Teacher Refresher Course

1
Teacher Refresher Course

• Professional Learning Program

Program 1 Learning Leaders Jill Flack Maureen
ORourke
2
Preparing for Learning Together

• Welcome and Introductions
• Today
• Session 1 Learning in community together as
  active, evidence-informed, adult learners.
• Session 2 Offering students the best possible
  education what does this mean?

3
Photo Chat

• Whos in our Learning Community?
• Cold read Partners share what they think it
  reveals
• Informed read Owner shares their intent

4
Debrief

• What did you notice about the assumptions or
  inferences you brought to your cold read of
  your partners photo?
• What sort of evidence worked well to communicate
  who we are as learners and teachers?

5
How will we learn together in this course?

• Diversity of the group implications for
  learning together
• Refer to Q9 responses in Miscellaneous section of
  your folder
• ? responses that are like you
• ? responses that are different to you
• Any conflicts that you can see?

6
How this group thinks people best learn

• supportive
• engaging and interactive
• purpose for learning
• access to resources
• having an inspiring teacher
• good environment
• time for reflection, consolidation and able to
  put new knowledge to use
• non-judgemental mentors
• respect
• visual, hands-on experience
• motivation

7
Our Learning Approach

• Active learners and professional inquirers
• Multiple opportunities choice as to whether you
  make the most of them
• Partnering with others and learning together in
  community

8
Learning Pathways Possible in this Course

• Workshop based learning
• Site based learning in schools
• Smaller group learning
• Ideas Cafes
• Common Interest Study Groups
• Self-paced online learning in community
• Learning Leader support

9
Teacher Refresher Course Inquiry 1
10
Teacher Refresher Course Inquiry 2
11
Teacher Inquiry and Knowledge Building Cycles
P. 14 in your folder
Aspirations for
Evaluation of
Learning Dispositions and Deeper Understandings
Aspirations Evaluation
Ideas Cafes, Site Based Learning, Self-paced and
online Learning
Considering evidence
12
Preparing to View Learning Stories

• Table Groups Orientation to the Task Split so
  that 3 will focus on teacher learning and 3
  focus on student learning.
• Teacher Learning - Read through Principles 1-3
  on p. 36 of your folder. When viewing the
  learning story, you will be looking for signs of
  how this teacher is learning to enact these
  principles (choose one Principle each to focus on
  so that its not overwhelming).
• Student Learning Read through the Melbourne
  Declaration Goals related to Successful Learner
  in the Miscellaneous Section of your folder.
  Choose 3 different aspects of this goal that
  interest your group (share between 3 each
  person considers a different aspect). How does
  this learning

13
The Melbourne Declaration of Educational Goals
for Young Australians
Successful Learners Creative and Confident Individuals Active and Informed Citizens

Jot down on p. 15
14
Principles of Learning and Teaching
Principle 1 The learning environment is supportive and productive Principle 2 The learning environment promotes independence, interdependence and self motivation Principle 3 Students needs, backgrounds, perspective and interests are reflected in the learning program


Refer to extra handout
15
Learning from our Colleagues in Schools

• Jayde Making Meaning
• The Student Learners jot down in Column 1 on p.
  15
• The Teacher Learner annotate on extra handout
  Principles 1-3 of PoLT.
• Discuss in your groups of three first, then one
  person presents a summary to the table.

16
Debrief

• How and what were these students learning?
• How and what was this teacher learning?

17
MORNING TEA
18
Educational Goals for Young Australians

• What is the Melbourne Declaration on Educational
  Goals for Young Australians?
• Individually read through the whole of Goal 2
  see Miscellaneous section of your folder.
• All young Australians become successful learners,
  confident and creative individuals, and active
  and informed citizens.

19
Educational Goals

• After you read each of the 3 sections, jot down a
  response to the following
• IF These are the learning goals for students
• THEN Some implications for my learning and
  teaching might be

20
How did our group responses align?

• Refer to the Q7 group responses in the
  Miscellaneous section
• With a Partner, highlight the alignments between
  what our group thought and the actual goals.
• Refer to Q5 or 7 in your own Learner Profile is
  there anything else youd like to add?

21
Primary Learning Story Analysis

• If you looked at Successful Learners during the
  Secondary Story, choose a different column to
  focus on this time.
• Form groups of 3 each person chooses a
  different Melb Declaration Goal column on P. 16
  to consider
• View the Story The Legless Lizard
• Reflect individually (3 mins)
• Share what you noticed in your Triads (gps of 3)

22
LUNCH
23

• VELS Victorian Essential Learning Standards
• Outline what students should learn and develop
  between Prep to Year 10
• Statewide standards to plan, assess and report

24
Principles underpinning the VELS

• Learning for all all students can learn given
  sufficient time and support
• Pursuit of excellence seek to accomplish
  something noteworthy and admirable individually
  and collectively, and perform at one's best
• Engagement and effort if students work hard and
  make an effort, their chances of success improves
• Respect for evidence seek understanding and
  truth through structured inquiry and the
  application of evidence to test and question
  beliefs
• Openness of mind multiple perspectives,
  multiple pathways, multiple solutions, respect
  for difference.

25
Partner Task

• Choose one of the Principles underpinning VELS
  from the envelope on your table
• Find someone in the room with the same
• Discuss the implications in light of your past
  experiences of Teaching and Learning.

26
The Victorian Essential Learning Standards (VELS)
Refer to p. 17-21 in folder
27
Physical, Personal and Social Learning

• Students learn about themselves and their place
  in society.
• They learn how to stay healthy and active.
• Students develop skills in building social
  relationships and working with others.
• They take responsibility for their learning, and
  learn about their rights and responsibilities as
  global citizens.

28
Discipline-Based Learning

• Students learn the knowledge, skills and
  behaviours in the arts, English, humanities,
  mathematics, science and other languages.

29
Interdisciplinary Learning

• Students explore different ways of thinking,
  solving problems and communicating.
• They learn to use a range of technologies to
  plan, analyse, evaluate and present their work.
• Students learn about creativity, design
  principles and processes.

30
Working with VELS

• Choose to work with either the primary or
  secondary Learning Story that you viewed earlier
  today.
• Refer to P. 22 of your Folder and form groups of
  3
• Each individual chooses a different VELS domain
  to consider from those listed
• Secondary pps 24-28 Communication OR English
  OR ICT)
• Primary pps 29-31 Communication OR Civics and
  Citizenship OR Thinking Processes)
• Follow the prompts for Tasks 1-5 on P. 22
• (NB Laptops around the room have the Learning
  Stories ready for re-viewing)

31
Ideas Cafés and Study Groups for Tomorrow

• Which frameworks or guidelines would you like to
  explore further? Groups of up to 6 per café.
• Curriculum Café Senior Curriculum
• Effective Teaching Café
• Understanding Assessment Café
• Professional Expectations Café
• Literacy Cafe

32
Checking the Pulse
Insights Challenges Wonderings
The VELS does allow us to pick up on student interests They are broad guidelines as to what needs to be learned there are some more steps to translate into practice There are great opportunities to integrate or engage in inter disciplinary learning Its a framework but you still have to devise your own outcomes specific to kids Navigating your way through There is a lot to learn Its broad how do get to the specifics What do I do with VELS? How do we get from the broad to the specifics of assessment? How do we use VELS with individual students? How does VELS relate to reporting? Is it consistent? How do you plan with VELS if students are propelling the learning? What is structure in Maths? Whats the difference between a high level 5 and Level 6.
33
Reading tonight

• Please Read pps. 39 44 tonight. Form Study
  Groups.
• As you read Choose two sections to code as
  follows
• If you strongly agree
• ? If youre not sure what something means of if
  you have questions about the text
• If you find something interesting youd like to
  explore further

34
TEACHER REFRESHER COURSEDAY 2
35
Reflections and Connections

• Group Check-In
• Feedback and Suggestion Sheet

36
Site based learning questions

• How does the school use the Melb Dec and VELS?
• How do teachers use the VELS and integrate
  technology in the classroom?
• What are nuts and bolts of what teachers are
  doing in the classroom, how they are planning,
  methods they are using with the kids, activities,
  content.
• Can we talk to teachers about how they plan and
  execute from outcomes, planning and step by
  step in the classroom?
• The interpersonal and personal learning seeing
  how students are learning

37
Day 2

• Session 1 What kind of teaching enables the best
  possible education? What is expected of every
  teacher as a teacher of literacy?
• Session 2 Ideas Cafes exploring resources that
  help up to better understand system frameworks
  and guidelines
• Session 3 Preparing for our site visits and
  personalised inquiries Using our Wikispace

38
What is considered Effective Teaching in
Victoria?

• Principles of Learning and Teaching (PoLT)
• e5 Instructional Model

39
PoLT

• Students Learn Best when
• The learning environment is supportive and
  productive
• The learning environment promotes independence,
  interdependence and self-motivation
• Students needs, backgrounds, perspectives and
  interests are reflected in the learning program
• Students are challenged and supported to develop
  deep levels of thinking and application
• Assessment practices are an integral part of
  teaching and learning
• Learning connects strongly with communities and
  practice beyond the classroom
• Refer to pps. 35-36 in folder.

40
Site Based Learning Implications

• You might explore some of the principles in
  action what do they look like in the classrooms
  you visit?
• Try to build up concrete examples of practice
  talk to teachers about how they try to enact
  these principles in their practice.

41
e5 Instructional Model

• Purpose Support teachers to reflect on their
  practice
• Five Domains Engage, Explore, Explain,
  Elaborate, Evaluate.
• A set of capabilities have been identified what
  all teachers would need in order to perform
  effectively
• We asked you to reflect on your capabilities in
  the pre-workshop task.

42
e5 Teacher Capabilities - Reflection
Evaluate
Engage
Explore
Explain
Elaborate
Facilitates substantive conversation Cultivates
higher order thinking Monitors progress
Presents new content Develops language and
literacy Strengthens connections
Develops shared norms Determines readiness for
learning Establishes learning goals Develops
metacognitive capacity
Prompts inquiry Structures inquiry Maintains
session momentum
Assesses performance against standards Facilitate
s students self assessment
43
Capabilities in Practice

• Look at your individual profiles and the three
  capabilities you identified as strengths.
• Which instructional domain do they relate to?
  (Ref p. 37)
• Choose one of your strong capabilities See your
  individual profile Q 30. On p. 33, jot down some
  notes about a time when you made use of this
  capability in your practice to progress valued
  student learning. You will be sharing in a group
  of 3.

44
Success Analysis Process 15 mins each

• Groups of 3
• Presenter 1 Share your story 5 mins group
  takes notes
• Learning Partners Ask clarifying questions (3
  mins)
• Learning Partners Discuss and analyse what you
  see as the contributing factors to the success.
  Presenter does NOT join in yet (5 mins)
• Presenter reflects (2 mins)
• Rotate Roles Presenter 2 (15 mins) then
  Presenter 3 (15 mins)

45
Whats become clearer about the e5 capabilities

• We have used these capabilities we didnt have
  a clear name for them
• It helps to organise the way that we teach our
  language for our practice
• The next step is how to improve we can identify
  which level we are in so we can think about how
  to move to the next level. We can begin to locate
  our current practice.
• We can notice where the weight is in our practice
• How do we balance the pressure of students
  needing to know in time for exams and the
  implications for how students best learn? Is it
  more efficient for us to tell and pass on to
  students what they need to know?

46
Morning Tea
47
Teacher Refresher Course Inquiry 1
48
Taking Notes as you Inquire

• Take your Ideas Café Scaffold with you p. 49
• Refer to P. 50 - what aspect of the Victorian/
  Australian Education frameworks do you want to
  know more about. Choose and write ONE down.
  Choose a document.
• Document your mini-Inquiry for the Ideas Café
  Write a question in the What do you want to
  know column on P. 51.
• As you investigate jot notes in column 3 on p.
  51 what did you learn/find out
• Be prepared to share with your group.

49
Ideas Cafes

• You have till Lunch time to explore your chosen
  area of interest
• Refer to the Ideas Café Scaffold on p. 49 you
  will have 20 mins to prepare for inquiry, 20 mins
  to explore resources and 20 mins for small group
  discussion.
• Use the Scaffold on p. 51 to help you focus and
  record your new learning. We will be adding to
  this over time.
• You have both online and print resources
  negotiate the best way for you all to benefit
  from each others efforts.

50
Ideas Café Debrief

• Key Learning and Insights from each group

51
Lunch
52
Literacy Today

• Consider the new Australian Curriculum Literacy
  Statement
• Students become literate as they develop the
  knowledge, skills and dispositions to interpret
  and use language confidently for learning and
  communicating in and out of school and for
  participating effectively in society.
• Literacy involves students in listening to,
  reading, viewing, speaking, writing and creating
  oral, print, visual and digital texts, and using
  and modifying language for different purposes in
  a range of contexts.

Discuss with partner how does yours compare?
53
Crafting your Personalised Learning Pathway

• Site Based Learning Days
• Purpose Progress Personal Understanding of one
  system Framework, Model or Guidelines introduced
  over these two days.
• Input from the Group Hopes Fears and
  Expectations
• Recommendations to take to Site Based Learning
  Leaders.

54
Preparing for Site Based Learning

• Refer to p. 50 in your folder
• Choose one document youd like to explore
  practically with our Site Based Learning School
• Identify others in the group with a similar
  interest. This will be your study group for this
  site based visit.
• Sign up for one of the schools you may change
  or re-visit the same school on the second site
  based learning day.

55
Site Based Learning

• Arrive at 915 for 930 start go to Office to
  sign in and get directions
• Meet with Site Based Learning Leader and Your EdP
  Learning Leader they will provide an
  introduction to the school and some responses in
  light of your questions
• Classroom Observation focused on curriculum,
  pedagogy or assessment in action
• Debrief with Site Based Learning Leaders and
  Teachers
• Lunch
• Analysis and discussion about School Documents
  related to the system frameworks

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Making Meaning Protocol

• Text to use pps. 39 44 in your Study Groups.
  For the purpose of this exercise, concentrate on
  the sections of text you chose to Code
• If you strongly agree
• ? If youre not sure what something means of if
  you have questions about the text
• If you find something interesting youd like
  to explore further
• Follow the Steps on p. 45 Making Meaning.

58
Site Based Learning

• How might this opportunity assist you to further
  explore your questions about curriculum
  frameworks and the goals of education?
• What do you hope the site based learning leaders
  will prepare to support you in your learning?
• What will you need to do to be prepared to get
  the most from this opportunity?

59
The Online Learning Space

• How to access
• What will you find

60
Adult Learning What works for me?

• Read through the Seven Characteristics of Highly
  Effective Adult Learning Programs on p. 9-10
• Highlight or underline any conditions that you
  know work for you
• Put a ? against any conditions that youre not
  sure would work for you
• Discuss with your partner
• If this course has been designed with these
  characteristics in mind, what might be some
  implications for your roles as learners?
• Whats different to your prior expectations?

61
Debrief and Personal Reflection

• What have we learned about evidence that informs
  how well students are progressing towards or
  achieving standards?
• Refer to p. 32 of your folder. Complete before
  lunch we will collect, copy and return. This is
  a form of evidence to further inform us about
• Shifts in understanding
• Areas of interest for personal inquiry
• Questions on your mind that we need to create
  opportunities to address

62
Considering our Groups Responses

• Refer to the Miscellaneous Section of the Folder
  Group Responses to Q 8
• How well do our Groups Responses to the prompt
  I think it is essential that students learn
  align with the VELS?
• Refer to Q 6 in your personal profile is there
  anything youd like to add?

63
Which of your responses already align?

• Refer to your Individual Profile Look at your
  responses to Qs 7-10
• What connections can you see between your
  responses and the Principles?
• With a partner, consider the Group Responses to Q
  9 do the Principles suggest any additions?
• What would you now add to your own responses?

64
Small Group Analysis

• What connections can you see between
• Student learning outcomes
• The application of e5 capabilities
• Underlying PoLT principles
• Create a map or connections web on A3

65
Beyond Buddy Reading

• View the Learning Story jot down notes on p.
  46.
• What do you think is significant about the way
  these children are learning to read?
• Consider
• Implications for your personal learning about
  literacy development
• Something new to consider in your classroom
  practice

66
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