home-grown campaign in terms of creative ideas and execution, and all their respective talents shone through.
Having worked in the education industry and specifically schools since 2004, I have seen many school marketing campaigns come and go, from brilliant ideas and execution (supported by big budgets) to cliched slogans and straplines desperately trying to stand out in a crowded market; I have, no doubt, contributed to the latter in my time.
The holy grail for me has always been ‘authenticity’. After all, education is big stakes serious business dealing with a core human function. How does a marketer communicate the heart of an organisation that can appeal to the heart of a parent (or child) in a printed advertisement, a google advert served up to a scrolling consumer, a billboard that flashes by, or even a YouTube bite.
At the heart of any campaign should be the backing of a great product: to have any sustained impact, a marketing campaign must be supported by a quality offering, as no matter how slick a campaign might be, or how many dollars are thrown at it, in the end, reputation and word of mouth (born from an excellent product) are the most potent tools a marketer has. The most eye-catching campaign will never compensate for not delivering in the classroom and in the community. In all the surveys produced by Independent Schools Queensland and our own school surveys to new parents each year, reputation and word of mouth is the most common source of consideration for a school and the ultimate reason (on balance with others) people will entrust their daughters’ education to St Margaret’s. The next most popular sources of information are most definitely personal experiences – a school tour, an Open Day visit – where prospective families experience first-hand if a school’s reputation or marketing promises are born out in their personal interactions with staff, students, alumni and parents, or if it’s not.
What, then, was the job of the marketing campaign we were on a quest to conjure up for St Margaret’s?
The majority of our campaigns are centred around a call to action – Open Day, Open Morning, scholarship applications or regional tours, along with some attention to brand awareness that simmers away in the background in our rather broad market, considering our boarding population.
If the first aim of the campaign was authenticity to carry our marketing messages, the second was visual appeal and engagement. Can we stop an audience long enough for the message to register? Come to Open Day, consider a scholarship, for example. I am not ashamed to admit that the campaign idea sprung from a previously used technique that surfaced after Kamala Harris was appointed Vice-President of the USA. At the time of her appointment, Ms Harris was celebrated for rising to office from a background where once children would not play with her because she was black to become the first female vice-president. This viral image that captured my imagination was produced by artist Bria Goeller and shows Harris casting the shadow of iconic American activist Ruby Bridges, which was designed to ‘inspire young women’. I had wrongly presumed the shadow image was of a young Kamala Harris and instantly thought how great it would be if we could transpose the various professions and careers of our alumni with the shadow of a young student wearing the iconic and recognisable Middy uniform and Panama hat.
Using this technique we could showcase the strength of our programs – whether it be the academic program or the arts and sports programs – by profiling alumni who were pursuing their passions in a vast array of interests and professions. Authentic – tick. Engaging – I thought we could make it so. The visuals could be interesting. Possible?
My first port of call was our senior graphic designer, Pam Smiles, who I approached with a copy of the image. ‘What if?'
I started to explain my idea. I had no idea how to go about the campaign from a design technical viewpoint, but fortunately I was backed by a most talented inhouse team of graphic designers, communicators, organisers and photographers – who all enthusiastically embrace challenge – and who all worked brilliantly together to produce the final product.
We did discover in fleshing out the possibilities and technical necessities that we didn’t have all we needed inhouse.
Across the years as a school marketer, I had worked with Bryan Crawford from Longbow Productions, an excellent photographer and videographer. I knew he would be the perfect ‘critical friend’ to have to help us build on the idea as well as the expertise and equipment to execute the raw elements of the campaign. Initially, I had not thought beyond a campaign of still images, yet Bryan was the one to pose the question ‘how about …’ suggesting we could also do video walk-ons (with matching shadow) and let’s not waste the chance to do interviews. Yes! These additions really expanded the capabilities and stretch of an integrated marketing campaign, and the video interviews, in particular, could not have been more authentic.
The choice of alumni to feature was key to the campaign and why it would help us with a particular marketing message we wanted to communicate. A common misconception St Margaret’s can suffer from is that it is not ‘academic enough’. It’s as old as the hills and very outdated, not that it was ever applicable, but sometimes perceptions can be hard to budge –especially as school choice can be a generational thing.
Our alumni body is littered with outstanding medicos, lawyers, engineers, investment bankers, veterinarians and so on. The school has also supported and sprouted incredible talent in the visual and performing arts fields as well as the sporting arena, and we wanted to showcase all these aspects of the school. We wanted to show that St Margaret’s is not a barrier to high achievement; rather, it’s the epitome of an excellent wellrounded education that has set our Old Girls up to achieve in every possible arena imaginable across the globe. You only have to read about the biographies of our Notables on the website or scan the Past Students Award Honour Board to feel like a heavy-weight underachiever!
Ultimately, we decided to film/photograph three elements: The still of the Old Girl – matching the shadow of a current student, the walk-ons (that would have a stand-alone use as well as topping and tailing the video interviews); and the interviews. We have run the campaign for four years, commencing in 2021 after the 125 years campaign. We featured new talent of seven or eight Old Girls each year, except for 2024, when we will end the campaign but feature all the Old Girls involved in some form or another across the year.
We didn’t have a huge budget for execution, but we did need to hire a big enough studio for a day or two each year that had space for a large green screen for the walk-ons and various background options for interviews we could dress appropriately to look a little different with each alumni. We did manage to repurpose Eton Hall and the Toorak staffroom into a studio/ interview locations in December 2022 when the campus was deserted.
We also had to film our shadow. While we knew what we wanted, we weren’t exactly sure how it would all play out, so we enlisted some ‘friendlies’ for our first shoot. Our shadow was the daughter of a staff member – thank you Susan and Estella Uhlmann – and the first Old Girl talent was my niece – former school captain turned investment banker Taryn Pieterse.
Bryan directed the talent through a series of poses – arms down, hands on hip, two hands on hips, feet together, one foot in front of the other, break into a smile as you turn to the camera – it was a lot harder than it sounded, but all our Old Girls and Estella were fantastic sports. Our alumni were all also gracious interviewees, sharing their school, career and life experiences. The interviews, while designed to showcase what each took away from their St Margaret’s education, had a dual purpose of showcasing to our current students the different career paths people take and their experiences along the way.
We progressively learnt lessons about the execution of the campaign, such as which colour outfits were more engaging and advised future alumni on style choices. Where props were appropriate, the visual appeal expanded exponentially. Caitlin McConnel (’07) was kind enough to come prepared with two outfits – a suit, heels, and compendium for a lawyer and jeans, blue shirt, Akubra and RM Williams boots in her grazier personna. When we gave this image an outing at Beef Week in a large format display background, it really stood out and captured people’s imagination. The hard hats and high vis vests of our engineers have worked brilliantly in billboard campaigns. Our national representative sportswoman wore the green and gold, our medicos and physios their scrubs and stethoscopes, our author her laptop, our reporter held a microphone and so on.
Using these elements gave us ideas for a third round of Old Girls. ‘Could we … introduce more props!’ Yes! We refilmed a second shadow – using again a staff member’s daughter and future student – Tilly Reed, as well as the Reed’s Westy – little Rosie. Thank you to Pru Reed for working so well with animals and children, who were both absolutely fabulous. We were filming Old Girl veterinarian Dr Emma Chester (’05), so the canine visuals were cutely eye-catching. We also had Tilly filmed and photographed with a violin to emulate a young Annabelle Traves, now a concert violinist of global repute. If we didn’t film every possible prop the Old Girls eventually used, photoshop was our friend and our skilled graphic designers were very adept at adding the necessary adjustments.
Here is a full list of our Old Girls featured in the campaign, for whom we are enormously grateful.
The tagline
The dreaded tagline! It’s hard to be original in this space. The thought behind what we came up – 'Imagine your Future at St Margaret’s' – was a coy play on words.
First, St Margaret’s students can and do achieve in the widest array of careers; hence ‘Imagine your Future’ –imagine what you can become with a St Margaret’s education. Look at the vast array of possibilities we are presenting you with in these advertisements. Second, the message is that you can have great schooling years at St Margaret’s so ‘Imagine your Future’ – your schooling years – at St Margaret’s. Enrol now!
The final product
Stills: With a great deal of deep etching and some precision photoshopping when the shadows didn’t quite match or we’d forgotten a particular arm movement, our graphic designer Pam Smiles was able to pull together the vision as well as the appropriate style for the tag line.
Walk-ons: Bryan Crawford outsourced the final editing of this more complex video element for us – matching the shadow walk with the alumni gait and inserting the background.
Videos: The team paper edited the interviews for Bryan to produce the final cut and to top and tail the walk-ons. He also put together the series of walk-ons for the home page of the website, which has changed annually with each new group. The videos sit on our website and have also been cut down for use in YouTube and social campaigns around Open Day and Open Morning campaigns.
Application: The beauty of the suite of collateral is that is can be resized and applied to a wide range of media – from print to digital, including large banners and billboards (print or digital) to small digital adverts, and social campaigns. We were sad we couldn’t put the walk-ons on a big billboard but apparently moving parts are too distracting for drivers. Fair enough.
As all the advertisements are the same but different, you gain traction and brand recognition through repetition but with a slightly different message in the type of talent being featured and the corresponding call to action. It’s wonderfully malleable. I have heard on the grapevine that some people ask: “I wonder who is next?”
For the graphic designers, once the hard work of producing one lot of the advertisements was done each year – the deep etching, matching the shadow etc – subsequent advertisements throughout that period became largely a resizing of the same seven or eight advertisements with a few different calls to actions to insert. It’s probably a lot harder than it sounds, but our talented graphic designers, which now includes Pam Smiles and Jacinta McCann, made it look easy!
Conclusion
I was delighted when it was announced the marketing team had won the award at the Educate Plus breakfast of the Queensland Chapter Summit in July 2023. I was so proud of what we had achieved as a team with a mostly a homegrown product – there was no big budget creative agency behind the campaign, but I do attribute the eventual widened scope of the idea to Bryan Crawford; bringing him onboard for his technical expertise helped us explore more possibilities than we had originally imagined.
I also want to mention Pru Reed, our marketing and communications manager, who contributed so much by way of sourcing many of the alumni (and enthusiastically supported by the school’s Development and Community team in this regard), taking the lead in coordinating the shoots (no easy feat when working with everyone’s varied work schedules and even the days when they were going to be in Brisbane), and assisting with the interviews and paper edits, amongst many other details required to pull the campaign together.
Over the time of the campaign, we have had an array of content producers while Victoria Nikolova was on extended maternity leave, but each, including Victoria (and Sophia Taylor, Ryan Calais, Mitchell Hollywood), played a role in editing down the videos into bite-size but meaningful shorts for YouTube and socials.
I wanted to write this piece largely to pay tribute to the St Margaret’s marketing team and the talents and spirit of collaboration and collegiality that exists within the team that was able to bring this campaign to the marketplace. It was perhaps a lot more complex than it appears; however, by providing a campaign autopsy and a behind the scenes insight into how it evolved, I hope has shown the magic of how a germ of idea was given life through both the individual talents of the team and highly effective collaboration.
Reference:
Cooper, G. (2020, November 11). The story behind that viral image of Kamala Harris and activist Ruby Bridges. CNET: Your Guide to a Better Future. https://www.cnet.com/news/ politics/the-story-behind-that-viral-image-of-kamalaharris-and-ruby-bridges/
Alina Layton Head of Faculty – English
Powerful literacy instruction is more than just having students memorise spelling conventions, having them look up unfamiliar words in a dictionary, or setting them difficult literary texts in the hope that by osmosis they will suddenly acquire stronger reading comprehension skills. In an age where we as educators are battling against the tide of challenges affecting students’ literacy, including the impacts of technology and the as-yet-to-be-seen effects of AI, it’s prudent for us to make note of the irrefutable link between improved reading motivation and comprehension outcomes and vocabulary acquisition and development.
According to Douglas Fisher and Nancy Frey: ‘Vocabulary knowledge is a significant predictor of success, both in school and in life. The more words we know, the more likely we are to be able to make sense of what we read and share our thinking with others’ (Fisher & Frey, p. 1, 2023). The imperative for incorporating explicit vocabulary instruction across the curriculum is therefore evidenced by the fact that it forms a key indicator of both reading and broader educational outcomes, with Coyne et al arguing that the clearest ‘causal connection to academic failure’ is related to language (2007, p. 38 in Ebbers & Denton, 2008, p. 90). This correlates with Biemiller (2011) who contends that vocabulary deficiencies are just as significant as reading difficulties in relation to the reading comprehension problems experienced by students (p. 208 in Gunning, 2017, p. 303). Given the fact that children experience the greatest growth in their vocabulary between the ages of two and six (Konza, 2014, p. 156), the ability to successfully decode words in a text is directly linked to a child’s ability to comprehend the meanings of those words (Konza, 2014, p. 160). Vocabulary acquisition in early childhood is predominantly the result of children engaging in conversations, listening to stories, and being exposed to a variety of media in vocabulary-rich home environments (Konza, 2014, p. 160). However, an unfortunate reality exists in that there are substantial variations in how vocabulary-rich children’s backgrounds are and hence how wide their vocabularies and competent their reading abilities are upon entering formal schooling (Gunning, 2017, p. 304; Graves, 2016, p. 3). While the research suggests that the impact of limited vocabulary is not significant in the early years of schooling (Gunning, 2017, p. 304), this changes as children move into the upper grades largely as a result of the increase in the volume and complexity of the texts they read (Graves, 2016, p. 2-3). Essentially, this can be explained by the fact if children experience disadvantage and their vocabularies are hence substantially smaller, their verbal ability, phonological awareness and word recognition are adversely affected, which in turn negatively impacts upon their reading comprehension (Graves, 2016, p. 2-3). The compounded effect of all of this is
that these students have fewer opportunities or the ability to acquire new words and are thus less likely to read successfully and therefore widely. This vicious cycle is one which Stanovich refers to as the ‘Matthew Effect’, whereby students who are ‘word-poor’ remain linguistically disadvantaged in contrast to the ‘word-rich’ (Stanovich, 1986 in Ebbers & Denton, 2008, p. 90). Therefore, the importance of vocabulary is underscored by issues of access and ability, which, if not addressed, will lead to students with smaller vocabularies and thus weaker reading abilities engaging in reading less, which subsequently stymies any chance of their encountering and learning new words. It can thus be concluded that any attempts at enhancing students’ reading comprehension should be simultaneously implemented with explicit instructional measures to develop their vocabulary.
With evidence pointing to the largest effect size for improving outcomes for students with reading difficulties being vocabulary instruction – 1.62 – (Kuder, 2017, p. 155), the most effective means of doing this is via explicit approaches that move beyond mere definitional knowledge (Gunning, 2017, p. 306). There are various strategies for vocabulary instruction posited by scholars in the field and they broadly rest on the following understandings: explicit instruction in subject or content areas is directly linked to conceptual understanding; effective explicit instruction must be frequent, varied and authentic; dedicated instruction time is essential; attention to metacognitions is necessary to promote independent learning; and varied approaches to instruction support the acquisition and comprehension of different subject/contentarea words (Harmon et al, 2009, p. 350-351). More specifically, vocabulary instruction must necessarily involve attention to: creating language-rich learning environments via providing opportunities for students’ learning through reading, writing and speaking; teaching word-learning strategies related to context and word-parts (looking around the word as well as inside the word); and promoting word consciousness – that is, fostering an appreciation of their communicative and aesthetic power and the importance of word choice (Graves, 2016, p. 6-8). Such attention to word consciousness will subsequently allow for greater incidental word learning through exposure to language rich environments (Cunningham & O’Donnell, 2012, p. 257). Thus, if schools dedicate time and resources to explicit vocabulary instruction across the curriculum, there are greater opportunities created for both explicit and implicit vocabulary development for students across subject areas and year levels.
Logic dictates that if we are to successfully build students’ vocabulary and thereby improve their literacy and broader educational outcomes, then it follows that we need to carefully
consider text choices. There is a strong case for text selection based on a balancing of the levels of complexity and challenge with student interests given the centrality of readers’ selfconcept to motivation and performance.
One of the most significant factors that require consideration in relation to text selection for readers who may struggle for whatever reason is motivation – that is, students’ incentive to read, both intrinsic and extrinsic. The notion of a reader’s self-concept (their perception of their ability) is a prerequisite for reading success and continued skill acquisition (Retelsdorf et al, 2011, p. 551). Wigfield and Eccles’ expectancy-value model (or EVM) suggests that reading motivation hinges on an individual's expectations about their reading ability and whether or not they will actually enjoy the reading experience – their subjective task value (Wigfield and Eccles, 2000 in Retelsdorf et al, 2011, p. 550). For instance, if a student has low expectations or self-perception of their reading ability and they are then presented with texts that scale low in terms of their enjoyment and ability, then the likelihood of them being motivated to engage in reading more often and thereby improve their ability over time is low. This aligns with the concept of the ‘Matthew Effect’ as outlined previously with regards to vocabulary acquisition (Stanovich, 1986 in Leko et al, 2013, p. 268). Thus, there is a link between motivation, reading
engagement and performance and growth – the cognitive challenges experienced by struggling readers function as roadblocks to their improvement and therefore their ongoing motivation to read (Klauda and Guthrie, 2014, p. 262).
Given that one of the most crucial factors in helping students improve their reading ability is motivation, text selection is paramount in facilitating this. Texts selected for students who experience reading difficulties should align with their abilities to assist them in strengthening their skills in fluency, decoding and comprehension as well as with their personal interests to enhance engagement (Leko et al, 2013, p. 268). In stating that text selection is central to ‘helping students climb the staircase of text complexity’, Fisher and Frey suggest a three-level guide for determining if text selections are appropriate for students. The guide considers: the qualitative dimensions of text complexity (levels of meaning and purpose, structure, language conventionality, clarity, knowledge demands); quantitative dimensions of text complexity (word length and frequency, sentence length, cohesion); and reader and task considerations (motivation, experiences, task purpose and complexity) (2015, p. 525). Additionally, Fisher and Frey propose three instructional categories: teacher-led, peer-led, and independent. Specifically, the texts selected for teacher and peer-led instruction should be appropriately complex given the higher
level of teacher scaffolding provided around reading and the opportunity for peer collaboration and support, whereas texts used for independent learning need not be overly complex; rather, they should be centred more firmly on student choice and interest (Fisher and Frey, 2015, p. 527). Instructional-level texts, or those that can be read at 93% to 97% accuracy, are most appropriate for teacher and peer-led activities as they ‘build an effective cueing system: does it look right, does it sound right, does it make sense?’ (Tyner, 2009, p. 58 in Leko et al, 2013, p. 268). What are referred to as frustration-level texts, those texts that students read with accuracy rates of less than 93%, are also only appropriate for teacher-led instruction as the level of complexity and challenge is mediated via teacher support (Leko et al, 2013, p. 268). Independent-level texts, those that students can read with close to 100% accuracy, are best suited for teacher assistance-free reading and most often fall into the category of high interest/low-readability whereby they offer both appropriate levels of accessibility and age-appropriate interests for struggling readers (Biancarosa & Snow, 2006 in Leko et al, 2013, p. 268-270). Thus, careful consideration of text choice by educators across the curriculum is central to facilitating the process of improving reading ability and thereby the motivation to engage in further reading.
The way forward
In closing, it’s evident that targeted, explicit vocabulary instruction is essential to enhancing both reading and broader educational achievement for students. Issues of access and ability – that is, the relationship between students’ access to supportive, vocabulary-rich environments and the ensuing impact on their vocabulary development – must be addressed via dedicated cross-curriculum instruction to strengthen their vocabulary acquisition and reading comprehension. Effective instruction necessarily entails attention to strategies that move beyond simply learning word definitions and thus facilitate greater word consciousness. Furthermore, teachers must engage in text selection processes that strike the necessary balance for students who experience reading difficulties for whatever reasons: texts that are too complex or frustrating will be inaccessible and function to disengage and demotivate, whereas texts that are more accessible, ability-appropriate and offer higher levels of interest are far more effective in supporting reading growth and achievement as well as creating stronger foundations for future reading engagement. Students will continue to lack motivation and ability regarding reading for pleasure, vocabulary, and comprehension if the texts and words we expose them to are inaccessible or unengaging given their interests and ability. If we want our young people to acquire and successfully use a broader range of words, then it follows that the words we expose them to have to be meaningful, accessible, and engaging.
References
Allington, R., Mccuiston, K., & Billen, M. (2015). What Research Says About Text Complexity and Learning to Read. Reading Teacher, 68(7), 491–501. https://doi.org/10.1002/trtr.1280
Cunningham, A. & O’Donnell, R. (2012). Reading and Vocabulary Growth. In Kame’enui, E., Kameenui, E., & Baumann, J. (2012). Vocabulary instruction research to practice (2nd ed.). Guilford Press.
Ebbers, S., & Denton, C. (2008). A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties. Learning Disabilities Research & Practice, 23(2), 90–102. https://doi.org/10.1111/j.1540-5826.2008.00267.x
Fisher, D., & Frey, N. (2015). Selecting Texts and Tasks for Content Area Reading and Learning. Reading Teacher, 68(7), 524–529. https://doi.org/10.1002/trtr.1344
Fisher, D. & Frey, N. (2023). The Vocabulary Playbook: Learning Words That Matter, K–12. Corwin Press Inc.
Graves, M. (2016). The vocabulary book: learning and instruction (Second edition.). Teachers College Press.
Gunning, T. (2017). Assessing and correcting reading and writing difficulties (Sixth edition.). Pearson.
Harmon, J., Wood, K. & Medina, A. (2009). Vocabulary Learning in the Content Areas – Research-Based Practices for the Middle and Secondary Classrooms. In Wood, K. & Blanton, W. (Eds). (2009). Literacy instruction for adolescents researchbased practice. Guilford Press.
Klauda, S., & Guthrie, J. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Reading and Writing, 28(2), 239–269. DOI: 10.1007/s11145-014-9523-2
Konza, D. (2014). Teaching Reading: Why the “Fab Five” should be the “Big Six”. Australian Journal of Teacher Education, 39(12). http://dx.doi.org/10.14221/ajte.2014v39n12.10
Kuder, S., Xin, Y., & Tzur, R. (2017). Vocabulary Instruction for Secondary Students With Reading Disabilities: An Updated Research Review. Learning Disability Quarterly, 40(3), 155–164. https://doi.org/10.1177/0731948717690113
Leko, M., Mundy, C., Kang, H., & Datar, S. (2013). If the Book Fits: Selecting Appropriate Texts for Adolescents With Learning Disabilities. Intervention in School and Clinic, 48(5), 267–275. https://doi.org/10.1177/1053451212472232
Retelsdorf, J., Köller, O., & Möller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21, 550-559. DOI: 10.1016/j. learninstruc.2010.11.001
Helen Lobegeiger Head of Faculty – Health and Physical Education (Pre-Prep - Year 12)
‘Hello Miss, welcome to GPS’. This cheerful welcome echoed throughout the hallways on my first day at Girls Preparatory School (GPS). I had only just arrived and yet I was greeted by students and staff alike with a warmth and familiarity that made me feel I had been part of the school community for years. This moment in April 2024 was the beginning of the Amanda Minotti Teaching Fellowship to Girls Preparatory School (GPS), a private day school in Chattanooga, Tennessee, for girls in Years 6 through to 12.
From the moment I stepped into the school, I was enveloped by a sense of warmth and belonging. Over the two weeks, I came to realise this atmosphere was not just accidental, but a result of many threads woven together to form the rich tapestry of GPS. In every building I walked into, the halls opened into communal areas equipped with the creature comforts you would expect from home including lounge chairs and sofas. I found these were always in use by girls who were accompanied by either a Starbucks beverage or were sipping from a Stanley cup (America’s answer to a Frank Green) while studying independently or in small groups. This was made possible by the timetable, an eight-day rotating cycle of five lessons a day, each lasting 60 minutes. Within this structure, ‘study hall’ classes are scheduled, providing girls from Year 6 to Year 12 time away from classes to study throughout the day. This gave the school a relaxed vibe, a home away from home feeling, an environment that was safe, inviting, and warm.
most beautiful things I observed, as it celebrated the individual, encouraged girls to have a strong voice, and nurtured connectiveness as you could not help but feel emotionally tied to the student who bravely shares their struggles, secrets and successes.
Another observation was the culture of mutual respect and trust between both staff and students. This permeated inside and outside the classrooms. Rarely did I witness teachers speaking to students regarding behaviour or giving reminders of rules. I was very impressed in the HPE lessons I observed where not one student sat out citing reasons of illness, injury or due to a lack a uniform. This culture I came to believe is nurtured by the strong teacher-student relationship and the Honor Code that is employed at GPS. This was developed around the belief that ‘a girl’s honour is her most valuable possession’. This system is self and peer regulated with any indiscretions examined by an elected group of students supported by staff who determine consequences, helping create a solid foundation of honesty, trust and respect upon which girls learn from one another.
Beyond the academic classes, students engaged in Advisory Check-Ins and Help classes every day. It was here that teachers acted as guides and mentors, offering advice and support. During my time there, I witnessed several instances where teachers provided guidance on personal and academic matters. Their dedication to the holistic development of the girls was evident in every interaction, reinforcing the depth of the teacher-student relationship.
The communal culture extended beyond the break-out spaces to the dining hall. Teachers and students at GPS would mingle in lines together as you waited to be served southern classics such as cheese and grits, fried chicken, and chilli. We then sat at tables amongst one another, allowing for informal interactions and casual conversations resulting in relationship-building beyond the classroom.
GPS has many traditions that hold a strong place in the history of the school. One tradition I was fortunate to witness was the seniors’ Chapel Talks. Chapel talks are not religious in nature and occur during ‘chapel’ or what we would call assembly at the end of the school day. Chapel talks are given by each senior during her last year at GPS. Each talk is conducted in front of the entire school cohort as well as invited family and friends. The talks I witnessed ranged from the profound, humorous to deeply personal and sometimes all three! These talks provided the seniors an opportunity to express themselves freely on what was deemed important to them. This was one of the
In conclusion, this immersion was not just an observational experience but a powerful lesson in the transformative power of relationships in teaching. Witnessing how a supportive and caring environment full of strong and meaningful connections with students can transform the educational experience for students both academically and personally has reaffirmed my commitment to fostering such relationships in my future teaching endeavours.
The two weeks at Girls Preparatory School offered a window into the ways educational communities operate around the globe. I am thankful to both St Margaret’s and GPS for affording me this experience and am grateful to be part of a world-class institution at St Margaret’s where everything begins and ends with what is best for girls.
Caitlin McCluskey Dean of Academics
At the beginning of each school year, we hold the Scholars’ Assembly to celebrate the Year 12 students of the previous year who achieved an ATAR of a 90 or above.
As part of this celebration, we ask the scholars to provide current students in Years 11 and 12 with some advice for their final years of schooling. This advice is recorded in the Scholars’ Assembly Booklet, hard copies of which are provided to all Years 11 and 12 students, with electronic copies available to other year levels. We provide these booklets to our students with the hope that they will be inspired by our recent graduates and take on the advice and study strategies provided. The question is whether these strategies that have worked for our Scholars are backed by research and empirical evidence.
When reviewing the advice given over the past three years, the overwhelming majority fits into three main categories: studying effectively and efficiently; having a balanced approach; and mindset (including goal setting). The most common advice relates to study habits and ensuring they are effective, efficient, and tailored to the individual. Some students emphasised regular revision and starting assignments early, while others focused on developing a regular schedule or minimising distractions during study sessions. In their review of time management literature, Claessens, van Eerde, Rutte and Roe (2007) found that planning time allows for a structured approach to tackling complex tasks such as assignments, with a side effect of planning time effectively being an increase in appropriate breaks being taken and reduction of stress. Hafner, Stock & Oberst (2014) also found that individuals who
practise time management techniques report lower levels of stress and higher levels of wellbeing, further contributing to the overall efficiency and effectiveness of study sessions. In the age of smartphones, there is an abundance of study into the impact of distraction and interruption of attention span and academic performance. Rosen, Lim, Carrier & Cheever (2011) found that distractions from study can significantly impair academic performance by disrupting the encoding and retrieval of information. Because cognitive resources are limited, distractions divert attention away from the primary task of learning, leading to decreased efficiency and effectiveness and study. Multitasking with electronic devices, for example social media or texting, is particularly disruptive as it fragments attention and increases cognitive load, slowing down content processing of content and making it harder to retain (Junco, 2012).
Given the extensive involvement of St Margaret’s students in extracurricular offerings, it’s no surprise that many students also recommended continuing involvement in sporting, music and other pursuits to maintain a balanced approach to their final years at school. There is significant research supporting the role exercise plays in enhancing cognitive function and supporting both immediate and long-term brain health. Ratey and Loehr (2011) found that the increased blood flow to the brain caused by exercise promotes growth of new neurons and strengthens connections between existing ones, enhancing memory, attention and executive function. Additionally, regular aerobic exercise has been shown to increase the size of the hippocampus, the brain area involved in memory and learning (Erickson et al., 2011). Similarly, musical training
has been linked to improved executive functions such as working memory and attentional control (Schellenberg, 2006). Participation in community activities fosters a sense of belonging and social support, which is shown to enhance students’ motivation and engagement in academics (Eccles & Barber, 1999). Furthermore, Gilman, Meyers, & Perez (2004) found that balancing academic pursuits with extracurricular activities reduced stress and prevented burnout, leading to better mental health and academic outcomes.
Having a balance within study sessions is also shown to improve academic outcomes, with breaks being essential for maintaining cognitive function and preventing mental fatigue. Dunn, Rakes & Rakes (2021) have shown that short, frequent breaks enhance focus and increase productivity by allowing the brain time to rest and recover, and Davis, Roney and Williams found in their 2016 study that students who incorporated regular breaks into their study routines demonstrated better recall and comprehension compared to those who studied for extended periods without breaks.
Throughout Years 11 and 12, there are inevitably periods of time or pieces of assessment that students find particularly challenging. Our Scholars recognised that their own mindset and ability to set goals and motivate themselves played a large role in getting them through these hurdles. Mindset and goal setting play a crucial role in academic achievement by influencing students’ motivation, perseverance, and overall academic behaviour. A growth mindset – the belief that intelligence and abilities can be developed through effort and learning – encourages students to embrace challenges, persist in the face of setbacks, and see effort as a path to mastery. This mindset fosters resilience and adaptive learning behaviours, which are essential for academic success (Dweck, 2012; Yeager & Dweck, 2020). Goal setting further enhances academic performance by providing students with clear objectives and a sense of direction. It helps in breaking down larger tasks into manageable steps, making it easier for students to track their progress and stay motivated. Research has shown that students who set specific, challenging, and attainable goals tend to perform better academically, because these goals increase engagement and focus (Schippers, Scheepers, & Peterson, 2015; Moeller, Theiler, & Wu, 2012).
It is evident that while our Scholars may not have read the literature that supports the methodologies they used to approach their final years at St Margaret’s they were certainly implementing strategies that were backed by empirical research. Many students receive this advice from teachers, Academic Advisors, tutors and parents; however, a student’s openness to taking on board advice and utilising the strategies is often the key to successful implementation. Our Scholars booklet gives our current students exposure to high yield study strategies that, while may not be referenced, are given in the form of advice from peers and therefore may be more readily adopted.
References
Claessens, B. J., van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36(2), 255-276. https://doi. org/10.1108/00483480710726136
Davis, S. N., Roney, K., & Williams, K. (2016). The impact of study breaks on memory retention and comprehension. Journal of Cognitive Enhancement, 1(2), 123-130. https://doi. org/10.1007/s41465-016-0012-8
Dunn, S., Rakes, C., & Rakes, L. (2021). Cognitive benefits of regular breaks during study. Learning and Instruction, 71, 101-112. https://doi.org/10.1016/j.learninstruc.2020.101112
Dweck, C. S. (2012). Mindset: The new psychology of success. Random House.
Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10-43. https://doi.org/10.1177/0743558499141003
Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., ... & Kramer, A. F. (2011). Exercise training increases the size of the hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/ pnas.1015950108
Gilman, R., Meyers, J., & Perez, L. (2004). Structured extracurricular activities among adolescents: Findings and implications for school psychologists. Psychology in the Schools, 41(1), 31-41. https://doi.org/10.1002/pits.10136
Hafner, A., Stock, A., & Oberst, V. (2014). Decreasing students’ stress through time management training: An intervention study. European Journal of Psychology of Education, 29(4), 599620. https://doi.org/10.1007/s10212-013-0204-7
Junco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28(6), 2236-2243. https://doi.org/10.1016/j.chb.2012.06.031
Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96(2), 153-169. https://doi.org/10.1111/j.15404781.2011.01231.x
Ratey, J. J., & Loehr, J. E. (2011). The positive impact of physical activity on cognition during adulthood: A review of underlying mechanisms, evidence, and recommendations. Reviews in the Neurosciences, 22(2), 171-185. https://doi.org/10.1515/ rns.2011.017
Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced interruptions during class. Educational Psychology, 31(5), 793-812. https://doi.org/10.1080/014434 10.2011.585606
Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98(2), 457-468. https://doi.org/10.1037/0022-0663.98.2.457
Dominique Nielsen Assistant Head of Faculty
Science
Working memory can only process up to four new items of information at a time, but students can retain knowledge more efficiently when it is introduced both verbally and visually.
Despite the perception that biology is ‘easy’, many students struggle with the complex concepts and the large amount of new terminology that is introduced in Senior Biology. Biology requires students to construct their understanding of integrated concepts on both the microscopic and macroscopic scales (National Science Teachers Association [NSTA], 2009) and is therefore cognitively challenging. Additionally, students struggle to understand the language of biology as a large amount of new vocabulary is introduced in a biology course (NSTA, 2009).
This results in many students performing poorly academically or dropping the subject shortly after commencing, highlighting a need to explore pedagogical techniques to address this. Prior research has indicated that the teacher is a very important factor in whether students learn the curriculum or not (Nneji, 1998 in Okoye & Okechukwu, 2010). Therefore, the teacher should be equipped with the right teaching strategies for effective learning to take place. Teaching strategies need to help our students develop ways of retrieving and applying facts and ideas in biology (NSTA, 2009).
When students are given a lot of information to remember that is presented using PowerPoint slides and verbal communication, they often have a hard time recalling this information (known as the transient information effect) or they fail to make the appropriate connections (Nguyen, 2023).
The solution: dual coding
Dual coding, particularly with the use of graphic organisers, may present a powerful tool for addressing these problems and improving students results in biology. Dual coding is a term describing where two information channels are feeding our working memory. The first channel deals with verbal information, while the second deals with visual information. While working memory is limited – it allows around four new items of information to be processed at a time – we can learn more efficiently when we are using both processes together (Christodoulou, 2020).
Graphic organisers comprise written words and phrases arranged spatially to convey meaning. They take on many forms, including mind maps, Venn diagrams, flow charts and tables (Figure 1).
It has been suggested that graphic organisers facilitate the development of conceptual understanding (Katayama & Robinson, 2000; Novak & Canas, 2006).
No matter the form, graphic organisers offer specific advantages.
• They provide all the key information students need to learn in one permanent place, thus addressing the problem of transient information being forgotten. While impermanent forms of communication, such as verbal explanations, videos, and PowerPoint slides, are helpful, following this up by summarising the content in a graphic organiser is useful to all students and invaluable to students with working memory issues.
• Graphic organisers are an efficient and concrete way to give students access to expert schemas. Young students differ from experts, not only in the amount of knowledge they have but in how they think (Kirschner & Hendrick, 2020). Experts organise information differently in long-term memory, and this helps them process new information more effectively. It is therefore important in biology lessons that teachers explicitly teach students how to organise knowledge so that they can develop expertise and think about biology in a sophisticated way.
An instructional sequence
Here is how using dual coding can look in the classroom.
1. Construct a diagram
After presenting content to students, summarise the content in a diagram. In this first stage, the teacher constructs the diagram bit-by-bit while the students follow along in their own books. It is important that everyone can clearly see what the teacher is doing. A large whiteboard is perfect for this. The teacher can actively involve students by asking them retrieval questions. We learned about the innate immune system today. What were they called? Good. Let’s add that to our mind map. However, it is important for the teacher to have an idea of what the overall structure of the diagram should be. You might ask yourself, for example: What are the main categories for my mind map? How many categories are there, and how do they fit on the page? For this reason, it is usually helpful to have drawn your diagram as part of your lesson planning process and have it to refer to when live-modelling to your students.
2. Model explanation of the diagram
Once the diagram is complete, ask students to explain the diagram. This is another opportunity for students to process the content, this time from a visual format back into a verbal format with full syntax. It should be clear that students are not simply reading the words and phrases. This is why, prior to releasing students to explain the diagram, it is important that the teacher models tracing the complete diagram with their finger and explaining the content in full sentences.
3. Students explain the diagram
Now that the teacher has exemplified the standard of verbal explanation, the teacher directs students to take turns explaining the diagram to their partner. It is important to have strong classroom routines in place around partner conversations.
4. Apply knowledge
Students have now had several opportunities to engage with the content. You can expect that a higher proportion of your class have a stronger understanding of the content. Now students can engage in independent retrieval and application tasks with a higher success rate.
5. Redraw the diagram from memory
Dual coding is an excellent retrieval activity and should be considered part of a teacher’s toolbox of review techniques. You could, for example, direct students at the start of a lesson to redraw a flow chart from memory to activate relevant prior knowledge that helps students understand the new content you are about to present. Dual coding can also be used as a productive activity for engaging students as they enter a classroom. In my own biology classroom, for example, I have an A4 blank sheet of paper or a starter drawing at the front of the room and my students know we are going to be creating a graphic organiser, which they love (Figure 2).
Figure 2: A starter drawing for Year 11 Biology
6. Content drives form
The last thing to emphasise is the great variety of forms that graphic organisers can take. Choosing the most appropriate graphic organiser depends on the specific content you are teaching.
References
Christodoulou, D. (2020), Teachers vs tech?: The case for an EdTech revolution. Oxford University Press.
Katayama, A.D., & Robinson, D.H. (2000). Getting students partially involved in note-taking using graphic organisers. The Journal of Experimental Education, 68, 119-133.
Kirschner, P.A., & Hendrick, C. (2020). How learning happens. Routledge.
National Science Teachers Association. (2009). The biology teachers handbook. National Science Teachers Association.
Nguyen, B. (2023). Dual coding: a strategy for organising knowledge. Agora, 58(3), 51-54.
Novak, J.D., & Canas, A.J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information visualisation, 5(3), 175-184.
Okoye, N.S., & Okechukwu, R.N. (2010). The effect of concept mapping and problem-solving teaching strategies on achievement in biology among Nigerian secondary school students. Education, 131(2), 288-294.
Georgia O’Brien Secondary Teacher
In August 2023, I had the privilege of spending a week at Methodist Ladies College (MLC), in Claremont, Perth, as part of the St Margaret’s ceTLe teacher exchange program. The Western Australian state displayed its charm with cool temperatures and clear blue skies throughout the week. I enjoyed my lunches outside in the beautiful gardens, basking in the sunshine and every afternoon I watched the stunning sunsets over the ocean.
During my stay, I had several memorable experiences, including an afternoon walk at King’s Park and Botanic Garden, which offered lovely views of the city. I was also fortunate to visit Rottnest Island, where I encountered the famous quokkas and explored this popular holiday destination.
A primary focus of my visit was to examine MLC’s extension processes in mathematics. Both MLC and St Margaret’s have the privilege of educating many students identified as gifted in mathematics and other subjects. I was particularly eager to see how MLC meets the needs of these students. I was impressed by their approach: MLC has a cohort of 20 Year 10 students who have been accelerated since Year 7, and these students are now tackling Year 11 Mathematical Methods content. The aim of this program is not to push students through grades prematurely but to maintain their interest and engagement in mathematics. This approach is designed to boost enrolment in Specialist Maths, enhance outcomes in Mathematical Methods, and address the learning needs of gifted students throughout their junior years.
Addressing gender equity in education, especially in highlevel mathematics, remains a persistent challenge. Despite strides toward gender parity in many academic fields, girls are still underrepresented in advanced mathematics courses. This under-representation is concerning because proficiency in high-level mathematics can open doors to numerous opportunities in tertiary education and the workforce, particularly in male-dominated STEM fields. These careers not only shape the world we live in, but also offer higher earning potential. Encouraging more women to enter these fields could help close the gender pay gap (Smith, 2021). Furthermore, lack of diversity in STEM can be detrimental to the development of the world we live in, as careers in these fields range from designing infrastructure to innovating medical techniques (Schmader, 2023).
The success of MLC’s mathematics program hinges on the expertise of their mathematics teachers, and St Margaret’s is also very fortunate to have a faculty of experts in mathematics. In contrast to MLC’s enrolment challenges, St Margaret’s faces different challenges. While our senior mathematics enrolments are robust, we still have many gifted students who require appropriate support. We provide this support by accelerating students, and we also offer numerous competitions to challenge their mathematical thinking. For instance, St Margaret’s participates in the Queensland Maths Pre-Olympiad Program, which aims to challenge students and may even lead to them
representing Australia in mathematics competitions. Research indicates that participation in such programs builds confidence in mathematical ability, increasing the likelihood that students will pursue mathematics at the tertiary level (Jung & Lee, 2021). Investing in mathematics enrichment programs and competitions is incredibly valuable for the students at both MCL and St Margaret’s, and the impact this has on the futures of our students is immeasurable.
My week at MLC in Perth was an enriching experience that provided valuable insights into effective methods for nurturing gifted students in mathematics. It reaffirmed that the work we are doing at St Margaret’s to cater for our top mathematics students is effective, as seen in our high enrolment numbers for high-level mathematics subjects in senior schooling. By sharing these practices and fostering a collaborative approach between
our schools, we can continue to support and inspire the next generation of mathematicians, thus hopefully closing gender gaps and promoting excellence in STEM education. Thank you to St Margaret’s for sending me on exchange, and to MLC for hosting me for the week.
References
Jung, J. Y., & Lee, J. (2021). After the International Mathematical Olympiad: the educational/career decisions and the development of mathematical talent of former Australian Olympians. The Gifted Child Quarterly, 65(3), 235-261. https://doi.org/10.1177/0016986221991160
Schmader, T. (2023). Gender inclusion and fit in STEM. Annual Review of Psychology, 74(1), 219-243. https://doi.org/10.1146/ annurev-psych-032720-043052
Smedsrud, J. H., Nordahl-Hansen, A., & Idsøe, E. (2022). Mathematically gifted students’ experience with their teachers’ mathematical competence and boredom in school: A qualitative interview study. Frontiers in Psychology, 13, 876350-876350. https://doi.org/10.3389/fpsyg.2022.876350
Smith, M. (2021, August 19). These college majors have the best return on investment, according to a new report. CNBC. https:// www.cnbc.com/2021/08/19/these-college-majors-have-thebest-return-on-investment.html
‘A higher form of knowledge’:
As young people prepare to live and work in a world very different from the one we know now, cultural awareness, citizenship and ethical and moral understanding will underpin their ability to connect and communicate empathetically, and thus effectively, within diverse social and professional communities.
The Sisters of the Society of the Sacred Advent were already modelling these ‘soft’ skills and values when they founded a school for girls in Brisbane at the end of the nineteenth century. Their philosophy, ‘never narrowly academic’, sought to educate ‘the whole personality, physical, mental and spiritual that the girls may live to their fullest capacity’ (St Margaret’s, 2023, para. 3). Today, the Sisters’ vision has never been more relevant. The world as we know it faces an uncertain future, and averting further crisis depends on principled and empathetic people who are motivated by the common good. Roman Krznaric, author of Empathy, a Handbook for Revolution (2014), agrees: ‘Empathy – is coming to be seen as one of the fundamental forces for tackling global challenges.’
Therefore, teachers must purposefully plan opportunities for developing empathy to prepare students for the future. The Australian Curriculum Assessment and Reporting Authority (ACARA) mandates that this is not just the business of pastoral programs, extra-curricular offerings, or discrete ethics, civics, or religion classes. Rather, two of the General Capabilities to be developed within the teaching of all learning areas – Ethical Understanding and Intercultural Understanding – make explicit mention of empathy. As already asserted, these capabilities play a significant role in equipping young Australians to live and work successfully in the twenty-first century (ACARA, 2023).
Defined most easily, empathy is the art of understanding and imaginatively entering into another person’s situation (Mills, 1995). Unlike sympathy, a response to another’s situation that depends on its distinction from our own, empathy drives connection. American researcher and author Brené Brown characterises the relational nature of empathy thus: ‘In order to connect with you, I have to connect with
something in myself’ (2013, 1.28). As such, the significance of empathy, and the importance of cultivating it in all we do as educators, becomes clearer. Empathy not only encourages and enables a deeper understanding of others but also invokes a deeper understanding of ourselves, and, most importantly, an understanding of the intersection of this other and self. Empathy simultaneously sees and seeks to understand the subjective individual experience and the innate, shared humanity that connects us all.
To foster empathy, educators need first establish a caring classroom environment. This care should characterise the relationships between teacher and students, students and peers, students and the physical environment, students and subject matter, and subject matter to global and cultural applicability. In other words, teachers and students must care about each other and about what they are doing. Teachers might demonstrate their care by modelling values such as curiosity, inquisitiveness, intellectual humility, and respect for others’ viewpoints. Once teachers model ways to care, we allow our students the freedom to imagine how others should be treated, ways things should be, and solutions to societal problems (Phillips, 2003). This caring connectedness is empathy in practice.
English teachers are ideally placed to foster empathy in our classrooms. As a creative art, literature concerns itself with representing the human experience. Literature exposes both what is unique about particular experiences in specific contexts and the commonalities of the human condition that transcend time, place, and subjective perspective. Stout (1999) asserts that the arts provide invaluable opportunities to draw together students’ thoughts and feelings, turning them toward the imaginative exploration of a wide world of human experience. Through encounters with literature, students can move from narrow interests and absorption in self towards empathy – an unfolding curiosity and a growing concern for the world in which they live.
In planning to promote empathy, teachers of literature can consider both text choices and lesson activities. The Greater Good in Education website, created to offer research-based and
informed strategies and practices that promote students’ social, emotional, and ethical development, suggests that teachers choose texts that contain provocative situations and characters, and that consideration is given to whether the text is a ‘window’ or a ‘mirror’. A ‘window’ book provides students with a glimpse into the identities, motivations, and experiences of people who, on the surface, seem different from them, whereas a ‘mirror’ book reflects students’ own identities, motivations, and experiences back to them (Greater Good in Education, 2020). As aforementioned, the seeming element of ‘window’ texts is important to empathic development, as students will be encouraged to see not just what is different, but also what they share with the human experiences in the text.
Text choices across the years of secondary schooling should ensure that students are exposed to contemporary literature that grapples with age-appropriate ethical dilemmas and gives voice to a diverse range of cultures and experiences. While value can always be found in the study of ‘the classics’, twenty-first century learners must also hear twenty-first century stories to promote meaningful and empathetic engagement that can be applied to their world and its concerns in authentic, practical ways.
Empathy-developing lesson activities involve engaging students’ imaginations with the characters’ perspectives, experiences, and worlds of the texts. Choo (2018) gives examples of literary texts whose aesthetic structure is designed to facilitate perspective taking, such as R.J. Palacio’s novel Wonder, in which the story is told from different characters’ points of view. The intersectionality of these perspectives allows students the opportunity to construct a more holistic understanding, developing empathy by positioning them to perceive events through different lenses.
Where this literal perspective taking is not part of the text’s design, pedagogical approaches can facilitate similar empathic engagement: for example, a literature circle, in which small groups of students are each allocated a different character’s perspective to adopt from a novel. Teachers might present students with open-ended discussion questions about their motivations and feelings at different points in the story. Another approach could be writing characters’ diary entries to reflect on important events. This imaginative perspective taking frees students from the limitations of self-concern, empathically engaging them instead in the process of connecting with and understanding someone else.
Students can deepen their empathic insights when taught about the relevance of cultural context and its attitudes, values, and beliefs on who we are and how we construct knowledge. Understanding the relevance of gender, ethnicity, class, and age and the changing effects and implications of these markers according to context is critical for literature students’ empathic understanding of others’ experiences, perspectives, and their own responses to these (Stout, 1999).
Just as educators build lessons around objectives that are specific in terms of the thinking skills to be developed and the curriculum content to be learned, could we be similarly explicit – at least in our own planning – about the feeling skills to be fostered? Following the moral-cognitive approach to education, as called for by scholars Broudy (1972), Bruner (1986), Noddings (1992), and Stout (1999), teachers might strive towards a pedagogical approach that integrates ways of knowing with ways of caring. How will we enable students to better recognise and express their emotional responses? How to better identify, understand, and respond to the emotional experiences of others? How to feelingly adopt perspectives other than their own and consider complex issues through alternative cultural lenses? This empathy, the Ancient Greek philosopher Plato contests, is ‘the highest form of knowledge… for it allows us to suspend our egos and live in another world’. As we prepare students for the ‘other’ future world, and strive to develop their capacity to make principled, meaningful contributions to it, fostering empathy should be a professional priority.
References
Australian Curriculum, Assessment and Reporting Authority. (2023). General Capabilities in The Australian Curriculum. https://docs.acara.edu.au/resources/English_-_GC_ learning_area.pdf
Broudy, H. (1972). Enlightened Cherishing: An essay on aesthetic education. The 1972 Kappa Delta Pi Lecture. Champaign Urbana: University of Illinois Press.
Brown, B. (2013). RSA Short: Empathy [Video]. www.brenebrown.com/ videos/rsa-short-empathy/
Bruner, J. (1986). Actual minds, possible worlds. Harvard Press.
Choo, S. (2018). The Need for Cosmopolitan Literacy in a Global Age: Implications for Teaching Literature. Journal of Adolescent & Adult Literacy, 62(1), 7-12.
Greater Good in Education. (n.d.). Fostering Empathy Through Literature (Middle School & High School). https://ggie. berkeley.edu/wp-content/uploads/2019/04/GGIE_ Fostering_Empathy_Through_Literature_MS_HS.pdf
Mills, V. (1995). Fiction, Empathy and Teaching History. Teaching History, 81, 7-9. https://www.jstor.org/stable/43258329
Noddings, N. (1992). The challenge to care in the schools: An alternative approach to education. Teachers College Press.
Palacio, R. J. (2017). Wonder. Random House Books.
Phillips, L. (2003). Nurturing Empathy. Art Education, 56(4). 45-50. https://www.jstor.org/stable/3194063?mag=can-art-helppeople-develop-empathy
St Margaret’s Anglican Girls School. (2023). Sisters of the Society of the Sacred Advent. https://www.stmargarets.qld.edu.au/ discover-st-margaret-s/our-history/sisters-of-the-society-ofthe-sacred-advent
Stout, C. (1999). The Art of Empathy: Teaching Students to Care. Art Education, 52(2), 21-2+33-34. https://www.jstor.org/ stable/3193759
Each year, St Margaret’s offers the opportunity for staff to participate in an interstate teacher exchange, and I was fortunate to be awarded an exchange to St Peter’s Girls’ School in Adelaide. The interstate exchange provides teachers with the opportunity to further develop as professionals by learning about different school systems, exchanging ideas and knowledge with other educators, accessing new strategies, ideas, and resources, and contributing to professional development.
Prior to my exchange, I welcomed Year 3 teacher Sarah Mulraney from St Peters to St Margaret’s in May. It was wonderful to have Sarah join Year 3 and get to know her before I would join her in Adelaide later in the year. During her visit, Sarah brought letters from the girls in her class for our St Margaret’s Year 3s. My students were bursting with excitement to read letters from their buddies, and through this, our pen pal project began.
When August arrived and I travelled to St Peter’s, I was warmly welcomed by the staff of the junior school. Throughout my time in Adelaide, I thoroughly enjoyed observing a range of different classes, from the Early Learning Centre all the way through to Year 6. A true highlight of my exchange, however, was meeting Sarah’s Year 3 class, who I had begun getting to know through their letters. The joy on their faces as I pulled out a package full of handwritten letters from my class is a moment I will not forget. The girls were brimming with anticipation to read the responses from their pen pals and were excited to begin sharing with each other facts about their new friends.
The writing of pen pal letters has been a popular practice for generations. Despite living in an era dominated by instantaneous digital communication, the anticipation and delight of exchanging handwritten letters with a pen pal remains an experience that surpasses technological trends (Campbell-Rush, 2008). Engaging in pen pal relationships opens a wealth of educational prospects for children. These cross-cultural exchanges not only nurture their literacy skills but also facilitate the acquisition of knowledge across various academic disciplines (Barksdale et al., 2007).
Camille Poupardin Primary Teacher
The advantages of genuine and purposeful writing experiences in fostering literacy skills are widely acknowledged. When students take part in a structured pen pal project involving responsive letter writing, they actively engage in a literacyoriented activity aimed at communicating mutually with another person, anticipating a reciprocal response (Barksdale et al., 2007). Vygotsky determined that children learn more effectively when they are engaged in learning experiences that resonate with their personal interests, curiosities, and realworld contexts (cited in Barksdale, et al., 2007).
The act of exchanging letters with others presents children with the opportunity to practise understanding written messages and at the same time allows them to develop clearly expressing their own thoughts and ideas in writing (Barksdale et al., 2007). This back-and-forth exchange helps children
improve both comprehending what they are reading as well as communicating effectively through their own writing. By experiencing this interactive process, they naturally develop skills to grasp meanings and convey their intended messages with clarity (Rankin, 1992).
As we ventured through the rest of the year, we continued to write letters to each other. These pen pal letters provided several cross-curricular opportunities within the classroom and sparked curiosity around what we had read from our pen pals. When we began our humanities unit on Australia’s states and territories, the girls were thrilled to learn more about Adelaide and the place our buddies were from. Each letter we sent and received from our pen pals provided new learning opportunities within the classroom, and we were excited to be able to share our experiences with our new friends in South Australia.
I loved that we could talk to girls from different schools and learn about what it is like in another state. I had never been to Adelaide before but learnt so much just from my pen pal’s letters.
Jemima, St Margaret’s
Pen pals was a really fun experience and I liked being able to learn about other girls outside of our school.
Chloe, St Peter's
I enjoyed making a new friend and getting to know them more. It was interesting to learn about where our pen pals lived, and I was able to make connections from her letters with what we were learning in class.
Skye, St Margaret’s
Writing pen pal letters was a great experience because we were communicating with people across Australia!
Hazel, St Peter's
I got to know all about my pen pal just by writing letters to and receiving letters from them. Each letter we would ask each other questions about one another and our interests and through that, we were able to really get to know each other.
Lucy, St Margaret’s
My favourite part about the pen pal project was that we got to meet new people. I enjoyed writing the letters to them and sharing what we had been learning throughout the term with our buddies.
Rosie, St Margaret’s
I loved participating in pen pals because we learnt a lot about Brisbane, and we made friends with someone in a different state.
Matilda, St Peter's
Sarah Singleton and I have continued the pen pal project into 2024 and are excited to continue fostering the connections between our students and our schools.
References
Barksdale, M. A., Watson, C., & Park, E. S. (2007). Pen Pal Letter Exchanges: Taking First Steps toward Developing Cultural Understandings. The Reading Teacher, 61(1), 58–68. http://www.jstor.org/stable/20204551
Campbell-Rush, P. (2008). 10 strategies to improve writing instruction in the primary grades. The Education Digest, 74, 35-39. https://www.proquest.com/magazines/10-strategiesimprove-writing-instruction-primary/docview/ 218190724/se-2
Rankin, J. L. (1992). Connecting Literacy Learners: A Pen Pal Project. The Reading Teacher, 46(3), 204–214. http://www.jstor.org/ stable/20201047
Sarah Singleton Primary Teacher
The importance of reading proficiently cannot be overstated. Learning to read is regarded by many as the single most important outcome of a child’s primary education (Konza, 2010). Achieving mastery of this complex skill empowers children to savour the power and joy that reading can bring and is a pivotal in facilitating academic success, future employment opportunities, and independence in adult life (International Reading Association, 2020; Moats, 2020). Fluent reading is an influential factor in achieving reading success. Reading accurately at an appropriate pace and with expression and phrasing that mimics spoken language are the components of fluent reading (Hasbrouck, 2020), which is an important element in establishing and maintaining deep levels of comprehension during reading. Each of these three components of fluency must be fostered in primary classrooms, as difficulties with any aspect can hinder comprehension (Rasinski, 2012).
Reading fluency is not a skill that can be taught in isolation; rather, it grows as a result of the strong development of the elements of reading (Seamer, 2023). It is important that educators recognise reading as a complex process that requires children to be able to lift words accurately from the page, while simultaneously comprehending the language that they encounter (Moats, 2020). Automatic recognition of words requires comprehensive knowledge of the relationship between letters and sounds, while language comprehension is multifaceted, incorporating complex aspects such as vocabulary and background knowledge about the topics of texts being read (Moats, 2020). There is much more to fluent reading than simply getting students to read faster; instead, it requires supporting students to improve the underpinning components of reading (Hasbrouck, 2020).
Fluent reading has been described as a bridge that connects the reading of words with successful comprehension of what is being read (Rasinski, 2012). Fluency usually begins to develop in the early years of primary school once students establish a foundational knowledge of sound-letter correspondences, allowing words to be read with increasing accuracy and automaticity (Seamer, 2023). Humans have a finite amount of conscious thought that can be utilised at any one time, and if too much cognitive energy is being taken up by the process of identifying words, there will not be enough of this energy left to enable the reader to achieve and maintain a deep understanding of what is being read (Rasinski, 2012). As students learn the relationships between letters and sounds, they can accurately read a broader range of words with decreasing levels of conscious thought. This allows them to shift their attention to the meaning of what is being read (Seamer, 2023). As a result, a significant amount of time must be dedicated to systematically and explicitly teaching the knowledge and skills that enable words to be read accurately in the early stages of reading development (Hasbrouck, 2024).
Reading that is hesitant or disjointed can be a barrier to establishing meaning (Konza, 2011). Competent readers phrase groups of words together in ways that emulate speech (Hennesey, 2021) and failure to do so can make maintaining meaning difficult (Konza, 2011). Pace and accuracy are also important components of fluent reading and are inextricably connected. It is important to recognise that faster reading is not always better reading, and students need to be supported to develop a pace of reading that enables meaning and phrasing to be maintained (Five from Five, 2024b). Reading an author’s words accurately is imperative to drawing the intended meaning from a text. Avoiding
guessing or substituting words ensures that the integrity of the author’s message is maintained, and taking steps to avoid the development of such habits is important for even the youngest readers (Shanahan, 2021). Reading at least 95 per cent of all words accurately is necessary to deeply understand what has been read (Hasbrouck, 2020), with some research suggesting that accuracy levels as high as 98 per cent may be required (International Literacy Association, 2018). Supporting students to be able to both accurately read words and to know words and how they work must be key goals for all teachers of reading throughout primary school.
Closely monitoring fluency enables reading progress to be observed over time (State of Victoria (Department of Education), 2023). Oral Reading Fluency is an easily administered assessment that involves reading a passage of text aloud in an allocated period of time, providing educators with a measure of the number of words read correctly per minute (Five from Five, 2024a). While these scores alone cannot diagnose the precise nature of reading problems, they enable educators to flag and monitor possible reading problems, allowing further investigation and targeted plans for interventions to be established (Hasbrouck, 2020; Hasbrouck & Tindall, 2024)
Understanding and explicitly targeting the reasons for reading difficulties is essential for providing effective support for struggling readers, and early intervention efforts have been shown to be more successful than later attempts (Five from Five, 2024c). There are some easily enacted classroom practices that can support fluency development for all students and may be used alongside more targeted interventions. Repeated reading of passages has been shown to be highly beneficial for students throughout both primary and secondary school, especially if implemented in conjunction with effective modelling and feedback from teachers or peers and vocabulary support (Five from Five, 2024c). Avoiding round-robin reading practices, where each student takes a turn reading aloud, is also important. Instead, students can be engaged in more supportive activities that provide greater assistance for students in developing their fluency, such as echoing the reading of an expert and partner reading, where
thoughtfully paired students take turns reading, listening and providing targeted feedback (Shanahan, 2021)
Establishing deep and accurate comprehension is the ultimate goal of all reading, and in order to support students to become positive and proficient readers, it is important to value and nurture reading fluency. Explicitly and systemically developing the skills that underpin fluent reading is important for all readers. However, it is also important that we monitor and provide targeted interventions when reading fluency does not develop as expected.
References:
Five from Five. (2024a). Assessing Fluency. https://fivefromfive.com.au/ fluency/assessing-fluency/
Five from Five. (2024b). Components of Fluency https://fivefromfive. com.au/fluency/components-of-fluency/
Five from Five. (2024c). Fluency Interventions for Struggling Readers https://fivefromfive.com.au/fluency/fluency-interventionsfor-struggling-readers/
Hasbrouck, J. (2020). Special issue: Reading fluency: Understanding Reading Fluency. Learning Difficulties Australia Bulletin, 52(1), 9-12.
Hasbrouck, J. (2024). Developing Fluent Readers. https://www. readingrockets.org/topics/fluency/articles/developingfluent-readers
Hasbrouck, J., & Tindal, G. (2024). Fluency Norms Chart (2017 Update) https://www.readingrockets.org/topics/fluency/ articles/fluency-norms-chart-2017-update
International Literacy Association. (2018). Literacy Leadership Brief: Reading Fluently Does Not Mean Reading Fast. https:// www.literacyworldwide.org/docs/default-source/where-westand/ila-reading-fluently-does-not-mean-reading-fast.pdf
Konza, D. (2011). Research into Practice: Fluency https://www.ecu.edu. au/__data/assets/pdf_file/0005/663701/SA-DECS-Fluencydoc.pdf
Moats, L.C. (2020). Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do, 2020 https://www.aft.org/sites/default/files/moats.pdf
Hennesey, N.L. (2021). The Reading Comprehension Blueprint Brookes.
Rasinski, T.V. (2012). Why reading fluency should be hot. The Reading Teacher, 65(8), 516-522. DOI: 10.1002/TRTR.01077
Seamer, J. (2023). Reading Success in the Early Years. Routledge.
Shanahan, T. (2021). Teaching Oral Reading Fluency to Older Students. https://www.shanahanonliteracy.com/blog/teaching-oralreading-fluency-to-older-students
State of Victoria (Department of Education). (2023). Oral Reading Fluency https://www.education.vic.gov.au/Documents/ school/teachers/teachingresources/discipline/english/ literacy/Oral_Reading_Fluency_Oct2023.pdf
All parents desire for their child is for them to be happy, in good health, and actively involved in life. The saying ‘it takes a village to raise a child’ comes from an African proverb which emphasises the importance of multiple individuals working together (‘the village’) to create a nurturing and supportive environment for children. This ensures they have the necessary support to grow, thrive, and fulfill their aspirations (National Library of Medicine, 2024). It is crucial for the wellbeing of the student that the parent is also involved with their child’s schooling. This article lists recommendations and duties for parents and educators alike.
How to look after your child’s wellbeing as a parent
‘A child’s development is embedded within a complex system of relationships. Among the many relationships that influence children’s growth and development, perhaps the most influential is the one that exists between parent and child’ (National Library of Medicine, 2024). For parents, ensuring the wellbeing of their child is paramount. It involves various aspects such as physical wellbeing, emotional balance, intellectual growth, and social development. Listed below are ways in which parents can support every aspect of their child’s wellbeing:
1. Physical health: Make sure to focus on a child’s physical health by giving them nutritious meals, motivating them to exercise regularly, and making sure they get enough sleep. The essentials include foods rich in nutrients, drinking plenty of water, and restricting sugary treats. Moreover, it is advantageous to promote outdoor play and engagement in
sports or physical activities that your child finds enjoyable. Engage with your health professional regarding regular childhood checkups.
2. Emotional stability: Emotional intelligence starts with identifying and comprehending emotions. Parents should be aware of their child’s emotions and assist them in identifying and conveying their feelings. This life skill enables children to effectively navigate their emotional boundaries (Western Australia Centre for Perinatal Mental Health and Parenting Support, 2024). To achieve this, it is important to establish a caring environment in which a child can feel secure sharing their feelings, by actively listening, acknowledging their emotions, and providing assistance in difficult times. Educating a child on emotional intelligence and coping strategies enables them to effectively manage triggers. Creating regular schedules and clear limits and boundaries offers a feeling of safety, while still permitting independence within those limits.
3. Intellectual growth: Encouraging curiosity and a passion for learning requires parents to provide their child with a variety of experiences and opportunities. Reading, going on walks, going to museums, and doing hands-on activities all encourage curiosity and learning. Fostering inquiry and offering chances for analysing and solving problems aid in the growth of cognitive abilities. Parents can help a child with schoolwork and assignments and promote a positive attitude towards growth by asking open-ended questions.
4. Social development: Research indicates that children’s development of acceptance, self-esteem, and advanced
thinking skills that lead to positive educational and life results are closely tied to relationships (Australian Children’s Education and Care Quality Authority, 2016). Parents should create chances for their child to engage with friends and form important friendships. Engaging in playdates, participating in extracurricular activities, and being involved in community events help develop important social skills like communication, cooperation, and empathy. Educating children about kindness, respect, and inclusivity establishes a solid base for positive social relationships. By setting a good example, parents can inspire their child to show empathy and kindness to others.
5. Setting a positive example: Being a good role model: Parents should be cognisant of the fact that what they do has more impact than what they say and should aim to set a good example for their child by showing healthy habits, staying strong in tough times, and being compassionate towards others. Making self-care a priority and striving for balance in parents’ own lives can demonstrate the significance of overall health and wellbeing to their child. Parents must take care of themselves before they can assist others.
6. Open communication: Parents should keep communication open with their child to establish trust and transparency. Establishing a safe environment without judgment for children to freely talk about any subject can promote openness and decrease the chance of them concealing worries or challenges. Engage in active listening, provide assistance when necessary, and honour a child’s viewpoint, even if opinions differ.
7. Monitoring screen time and digital safety: Supervising screen time and digital safety: In the current digital era, it is crucial to understand the significance of controlling screen time and safeguarding a child’s online wellbeing. Establish boundaries for leisure screen usage, place importance on educational material, and supervise internet usage. Educating children in digital literacy and promoting responsible online conduct gives them the abilities to safely navigate the digital realm. There are numerous online resources available to help parents. Additionally, parents can participate in information nights organised by the school that focus on this subject.
8. Promoting self-reliance: It is important to offer assistance and encouragement, but also foster independence and autonomy in children. Enable them to make decisions suitable for their age, assume responsibilities, and grow from errors which all promote self-assurance and independence. Provide assistance and encouragement, when necessary, but ultimately empower a child to be responsible for their decisions and behaviour.
9. Recognising accomplishments and milestones: Acknowledging a child’s successes, regardless of size, enhances their self-assurance and self-worth. Recognising achievements in academics, sports, or personal life boosts self-esteem and motivates further progress and learning.
10. Adjust to changing circumstances: Acknowledge that a child’s requirements will change as they grow. Parents should stay open to change and be willing to adjust their parenting style, adapting their approaches to a child’s evolving needs as they age, while still providing a caring and encouraging atmosphere.
How schools support parents in promoting their child’s wellness
‘When families and schools work together, children’s learning is enhanced’ (Australian Government, 2024). Schools work together with parents to support the overall growth and wellbeing of students, taking a comprehensive approach to their development. Studies have shown that parents and families have a crucial impact on aiding their child’s academic learning. When schools collaborate with families, children show improved performance, have higher attendance rates, are more invested in their studies, exhibit better behaviour, and demonstrate improved social skills.
Here are some recommendations for how schools can support parents in this effort:
1. Open communication channels: Establish clear and open communication between teachers, counsellors, and parents to create open communication channels. Regular communication about the child’s academic progress, behaviour, and wellbeing concerns enables timely assistance and support.
2. Parent education workshops: Schools can hold workshops and seminars focusing on parenting and child development topics to provide parents with knowledge and skills to empower them. Possible topics could cover communicating effectively with children, managing stress, comprehending adolescent behaviour, using social media, and encouraging good mental health.
3. Access to resources: Schools can offer parents resources like books, articles, online courses, and community support groups to help with parenting and children’s wellbeing. This provides parents with important knowledge and resources to manage the difficulties of raising children in the modern world. These can often be found in the school bulletin/newsletter.
4. Collaborative problem solving: Schools and parents can join forces to address problems related to a child’s welfare and create joint solutions. This might require developing personalised plans to tackle academic difficulties, social obstacles, or emotional worries, with contributions from teachers and parents.
5. Referrals to support services: Schools can act as a bridge to connect students with external support services like mental health professionals, counsellors, or community organisations. Schools make sure children get the specialised help they need to do well by linking parents with the right resources.
6. Encouraging healthy habits: Schools have a crucial role in encouraging healthy habits in students, such as promoting physical activity, healthy eating, and sufficient rest. Schools help improve children’s overall wellbeing by informing parents about the significance of these habits and offering advice on how they can support them at home.
7. Crisis intervention and support: During a crisis or emergency, schools can offer immediate assistance and support to students and their parents. This could include providing counselling, collaborating with local authorities or healthcare providers, assisting with meals, and enabling communication to keep parents updated and engaged in the process.
8. Opportunities for parent involvement: Promoting parental participation in school activities, committees, and events helps create a feeling of community and inclusion. Parents who are actively involved in the school become allies in their child’s education and overall health, which enhances the support system for the child. The student possesses a significant feeling of connectedness.
9. Encouraging a positive school environment: Schools can foster an environment that is welcoming and inclusive, ensuring every student is appreciated, admired, and assisted. Schools promote students’ overall wellbeing and create a supportive environment for learning and development by nurturing a feeling of belonging and acceptance.
10. Consistent feedback and assessment: By requesting input from parents regarding school policies, programs, and initiatives concerning the wellbeing of children, we are making sure to listen to and appreciate their voices. Regular assessment of the efficiency of support services and interventions enables schools to make essential modifications and enhancements to more effectively address the needs of both students and parents.
11. Career pathways and future success support: Schools are crucial in shaping students’ career paths and future goals through offering comprehensive education, direction, and opportunities. They provide services for career counselling to assist students in recognising their strengths, interests, and career routes, thereby boosting hope for the future. Furthermore, educational institutions arrange workshops, internships, and work experience programs for students to gain practical knowledge and insights into different careers. They support students in gaining entrance to universities and vocational schools through subject selection and help with application procedures. Schools support students in acquiring important skills like teamwork, communication, and problem solving through extracurricular activities and leadership programs. Schools empower students to pursue their career goals and achieve success in the future by fostering an environment that promotes exploration and personal development, instilling both hope and confidence in them.
In conclusion, looking after a child’s wellbeing as a parent is a complex commitment that requires attention to their physical health, emotional stability, intellectual growth, and social development. This inevitably should include a partnership between families and the children’s school. By prioritising open communication, setting a positive example, and providing opportunities for growth and autonomy, parents together with their child’s school should strive to nurture a happy, healthy, and well-rounded individual able to contribute as a global citizen.
References
Australian Children’s Education and Care Quality Authority. (October, 2016). Relationships with children. Australian Children’s Education and Care Quality Authority. QualityArea5OrangeRelationshipsWithChildren.pdf (acecqa.gov.au)
Australian Government Department of Education. (May, 2024). Supporting family-school-community partnerships for learning. Australian Government Department of Education. https://www.education.gov.au/supporting-family-schoolcommunity-partnerships-for-learning
National Library of Medicine. (January–February, 2021). Parenting and child development: A relational health perspective. National Library of Medicine. https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC7916230/
National Library of Medicine. (March, 2022). It takes a village to raise a child: Understanding and expanding the concept of the 'village'. National Library of Medicine. https://www.ncbi. nlm.nih.gov/pmc/articles/PMC7926234/
Western Australia Centre for Perinatal Mental Health and Parenting Support. (May, 2024). Nurturing emotional intelligence in your child. Western Australia Centre for Perinatal Mental Health and Parenting Support. https://www.wacpps.org.au/ nurturing-emotional-intelligence-in-your-child
Nicole Walker Head of Year 12
The presence of generative artificial intelligence (AI) and cutting-edge technology has quickly become an integral part of life. Within this context, the landscape is continually evolving and doing so with immense speed. In conjunction with using AI and equipping learners to function effectively and ethically within this online context, an enquiry into honing student skills while developing an increased understanding of themselves has been undertaken. The focus of this journey has aimed to make the metacognitive processes conscious in the minds of learners through an increased connection between learning and behaviour, empathy, and neuroscience research. The strategies detailed here have become regular components of the secondary classes that I teach and students I pastorally support, and the results are exciting. They reveal a deeper understanding, sharper focus, increased engagement in activities, and a greater connection –different forms of AI!
Analytical Intelligence
Cognitions such as ‘analysing’ and ‘evaluating’ are embedded into teaching and learning practices as the ability to analyse, extract details, and evaluate their effectiveness denotes higherorder thinking skills and executive function. Multichannel learning allows students to grasp concepts from different angles and includes activities involving the senses and spaced retrieval practices. To build a foundation from which to analyse, the ‘identify’ cognition can be developed through quick quizzes on small whiteboards, in which the absence of permanent responses encourages students to respond honestly. In addition, the speed of this activity promotes engagement, connection, and excitement. Likewise, the consolidation activity of spelling words ballooned from a simple ‘lucky dip’ style revision task to a student-initiated competition reflecting a game show! Students were totally engaged, demonstrating initiative and respect as they collaborated. This supports psychologist and neuroscientist Louis Cozolino’s belief that the brain is a ‘social organ [and] close supportive relationships stimulate positive emotions, neuroplasticity, and learning’ (2013).
Creating robust learners through challenge and positive connections aids the brain to change through a process of neuroplasticity (Cozolino, 2013). Facilitating challenging experiences in response the students’ innovative ideas saw the Year 9 Music class accompany primary choirs in the Reconciliation Week video and during the Mabo Day Assembly. These musicians were highly motivated, analysed the music with accuracy, and embraced this stretching opportunity with gusto. It confirms Dr Adam’s Fraser’s belief that ‘progress not only makes [students] more motivated and tenacious, but also elevates their level of joy, pride and wellbeing’ (2020, p. 57).
Active Intelligence
The mind, brain and body are inextricably linked. John Medina, a molecular biologist, writes that ‘exercise regulates the release of most of the biochemicals associated with maintaining mental
health’ (2014, p.101). It increases blood flow to the brain in areas such as the hippocampus, the region involved in creating memories (2014, p.199). Physical movement supports research findings that show that our brains function better and we are healthier when we are active. Understanding the importance of nutrition, sleep and maintaining a healthy balance of activities is vital for students and assists them to make good choices. Medina’s summaries of these topics exist as short videos on his website and are helpful resources for teachers and students alike. Sharing these conversations with the students in contexts such as academic advising is invaluable.
As classroom environments are commonly static, seated zones, planning different activities within lessons aids learning as the students have the opportunity to move. This could involve group discussions in different parts of the room, conferencing, and think-pair-share tasks followed by reporting back to the whole class. During whole class discussions, the ‘bouncing’ technique is very effective in achieving active student engagement as individuals are asked to ‘start off’ a thought and then other students are invited, by name, to ‘add more’ to the topic or give an alternate view. The students respond positively to this approach as they feel assured that their ideas are valued by the group. I have also found that the students who request not to be called upon (cold calling) often offer their ideas within this supportive space.
Authentic Intelligence
Hattie’s Visible Learning approach (2024) invites teachers to show their thinking and significant understanding of complex concepts has been achieved as I model my brainstorming, editing, and writing processes. This strategy normalises the incremental development of ideas and promotes confidence in student writing as they strive to plan, order, and articulate their
ideas. Being transparent has led to increased student curiosity, and this aligns with psychologist Judy Willis’ belief that we are empowered as we learn about our attention system and develop strategies that invite curiosity, novelty and prediction (2014, p.4). She frames this as R.A.D: REACH students’ attention (Reticular activating system); cultivate a positive ATTITUDE and reduce stress (Amygdala); and DEVELOP memory (Dopamine).
Willis believes that creating a bigger perspective that focuses on questions such as what if….?. what about ….? rather than a focus on a definitive answer is very important. Providing regular, timely feedback via POD submissions assists here, and the increased understanding of theoretical and practical aspects moves learning from short-term memory to longterm memory. Teachers have the privilege of connecting with students and being part of their learning and life journey. Establishing routines, having clear expectations, and developing metacognitive skills assists students to feel a sense of belonging; it encourages them to flourish. These consistent, reliable tenants create ‘secure relationships [that] not only trigger brain growth but also serve emotional regulation that enhances learning’ (Cozolino, 2013).
Affective Intelligence
Author S. Merrill (2019) affirms that it is helpful to ‘talk to teenagers frankly about their brain development [as this] can provide useful context for their emotional worlds and reset their expectations about their potential for continued intellectual growth’. As students understand how their brains and bodies function – the why – they are empowered to act and respond with greater self-awareness, confidence and maturity. This conscious understanding enables heightened physical responses to situations, such as exams, to be reframed and encourages students to remember prior successes. As they actively catalogue and remember the skills they have learnt, they create a ‘confidence bank account’ (Humphrey, 2021, p. 167). They can recall the details of an achievement, how it felt, and what was being thought and enacted. Judgements can be made quickly while under pressure as the prefrontal cortex can function effectively, and long-term memories can be accessed and created in this calmer state.
Developing strategies such as ‘tracking’ while peers are speaking, enhances engagement while fostering soft skills such as politeness and respect (Lemov, 2023). Students give the speaker their full attention through their engaged body language and gaze. Each students’ ‘voice’ becomes increasingly valued. Indeed, there is great value in planning opportunities for students to use their voice in the classroom – to contribute, collaborate, make choices, share stories and discuss the work (Pandolpho, 2020). Similarly, using the ‘chunking’ technique supports students to learn, engage with and retain information as teachers guide a breakdown of information into smaller amounts. Engagement in content is enhanced though the classroom management strategy of walking around the
room – ‘tour to be sure’ – as connections between teacher and student provide more opportunities for questions to be asked while creating a supportive, positive environment.
Although author Lisa Damour is speaking to parents, her insights resonate with teachers of adolescents when she states that ‘the changes in your daughter’s brain and the events that occur around her are more likely to shape her mood than the hormonal shifts occurring inside her’ (2017, p. 86). Providing information about these changes empowers the students to understand themselves better and aids the development of selfregulation and confidence.
Understanding emotions and brain function and developing empathy and gratitude are important components of a holistic education. Writing gratitude notes, nominating Random Acts of Kindness awards, and completing mindfulness activities increase dopamine levels; they bring joy to all involved. In conjunction with vibrant, student-centred learning experiences, these opportunities echo Michael Angier who writes that ‘if we learn to appreciate more of what we already have, we’ll find ourselves having more to appreciate’ (Maxwell 2014, p. 126). Perspectives are broadened, intelligence is gained, and lives are enriched!
References
Cozolino, L. (2013, March 19). Nine Things Educators Need to Know About the Brain. Mind and Body. https://greatergood. berkeley.edu/article/item/nine_things_educators_need_to_ know_about_the_brain
Damour, L. (2017). Untangled: Guiding teenage girls through the seven transitions into adulthood. Ballantine Books.
Fraser, A. (2020). Strive: Embracing the gift of struggle. John Wiley & Sons.
Hattie, J. (n.d.). Visible Learning for Teachers. Retrieved May 31, 2024, from https://www.creatingrounds.com/ uploads/9/6/2/4/96240662/visible_learning_for_teachers_ summary_2.pdf
Humphrey, J. & Hughes, D. (2021). High Performance: Lessons from the best on Becoming your Best. Century Trade.
Lemov, D. (2023, April 5). Tracking in classrooms: What I really think (and wrote). Teach like a Champion. https:// teachlikeachampion.org/blog/tracking-in-classrooms-whati-really-think-and-wrote/
Maxwell, J. C. (2018). Developing the Leader within you 2.0. Harper Collins Leadership.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school. Pear Press.
Merrill, S. (2019, January 31). Decoding the Teenage Brain (in 3 charts) Edutopia. https://www.edutopia.org/article/decodingteenage-brain-3-charts/
Pandolpho, B. (2020, March 10). Simple Ways to Promote Student Voice in the Classroom. Edutopia. https://www.edutopia.org/ article/simple-ways-promote-student-voice-classroom/ Willis, J. (2014). Powerful Classroom Strategies from Neuroscience Research: Learning and the Brain Workshop. Retrieved 31 May, 2024, from https://www.learningandthebrain.com/ documents/WillisHandout.pdf
Australia has a lingually diverse population encompassing over 300 different languages (Rubino & Hajek, 2024). Despite a multicultural and multilingual population, Australian senior secondary school students have shown a limited interest in learning a language other than English (LOTE) as an elective subject (Hajek et al., 2022).
For some time, there has been a recognition that second language learning in the senior years of secondary schooling is in decline (Australian Curriculum, and Assessment Reporting Authority (ACARA), 2023). In the 1950s, 40 per cent of students studied a second language in their final year of secondary school as it was a ‘matriculation requirement’ for university study (Bryant & Mascitelli, 2018). Today, the latest national data shows the lowest number of Year 12 students studying languages other than English (LOTE), with enrolments at 8.2 per cent compared with 27.7 per cent enrolled in Health and Physical Education and 27 per cent in the Arts (ACARA, 2023).
Over the past three decades, both state and federal governments have made concerted efforts to promote language education (Schroedler, 2023; Rubino & Hajek, 2024). The Alice Springs Mparntwe Education Declaration highlights the importance of nurturing students as global citizens and recognises that language learning is an integral part of education, fostering intercultural understanding, communication, and connections (Education Council, 2019). The Australian Curriculum Languages Rationale recognises that ‘despite its status as a world language, a capability in English only is no longer sufficient’, emphasising the global norm of bilingual and plurilingual capabilities (ACARA, 2014, para 3). Australian governments have prioritised language education in schools, implementing policies and initiatives aimed at promoting LOTE learning (Rubino & Hajek, 2024; Lo Bianco, 1987; Diaz, 2023). The Global Schools through Languages Plan enacted in Queensland mandates LOTE learning for Years 5 to 8 and encourages its provision from Prep to Year 12 (DET, 2016). Despite all these initiatives, interest in language learning in secondary schools remains lacking (Diaz et al., 2023).
There are key intersecting factors that have been identified as impacting Australian students’ motivation to continue language studies.
It is challenging to motivate English speakers to learn a second language amid rapid globalisation and the dominance of English as a global means of communication, lingua franca (Rubino & Hajek, 2024, Köylü & Tracy-Ventura, 2022, Vidal Rodeiro, 2017). The widespread use of English in global commerce has diminished the appeal of studying ‘foreign’ languages worldwide (Köylü & Tracy-Ventura, 2022; Lo Bianco, 2014, p.313). Motivating students to elect to study a LOTE subject at school when they have an attitude that ‘English is enough’, is a key barrier to language learning at school subject selection junctures (Clayton, 2022, p. 232; Rubino & Hajek, 2024; Vidal Rodeiro, 2017).
Student motivation for selection of subjects is derived from their goals and imagined future outcomes (Bearardi-Wiltshire et al., 2023; Ushioda, 2017). Students can be motivated to learn a second language when they associate it with ‘necessity, utility, advantage, social capital, power, advancement, mobility, migration and cosmopolitanism’ (Bearardi-Wiltshire et al., 2023, p. 188). There is also an emerging recognition that motivation can be derived from academic and humanist sources, to support their self-formation, social participation, and to gain another perspective on the world, providing a sense of fulfillment (Bearardi-Wiltshire et al., 2023; Molla et al., 2019; Schroedler et al., 2023).
When making their decisions, students can be unaware of the economic value of a LOTE for future employment arising from their multilingualism and intercultural capabilities (Vidal Rodeiro, 2017; Molla et al., 2019; Lo Bianco, 2014). Studies have found that companies require the skills that language graduates possess, and this demand remains unfulfilled (Lanvers & Parrish, 2019; Vidal Rodeiro, 2017). Molla, Harvey and Sellar (2019) highlight the economic benefits of language learning and advocate for a government policy change mandating learning of a LOTE in all years of schooling. They rationalise that students who are adept in foreign languages will have a unique capability to do business in a range of transnational contexts (Molla et al., 2019).
Influence of school type and comparative subject results
Australian research has identified a positive correlation between a school’s ICSEA (Index of Community Socioeconomic Educational Advantage), metropolitan location,
desire to achieve a high Australian Tertiary Admissions Rank (ATAR), and the study of a LOTE (Rubino & Hajek, 2024). The research of Molla, Harvey and Sellar (2019) in New South Wales and Victoria has found that a high Socio-Economic Status (SES) student is almost five times more likely to study a high-ranking LOTE subject compared to their low SES peers, which can in turn improve their chances of obtaining a more competitive university entrance rank. Significantly, research has also identified that high SES schools often offer overseas learning experiences to support student development of intercultural competence, including learning languages through immersion (Molla et al., 2017). It has been asserted that a student’s access to inter-cultural opportunities motivate a student’s interest in learning a LOTE and the decision to continue with their second language learning (Molla et al., 2017; Rubino & Hajek, 2024; Schroedler et al., 2023).
The largest positive effect motivating a student to continue to study a LOTE in England was the achievement of a grade higher than a B average in the subject (Vidal Rodeiro, 2017; (Gill, 2015). However, this correlation did not apply when a student was achieving an A level result in additional subject areas. One explanation offered for this was the perceived difficulty of a LOTE subject compared to the value of that subject for future career progression (Vidal Rodeiro, 2017; Gill, 2015).
Conclusion
Despite governments efforts to boost language skills, there is a low engagement in elective LOTE subjects in Australian schools (Schroedler et al., 2023). There is a complex relationship between the factors that affect a student’s decision to study an elective LOTE subject in an anglophone country (Clayton, 2022; Diaz et al, 2023). Significant factors that may be contributing to this issue is the prominence of English as a lingua franca, the perceived economic value of the subject, and the socioeconomic demographic of students.
References
Australian Curriculum, Assessment and Reporting Authority. (2014). Languages: Rationale https://www.australiancurriculum. edu.au/f-10-curriculum/languages/rationale/ Australian Curriculum, Assessment and Reporting Authority. (2023). National report on schooling in Australia: Year 12 subject enrolments https://www.acara.edu.au/reporting/ national-report-on-schooling-in-australia/year-12-subjectenrolments
Bryant, C., & Mascitelli, B. (2018). The “special experiment” in languages. History of Education Review, 47(1), 54-66. https:// doi.org/10.1108/HER-01-2017-0002 [Q1]
Clayton, S. (2022). Systemic and personal factors that affect students’ elective language other than English enrollment decisions. Foreign Language Annals, 55(2), 361-382. https:// doi.org/10.1111/flan.12605 [Q1]
Department of Education and Training. (2016). Global schools through languages: A plan for supporting successful global citizens in Queensland state schools. https://communitylanguages chools.education.qld.gov.au/Documents/global-schoolsplan.pdf
Diaz, A., Filmore, N., & Cordella, M. (2023). The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example. Language Learning in Higher Education, 13(1), 2949. https://doi.org/10.1515/cercles-2023-2002 [Q2]
Gill, T., & Bell, J. F. (2013). What factors determine the uptake of A-level physics? International Journal of Science Education, 35(5), 753-772. https://doi.org/10.1080/09500693.2011.577843 [Q1]
Hajek, J., Aliani, R., & Slaughter, Y. (2022). From the periphery to centre stage: The mainstreaming of Italian in the Australian education system. History of Education Quarterly, 62(4), 475-497. https://doi.org/10.1017/heq.2022.30 [Q1]
Köylü, Z., & Tracy-Ventura, N. (2022). Learning English in today’s global world: A comparative study of at home, anglophone, and lingua franca study abroad. Studies in Second Language Acquisition, 44(5), 1330-1355. https://doi.org/10.1017/ S0272263121000917 [Q1]
Lo Bianco, J. (1987). National policy on Languages. Australian Review of Applied Linguistics, 10(2), 3-32. https://doi. org/10.1076/1ral.10.2.03bia [Q1]
Lo Bianco, J. (2014). Domesticating the foreign: Globalization’s effects on the place/s of languages. The Modern Language Journal, 98(1), 312–325. https://doi.org/10.1111 /j.1540-4781.2014.12063 [Q1]
Molla, T., Harvey, A., & Sellar, S. (2019). Access to languages other than English in Australian universities: An educational pipeline of privilege. Higher Education Research & Development, 38(2), 307-323. https://doi.org/10.1080/07294360.2018.152 2620 [Q1]
Parrish, A., & Lanvers, U. (2019). Student motivation, school policy choices and modern language study in England. Language Learning Journal, 47(3), 281–298. https://doi.org/10.1080/09 571736.2018.1508305 [Q1]
Rubino, A, & Hajek, J. (2024). The impact of policy settings on language education in Australian schools: a comparative analysis of language enrolments and attrition in New South Wales and Victoria. Current Issues in Language Planning. 1-24. https:// doi.org/10.1080/14664208.2024.2305514 [Q1]
Schroedler, T., Chik, A., & Benson, P. (2023). The value of multilingualism for sustainable development: A case study of languages in Australia. International Multilingual Research Journal, 17(4), 289-303, https://doi.org/10.1080/19 313152.2023.2208509 [Q1]
Ushioda, E., & Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural world. Modern Language Journal, 101(3), 451–454. https://doi.org/10.1111/ modl.12407 [Q1]
Vidal Rodeiro, C. (2017). The study of foreign languages in England: Uptake in secondary school and progression to higher education. Language, Culture and Curriculum, 30(3), 231249. https://doi.org/10.1080/07908318.2017.1306069 [Q1]
Kate Wiedemann Secondary Teacher
Ask any group of people to define creativity and the responses will be as varied as there are members of that group. The same diversity of definition applies when we ask a group of educators what creativity in a learning context looks like. For example, a recent discussion I held with educators enrolled in a university Masters-level course on creativity within education elicited a range of opinions that spoke to teachers’ own experiences, perceptions, and values. Wherever we as educators stand on creativity – it’s innate – you can’t teach it it has to be something original and new it’s a learnable skill – it is hard to dispute the consensus of evidence that creativity is essential to the purpose, the process and the product of learning. The late Sir Ken Robinson, who focused on the humanitarian dimensions on creativity in education, put it memorably when he contended ‘creativity now is as important in education as literacy, and we should treat it with the same status’ (Robinson, 2006).
Creative thinking is not only a broad 21st century skill enshrined in the Australian curriculum (ACARA, 2021) for all students, but it is also a dominant value and trait recognised in intellectual, artistic, and socially gifted students. At the recent state conference of the Queensland Association for Gifted and Talented Children in May this year, respected educational counsellor, researcher, and gifted educator Michele Juratowich highlighted the imperatives of identifying and supporting creativity and creative thinking in gifted students
(Juratowich, 2024). Similarly, presenting at an international webinar on Creativity and Giftedness that I attended, Dr Shelagh Gallagher, current President of the (American) National Association of Gifted Children, underscored the role that learning environments can play in ‘making or breaking’ creativity in gifted children (Gallagher, 2014).
Multiple perspectives on creativity – the more, the merrier
For educators, adopting several perspectives is actually helpful in guiding our choices in curriculum focus, our teaching methodology, and our talent development, because this caters to diversity of expressions and degrees of student creativity (Kettler et al., 2018).
The three foremost theories of creativity in education are: 1) cognitive theories; 2) the 4Cs or creative productivity theories; and 3) humanistic theory. These theories share some common principles (with different emphases): firstly, that creativity is a human endeavour with individual and societal benefit; secondly, that all learners have ‘creativity potential’, which may, for some students, develop into degrees of mastery and even expertise; thirdly, that creativity is a ‘teachable skill’ with specific instructional implications; and finally, that the subject area, context, purpose and student’s needs will shape the particular ways creativity in learning can be embedded, valued, and sustained in the curriculum, the classroom and beyond.
1. Creativity as a cognition
Some cognitive theorists such as DeBono (1992) see creativity as a perceptual process. In their theories, the brain is disrupted by deliberate and systematic provocations into asymmetric patterning or divergence (DeBono, 2009). Divergence, or lateral thinking, is certainly a key component of creativity in the adolescent brain (Antink-Meyer & Lederman, 2015) which is flexible for adaptive and explorative behaviour (Stevenson et al., 2014).
What is particularly exciting and timely about the cognition conception is the way it is supported more broadly by what we know about the science of learning. Cognitive neuroscience has continually expanded the link between intelligent cognitions and creativity (Silvia, 2015), moving beyond old ‘threshold theories’ that suggested intelligence and creativity was not positively correlated past a certain IQ threshold (i.e., 120 points) (Karwoski & Gralewski, 2013; Oslewski-Kubilius et al., 2017). For gifted learners, updated definitions of what constitutes intelligence are broadening teachers’ conceptions of this exceptional group; for example, creativity and task commitment are critical to giftedness beyond intelligence (Renzulli, 2012), and fluid intelligence theories highlight the similarities between solving problems and thinking ‘flexibly, critically, and playfully’ (Silvia, 2015, p. 599). Simply put, a high degree of creativity and an associated sensitivity to the aesthetic is in itself a positive indicator of giftedness.
Folkloric ideas of ‘hemispheres’ of intelligence (i.e., a ‘rational side’ of the brain and a ‘imaginative’ side of the brain) are shown to be grossly oversimplistic when we think about creativity, which requires both logic and imagination, as well as divergence and convergence (Kettler et al., 2018; Silvia, 2015). Recent theories favour holistic views of the brain-body-social context interactions, where creativity is embodied, embedded, enactive, and extended through active engagement in and with a person’s environment (Newen et al., 2018; Awad et al., 2020).
For educators, the idea that creativity is cognitive and therefore teachable drives the need for deliberately conceived and applied curriculum, instruction, environmental modifications and psycho-social strategies and instruction.
2. The 4C theory: from little things big things grow
Creativity has also been conceived as a developmental trajectory (Kaufmann & Beghetto, 2015. Creativity can be meaningful at ‘intrapersonal’ levels (‘mini-C’); useful and interesting to a relevant audience (‘little-C’); demonstrated in socially meaningful expertise (‘pro-C’); and can finally achieve eminence (‘Big C’). This trajectory implies students’ potential for progression from subjective creative activity to more objective and socially valued creative achievement (Kaufman & Beghetto, 2015). This is a helpful framework to consider learner growth, particularly for creatively gifted learners.
However, teachers need to be careful not to rigidly classify – and therefore dismiss – less obviously ‘momentous’ types of student creativity. For example, the creative processes, intelligences, and achievements of eminent (Big C) creators are often driven by non-creativity factors that contribute to success, such as personality traits of audacity and extraversion, motivation and tenacity, and intelligence (Runco, 2020; Karwowski & Gralewski, 2013). It’s important to keep in mind that student creativity is not the same as expert creativity (Antink-Meyer, 2015), and it should be always measured as an expression on a spectrum.
It is especially crucial that teachers encourage gifted students with perfectionistic tendencies to see the development of their own creativity on this spectrum, rather than see only extremes of ‘Big’ (great) and ‘Little’ (small) creativity, so that impactful creativity never seems unattainable (Runco, 2020). Teachers who see the distinctions but also the continuity between mini-c and little-c can more directly target feedback to help students develop creative potential into actual creative performances towards pro-C, knowing that ‘wonderful ideas … need not necessarily look wonderful to the outside world’ (Duckworth, 2009, p. 14).
3. Creativity as a reflection of human achievement
Building on Maslow’s (1943) theory of human development, humanistic philosophies of creativity emphasise it as an inherently human force that transcends context or chance. Moving even further, influential humanist theorists such as Sternberg (2021) think educational creativity should
be privileged for purposes that are transformational and pro-social, toward a common good (Sternberg, 2017; Olszewski-Kubilius et al., 2017). Humanist proponents often reject Western neoliberalist concepts of creativity that are transactional and pragmatic (Di Paolantonio, 2019) or that are directed to personal reward and self-aggrandisement over an ethical and moral purpose (Sternberg, 2019).
At its heart is a view of personal, student-centred, transformational power of creativity (Sawyer, 2014). For gifted learners, this aligns with Gagne’s DMGT (2012) in its focus on growth of the latently talented learner to become a self-actualising human being who is ‘mentally healthy, self-accepting, democratically minded, fully functioning, and forward growing using all of his/her talents to become what he/she is capable of becoming’ (Wadaani, 2015, p. 674). Given that this process of growth is so variable from one individual to another, all students – not merely those with identified creative gifts –should be supported to develop positive belief systems related to their abilities, their goals, and future success. A humanistic approach also privileges the need for learners’ – and particularly gifted learners’ – socio-emotional development, in desirable values and behaviours of cooperation, contribution and helpfulness in creative endeavours (Lebedeva, 2019).
Practical thinking: models, strategies, and tactics for creativity ‘conditioning’
Many models are effective in supporting creativity, several of which are adaptable across the theories of creativity. For example, differentiation models such as the Maker Model (1981), and the Integrated Curriculum Model (VanTasselBaska, 1986) enshrine creative thinking in content and process differentiation to extend learners. The ICM is popular in ELA, Social Studies, Ethics and Psychology and focuses on concept-based learning, encourages practitioner-like thinking, and promotes real-world problem-finding-and-solving, along with open-endedness, all prerequisites of creative thinking (VanTassel-Baska & Stambaugh, 2021).
Other models relevant to most disciplines (and particularly for English Language Arts, the humanities, and scientific disciplines) include the Kaplan Depth & Complexity Framework (2006); the Williams’ Taxonomy (1993); the Harvard Project Zero Visual Thinking Routines [n.d.]. These apply strategic approaches to higher-order creative cognition, open-endedness, authentic problem-based creativity, and psycho-social skills that involve imagination and empathy. A further benefit of these models is their support for student self-regulation and metacognition; ‘thinking about thinking’ and using the metalanguage of cognition is fundamental to self-regulation, automaticity, and tactical creativity (Runco, 2014). Kaplan’s framework and the Williams’ model have been credited with not only raising the ceiling for gifted students but advancing the thinking of all students in a classroom (Conklin, 2015).
A further model used widely with both gifted and all students across disciplines and particularly in creatively productive subjects – Visual Art, Design, Performance Art, and Creative Writing – is the Torrance Incubation Model (1966), which emphasises the process of idea generation, germination, and applied thinking.
For all this, the astute educator understands that, as with all models, these are taxonomies and classification systems that should not impose artificial or arbitrary boundaries for the educational practices of creativity but should be guides that help scaffold students’ systematic approaches to their thinking (Kettler et al, 2018); in time, what is initially systematic can become automatic as students develop confidence and risktaking in their own creative approaches.
Strategies to ‘grow’ creative minds and activities
Talent models and teacher modelling: Talent development models are critical in fostering student creativity. A crucial part of this is to recognise the role of motivation, identity, and creative self-perception. For example, when asked about their creativity, student responses are usually determined by the domain in question, and they have a specific task in mind against which they judge their creativity negatively or positively (Pretz & Nelson, 2017). Further, students tend to reflect their teacher’s perceptions of creativity (Kawowski et al., 2014). Teacher open-mindedness and consistent modelling of creativity in both ‘high’ and ‘low’ forms is thus key to a creativity-conducive environment (Kettler et al., 2020). Likewise, promoting traits and values in students that are most
positively correlated to creativity (openness to change, selfdirection, universalism, and stimulation) and de-emphasising conformity, rules, and traditional solutions are also important (Lebedeva, 2019; Puryear et al., 2020). Teacher-talk about creativity and creative thinking should also discourage the view that creativity is merely ornamental. Instead, we need to promote to students that creative thinking is deeply cognitive and intrinsic to product design or problem solving (Kettler et al., 2020). Directing students away from superficial conceptions of ‘creativity’ promotes more profound and useful types of creativity that has greater social impact.
Foster student socio-emotional growth and self-regulation: Socio-emotional learning (SEL) and self-regulation strategies promote grit and growth-mindedness, two dispositions or traits that are associated positively with creativity (Garces-Bascal, 2021). Tools like The Jacob’s Ladder Affective model of activities and questioning – published by the William & Mary College for Gifted Education – promotes increasingly complex emotional intelligence, coping with adversity, (positive) risk-taking, development of empathy, stress management, achievement motivation, and responsive social behaviour choices (VanTassel-Baska & Stambaugh, 2021). The common thread in the student learning activities for each of these dispositions or values is that they encourage creativity and apply creative and critical thinking as well as reflexivity and self-regulation using higher order skills. For example, the value of risk-taking is an important part of a student’s burgeoning creativity, because while a person can have the creativity ability that allows for creative productivity, without ‘their willingness to take sensible risks … that creativity may be supressed’ (Sternberg, 2003).
Teachers also play a role in setting a learning environment that encourages appropriate intellectual and creative risktaking. For example:
• a language arts teacher may show students the work of writers who take risks of innovation in form or voice in writing – the Beat poetic voice of Ginsberg or Plath’s introspection
• history teachers can show students how historians develop and defend ‘new perspectives’ on historical social movements – a feminist perspective on the Industrial Revolution’s variable impact on women’s happiness
• mathematics teachers can scaffold and set conditions for increased student risk-taking through instruction that privileges small group or partner work, thinking time, thinking out loud, drawing, and modelling deliberate mistakes visually (Boaler & Dweck, 2016).
Authentic Problem Solving: Explicit teaching has a clear place in learning and knowledge transfer. At the same time, gifted students and all students with the readiness to activate and apply higher order thinking benefit from access to constructivist problem solving that creates realistic world problems. Models such as the Enrichment Triad Model (Renzulli, 1976) and Legacy Projects (Beghetto, 2017) can
give students the opportunity to build complexity on explicit learning, explore exciting problems, develop autonomy in managing the process, and contribute a meaningful legacy to a common ‘human problem’ beyond the walls of the classroom (Beghetto, 2017). For example, the Enrichment Triad Model involves: a) exploring a wide range of topics within or across areas of study; b) teaching creative and analytical skills with advanced content; and c) promoting independent learning on an area of interest. In a study of the Triad’s application to a Historical Inquiry unit, student thinking and engagement in critical and creative thinking was enhanced through constructivist approaches. These students also described themselves as aspiring professionals who wished to solve issues that were helpful to society, taking a broad view of historical study that was ‘both critical, humanist and socially creative’ (Sumadi & Naim, 2019).
Therefore, while the philosophical approaches of creativity are varied, there is more that is shared than is different in their vision for the rich end-purposes of student creativity. Together, these theories and models empower educators to create and sustain environmental, content, procedural and productive factors that encourage burgeoning student creativity and creative thinking in and between domains, not only in the curriculum but hopefully beyond, into students’ own worlds of meaningful practice.
References
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Dr Andrea Henden (’96)
Doctor/Research
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