Firstly, ask yourself a big question ... then keep on

asking...

(P.S We are not a charter school)

Amy McCauley & Lisa SquireEduIgnite June 13’

1Thursday, 27 June 13

The process of redesign involves asking a lot of questions from the why, what and how...Involves a lot of playersUnlearning then relearning

‘I don’t think I would get on very well in my ideal school because I am too used to being told what to do.’ (Frances, fifteeen)

What is the point of school?

Guy Claxton, What’s the point of school?

2Thursday, 27 June 13

Fact We are preparing students for the unpredictableWhat we do know is the skills they may well need.Our school needs to foster and not hinder this.

Sometimes it works and other times it doesn’t

3Thursday, 27 June 13

We’re having a lot of fun in the process of redesigningCreativity/change is untidy & can be uncomfortableYou take a recipe, adapt, change modify - sometimes you end up with a delicious results and other times a chocolate brownie that could double as a paperweight!

4Thursday, 27 June 13

This is we’re we are at with our learning model..we will share some of lessonsAt the heart is the vision, valuesRelationships, innovative practice, authentic learning, collaboration and personalisation

5Thursday, 27 June 13

What do you remember about school? Is it the test taking, the ensuring your size, slope and shape is perfect?Then think about what drives you as a learner? Are these same principles applied in the classroom?

6Thursday, 27 June 13We want our learners to own and drive their learning We know that many of our learners are disengaged in traditional school settings By identifying their passions - sparking interest. Merging their worlds into one - really showing that learning happens all around & growing their understanding of what teaching and learning isModeling life-long learning.Just having knowledge is not enough - you need to be able to do things with your learning

structure - student plan

7Thursday, 27 June 13We collaborate with our learners, involving them in the planning process by having a one-on-one conference with each learner. From these conferences we develop a learning plan.

Learners actively participate in the design of their learning

Identifies goals for their learning plan and benchmarks as they progress along their learning path with guidance from the teacher - falling out of this is their daily plan.

Learners negotiate with us how they will acquire the skills needed to reach these goals - e.g. expert-lead workshop (run by a teacher, another expert learner, a parent), youtube clip, how to- clips...etc.

This informs our teaching and learning....

Teachers have more than enough time to get everything done

in the day

8Thursday, 27 June 13

How does the organisation of the help to facilitate learning?How the the clock impede learning and what can you do about it

How Time is Wasted

33 hours per year

49 hours per year

If you spent 10 minutes each day lining up =

If you spent 15 minutes each day waiting for silence and order in the classroom =

If you spent 20 minutes each day taking the roll =

66 hours per year

9Thursday, 27 June 13

If you think about the amount of time you waste then why do it?Where is the educational value in these things?What if kids were self managing?

Personalised Planning

10Thursday, 27 June 13

Kids arrive to school and plan their day - supported, self managing & self directedDeprivatised - can do at home, with parents - transparent

Immersion into ‘The world we don’t know, we don’t know’

Multi-literacies

- Inventive Thinking- Digital Age Literacies

- Communication(NCREL Research)

Personalised Learning

Inter-disiplinary approach to the learning areas

Core CompentenciesReading, writing & Mathematics

Dispositions (Theoretical, thinking, organisational, interpersonal self)

11Thursday, 27 June 13

School wide planning informs personalised planning - talk about world the kids don’t know they don’t yet know What to do with kids to broaden horizonsAllows us to collaborate and be clever about how we use our time

Individual Education Meetings(including initial interests survey &

goal setting interviews)

Project Based Learning

Individual or group based passion projects

e.g. Sports gear procurement, Urban Journey - school trip, Art - Learning Common visual & space designOther

Diagnostic AssessmentsReading, Writing & Mathematics(including STAR, eAsttle, iKan, GloSS, Strand pre & post tests,

Probe)

Workshops - Core Competencies

Literacy

Mathematics

Measurement

Basic Facts

Learner ProfileLearner Qualities Self

Assessment

Reading Skills

Writing Skills

Optional Workshops

Culture

Yrs. 7 & 8 Technology International Foods

Art

Mandarin

Physical Education

Fitness

Career Education - integrated

L E A R N I N G C O M M O N 3T E R M 2

12Thursday, 27 June 13

Risk of personalising is watering down.Adress the core competencies through a parallel programme

13Thursday, 27 June 13

Often dispositions don’t happen in schools as we don’t provide opportunities real opportunities for our kids to develop them. Sometimes we need to create artificial situations however ideally they should be happening as a natural part of the day.

Student Problem:I can never tell which teacher is which...

‘Amy wears pretty dresses’

‘Kristyn is the smart one’

‘Lisa has brown hair’

Anon, senior student

Solution Offered

14Thursday, 27 June 13

Tell the story

‘It is also true that our greatest source of pride in self generally comes from achievements inspired from within and encouraged and supported by others who expect and demand that we would give our best.’

- Dr Julia Atkin

15Thursday, 27 June 13

RelationshipsSee ourselves as critical friends/coachEncourage and challengeAllow self expression - tolerance and opennessUse first names to break down the barriers - a uniform or using a titles doesn’t necessarily bring self pride and respect

16Thursday, 27 June 13

Relationships and a high trust model Some of the things you will see...- Secondary staff involved in learning and collaboration- Young teaching older students- Library within the common no booking system- No bells - eating when hungry,

16Thursday, 27 June 13

Relationships and a high trust model Some of the things you will see...- Secondary staff involved in learning and collaboration- Young teaching older students- Library within the common no booking system- No bells - eating when hungry,

17Thursday, 27 June 13