G.A.S.S.A HPE NETWORK Term 3 Twilight SFD Session Staff Meeting Presentation.
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Transcript of G.A.S.S.A HPE NETWORK Term 3 Twilight SFD Session Staff Meeting Presentation.
G.A.S.S.AHPE NETWORK
Term 3 Twilight SFD Session
Staff Meeting Presentation
Welcome• Gladstone Area Secondary Schools Association• Toolooa SHS (Network Coordinator- Mark Thomas)• Gladstone SHS• Tannum Sands SHS• Mt Larcom SS• Miriam Vale SS• Biloela SHS, Chanel College, St Stephens, Trinity (also
invited and welcome to attend)
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Overview
• 4:00- 4:15pm- Welcome/Purpose
1. 4:15- 5:00pm- Persuasive Essay Moderation• 5:00- 5:15pm- Tea/Coffee Break (Shelter)
2. 5:15- 6:00pm- Teaching & Learning: Explicit Instruction in HPE
3. 6:00-6:30- Forward Planning
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Task:1. Introduce yourself to someone you haven’t formally met
(newbies) or haven’t talked to in a professional setting for some time (oldies)
2. Take turns (1 min each) to confide in and actively listen to one another about what you would like to get out of GASSA HPE Network sessions.
3. Once you and your partner have done this join up with 2 other pairs (to make a group of 6) and find a table to sit together.
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Purpose• To build and strengthen collegial and collaborative relationships between
schools and teachers
• Full support from GASSA Principals for development and sharing of resources
• To develop and promote district wide Strategic Leadership and operational management. I believe we can align our priorities, goals and activities with T & L Audit Domains;
1. An Explicit Improvement Agenda
2. Analysis and Discussion of Data
3. A culture that Promotes Learning
4. Targeted use of school resources
5. An Expert Teaching Team
6. Systemic Curriculum Delivery
7. Differentiated Classroom Learning
8. Effective Teaching Practices
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
1. District Persuasive Essay Exam• Focus on ATOD (Alcohol, Tobacco & Other Drugs)
• Planned in 2010
• Review of Task Design (2011 (@ Tannum)
• Implementation Sem 1 2012 (Toolooa, Tannum & Biloela)
• Moderation of A, B, C Samples
These considerations should direct your review
• As a reviewer should look for evidence to support the school’s assessment decisions:
- levels of achievement relative to the criteria and standards evidence in sample responses
- the school’s capacity to match qualities of student work with the appropriate standards descriptors
• the effectiveness of task design: assessment tasks offer students opportunities to demonstrate the QCAR Essentials criteria and standards
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
2. Teaching & Learning
• The Teaching and Learning regional strategy “United in our Pursuit of Excellence” outlines the agenda for improvement, detailing the strategies that are being implemented to ensure that every day, in every classroom, every student is learning and achieving within a safe, supportive, inclusive and disciplined environment.
• The Central Queensland Region aims to build the capacity of schools, principals and teachers to grow their performance to improve student learning outcomes.
• For the next eighteen months, the pedagogical focus in the CQ Region will be towards one direct teaching method – Explicit Instruction.
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Recommendations from research
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
•Common focus on goals and strategies
•Consistency of delivery
•Instruction as the driver. - instruction in relation to the new curriculum - use of data as a strategy for improvement - the instructional role of the principal
Regional GoalTo ensure that all schools in the Central Queensland Region are appropriately supported to develop and embed effective teaching methods, including Explicit Instruction, to maximise student learning.
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
School Goal• School leaders recognise that highly effective teaching
practices are the key to improving student learning throughout the school. They take a strong leadership role, encouraging the use of research-based teaching practices in all classrooms to ensure that every student is engaged, challenged and learning successfully.
• All teachers understand and use effective teaching methods, including Explicit Instruction, to maximise student learning.
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Schedule for ImplementationThe schedule for implementation of the Explicit Instruction Regional Strategy includes the following phases:
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Awareness Implementation Refinement
Pedagogical Frameworks• The Dimensions of Teaching and Learning is a recommended
pedagogical framework across the CQ Region.
• Within EQ's five Dimensions of Teaching and Learning, the CQ Region acknowledges that some schools may have developed their own pedagogical frameworks which promote the use of a variety of teaching strategies to move students' learning from fully supported instruction through to independent learning.
• As a regional priority, it is important that Explicit Instruction is a core element of all school based pedagogical frameworks.
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
The Dimensions of Teaching and Learning
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Sequencing Teaching and LearningWithin a broader pedagogical framework, the CQ Region promotes the use of a variety of teaching strategies to move student learning from fully supported instruction through to independent learning.
Effective teaching strategies include: •Direct•Interactive•Indirect
•Experiential teaching.
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Task: (In groups)
1. Discuss and identify specific examples of where and when each strategy “best fits” inside our curriculum delivery
2. Evaluate and justify why Explicit Instruction is such a highly effective teaching strategy when compared to other teaching strategies
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
Explicit Instruction Research indicates that Explicit Instruction (or Direct Teaching) is a highly effective , highly
structured and active presentation of information and direction of learning experiences that focuses on ensuring all students achieve and consolidate the learning objectives. This can be achieved by:◦ Effective use of time and maintaining students' attention (appropriate use of classroom
management techniques).◦ Providing motivational clues◦ Use advance organizers◦ Expose essential content and skills◦ Use 10 to 14 minutes of direct instruction for students in grades 7 through 12◦ Pretesting/prompting of relevant knowledge◦ Step-by-step progression from subtopic to subtopic (based on task analysis).◦ Use many examples, visual prompts and demonstrations (to mediate between concrete
and abstract concepts)◦ Use of Blooms Taxonomy in questioning to prompt a higher thought◦ Constant assessment of student understanding (before, during and after the lesson).◦ Alter pace of instruction based on assessment of student understanding (you're teaching
students, not content).
G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012
According to John Fleming
Mantras
Every child matters every day
All students can be high achievers
According to John Fleming
Essential Components
Removing the tail
Setting year level minimum rigorous benchmarks for all
students
Ongoing monitoring of student achievement
According to John Fleming
Vision = 4 Pillars
Teacher accountable learning
Explicit instruction
Moving student knowledge from short term to long
term memory
Effective relationships between teachers and students
According to John Fleming
3 Imperatives for Engagement
Student trusts and respects teacher
Work at their level
Friends at school
According to John Fleming
Givens
1. Relationships
2. High expectations
3. Presentation & handwriting
4. Correction (feedback)
5. Display
6. Classroom tone
According to John Fleming
Emphasis on time on task
StudentWorking noiseListening skillsFocused learningGroup work
TeacherExplicit instruction
According to John Fleming
Curriculum Delivery Plan
Lesson Objectives (i.e. WWS- What, Why, Skills)
Success criteria (Standard Descriptors)
Warm up (consolidate the key skills every day)
I do
We do
You do
Plough back/lesson review
According to John FlemingI do
Define skill to be taught
Demonstrate skill
Clearly explain step by step
Revise
Reinforce
According to John Fleming
We do
•Practice skill
•Group activities
•Teacher’s role
According to John Fleming
You do
Individual activities
Teacher individual feedback and monitoring
Ploughing back
Summary Research (Refer also to Marzano’s “Art & Science of
Teaching”) Curriculum implementation – skills based Coaching Methodology - I do, we do, you do Data High expectations of teachers and students
Task• Recall a unit (adapted from the QCAR Scope and
Sequence) from your respective school’s Yr 8-9 HPE Curriculum. Discuss and agree upon a common unit of study for your group’s focus. Identify the “must have” sub topics and associated content knowledge and literacies/thinking skills for every student to achieve success.
• Using the template provided, collaboratively plan an example lesson based on Explicit Instruction within the unit sequence
• Ensure you place more emphasis on the “How” than the “what”
3. Where to from here?• Strategic Planning for Future• HODS: 2 Half Days or 1 Full Day/Semester• Ideas?- Australian Curriculum: HPE- District Curriculum Alignment/Common District Task?- Transition and Implementation of Yr 7 into Junior
Secondary- Learning & Wellbeing Framework- Professional Learning Community (TLP?)- Others? (Task: Brainstorm)
Thank you!