A Place To Grow and Thrive

Problems of practice

• Fledgling Learning Community and need an agreed and viable curriculum

• Do not know students as learners and therefore need to develop effective feedback and formative assessments

• Link to in depth analysis

Observations and assumptions• Maths planning is not comprehensive That we needed an agreed and viable

curriculum P-6 via shared language, understanding of developmental sequences, embedded in real life situations

• Inferential learning and comprehension, vocab (learned intelligence. Our students need to develop comprehension skills. Need foundational literacy for ‘below and at’ to push them up

• align with comprehension skills starting earlier and enriching the reading and writing experiences by overcoming the SFO barriers to learning though experienced based inquiry learning

• Extending kids vertically and laterally through programs of contemporary literacy increasing the deep knowledge and non -fiction content

• Developing independent reading and resilience to sustained learning periods of time.

Theory of Action• If we know our students as learners we will

personalise and improve their learning outcomes and empower them to have ownership and control of their learning

• Knowing a learner to us means:*hopes and dreams (theirs, their family and the community),* interests, *misconceptions, *questions ,*worries stumbling blocks, gaps,* ways of learning /asking what is effective?

Thinking with the end in mind

Building a Culture of learning partnerships

The social construction of learning

Building behavioural and cognitive engagement

Link to Venn

Building a Culture of learning partnerships

The level of trust among the adults in schools is predictive of student performance outcomes

(Bryk & Schneider, 2000)

Partnerships for learning where adults learn along side our kids: (MLC/SPARKL/Melb zoo and werribee zoo/iramoo/dentist/VUT/YMCA

Empowering and providing opportunities for students to make a difference in and for their community. (grasslands, peace expo)

Finding innovative ways to break down barriers to learning i.e. language, isolation, enrichment experiences, student ownership and voiceLink to stakeholder engagement

http://www.eduweb.vic.gov.au/edulibrary/public/commrel/familiesaspartners/persurveys.pdf

Social construction of Learning:Building conceptual frameworksInvolvement of parents students and teachers (Fapil) and DPS Wellbeing frameworkhttp://www.education.vic.gov.au/about/directions/familiesaspartners/Resources for schools movie(forums, BBQ hotdotting working with JSC opening, expo)

Using action research/inquiry to build cognitive engagement and the literacy of the dimensions domains and disciplines in a 21st century context(1:1 program) parent forums trial groups

Being data wise as teachers and students Double looping learningLearning loop Personalised action

Engagement: behavioural and cognitiveUnderstanding how to personalise and differentiate

Human rights inquiry

Passion Projects (involving parents)

Investigating kids questionsExploring environment and learning in the 21st century

Exploring text through media See yr ¾ animations

Making movies Documentary

Being literate and numerate: There is no formula!!!!!!!In depth understanding of the developmental frameworks and literacy's of the disciplines Moderation

Formative assessments and tracking studentsData prep 12 34 56

Nothing hidden children know the language and genre of reflection and goal setting (conferences)

Building learned intelligence and playing with words

Contextualising learning

A teachers learning journey

Building a Culture

Families as Partnerships Resources• http://www.education.vic.gov.au/about/directions/famili

esaspartners/schools/connecting.htm