the core business of schools is learning jan mcclure, david shepherd ballarat and clarendon college

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The core business The core business of schools is of schools is LEARNING LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

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Page 1: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

The core business The core business of schools is of schools is LEARNINGLEARNING

Jan McClure, David Shepherd

Ballarat and Clarendon College

Page 2: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

Is the individual learner Is the individual learner making progress?making progress?

……enough progress? enough progress?

……optimum progress?optimum progress?

Page 3: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

To answer these questions, To answer these questions, at Ballarat and Clarendon at Ballarat and Clarendon College we have developed College we have developed progress maps / progress maps / developmental continua in developmental continua in Years 5 – 9.Years 5 – 9.

Page 4: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

CURRICULUM / ASSESSMENTCURRICULUM / ASSESSMENTCURRICULUM / ASSESSMENTCURRICULUM / ASSESSMENT

After identifying the Essential Learning After identifying the Essential Learning Outcomes we developed the continuum Outcomes we developed the continuum to describe the likely learning path in to describe the likely learning path in each ELO.each ELO.

ELOsDevelopmental

Continua

Page 5: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

LEARNINGLEARNINGLEARNINGLEARNING

Assessments of student Assessments of student learning are made against a learning are made against a continuum.continuum.The continuum provides a The continuum provides a scale against which we can scale against which we can measure progress.measure progress.

Page 6: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

Thinking ELO 1Thinking ELO 1: Hypothesis: Hypothesis and Contention and ContentionThinking ELO 1Thinking ELO 1: Hypothesis: Hypothesis and Contention and Contention

The work demonstrates a complete understanding of all issues relating to the problem and provides detailed supporting reasons, having fully considered the relevance of each one.

The student is able to produce many, varied and unusual ideas appropriate to the situation.

Student is able to identify and justify the most promising possibility (alternatives or options having interesting potentials) using appropriate techniques. L

eve

l 6

The introduction demonstrates a comprehensive understanding of many issues relating to the topic and provides relevant concepts which are fully explored in the body of the essay.

The work demonstrates a detailed understanding of the issues relating to the problem and assesses the relative importance of the supporting reasons

Student is able to produce many and varied ideas appropriate to the problem.

Student is able to identify and justify some promising possibilities (alternatives or options having interesting potentials) using appropriate techniques. L

eve

l 5

The introduction demonstrates a detailed understanding of the issues relating to the topic and provides relevant concepts which are sufficiently explored in the body.

The work shows understanding of the complexity of the problem and makes some value judgements about supporting reasons

Student is able to produce many ideas, all of which are relevant to the problem. Student is able to identify the most promising possibilities (alternatives or options

having interesting potentials) using appropriate techniques.

Le

vel 4

The introduction shows an adequate understanding of the topic and provides some relevant concepts which are sufficiently explored in the body of the essay.

Page 7: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

RATIONALERATIONALERATIONALERATIONALE

Use of a developmental continuumUse of a developmental continuum • Supports metacognitionSupports metacognition

• Scaffolds learningScaffolds learning

• Provides a common languageProvides a common language

• Builds expertise in assessmentBuilds expertise in assessment

• Provides a scale for tracking Provides a scale for tracking progress over time.progress over time.

Page 8: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

METACOGNITIONMETACOGNITIONMETACOGNITIONMETACOGNITION

Self-regulation – defined as:Self-regulation – defined as:

• the ability to orchestrate one’s the ability to orchestrate one’s learning: to plan, monitor success…learning: to plan, monitor success…

• effective intentional learningeffective intentional learning

Page 9: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

METACOGNITIONMETACOGNITIONMETACOGNITIONMETACOGNITION

Also about the ability to reflect on Also about the ability to reflect on performanceperformance

““if children lack insight to their own if children lack insight to their own learning abilities, they can hardly be learning abilities, they can hardly be expected to plan or self-regulate expected to plan or self-regulate

efficiently” efficiently” Bransford, Brown & CockingBransford, Brown & CockingHow People LearnHow People Learn

Page 10: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

SCAFFOLDINGSCAFFOLDINGSCAFFOLDINGSCAFFOLDING

• Maintaining the pursuit of Maintaining the pursuit of the goalthe goal

• Marking critical features of Marking critical features of discrepancies between what a discrepancies between what a

child has produced and the child has produced and the ideal solution.ideal solution.

Bransford, Brown & CockingBransford, Brown & Cocking

How People LearnHow People Learn

Page 11: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

““In order to develop strategic In order to develop strategic competence in learning, children competence in learning, children need to understand what it means need to understand what it means

to learn, who to learn, who they are as they are as learners, learners, and how to go about and how to go about planning, planning, monitoring, revising, monitoring, revising, and reflecting and reflecting upon their learning upon their learning and that of and that of others”others”

Bransford, Brown & CockingBransford, Brown & CockingHow People LearnHow People Learn

STRATEGIC COMPETENCESTRATEGIC COMPETENCESTRATEGIC COMPETENCESTRATEGIC COMPETENCE

Page 12: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

CHALLENGESCHALLENGESCHALLENGESCHALLENGES

1.1. Large commitment to Large commitment to whole-school development.whole-school development.

2.2. The learning continua are The learning continua are difficult to develop.difficult to develop.

Page 13: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

THE IMPORTANT OUTCOMES:THE IMPORTANT OUTCOMES:THE IMPORTANT OUTCOMES:THE IMPORTANT OUTCOMES:

• You can track progress of the learner from You can track progress of the learner from year to year.year to year.

• You can tailor the teaching for the learner.You can tailor the teaching for the learner.

• Helps students to develop strategic Helps students to develop strategic competence in learning.competence in learning.

• Enables the school to assess the Enables the school to assess the effectiveness of the teaching against effectiveness of the teaching against intended learning.intended learning.

Page 14: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

• Facilitates decision-making around the Facilitates decision-making around the allocation of resources for professional allocation of resources for professional development.development.

““Improvements in instruction have immediate Improvements in instruction have immediate effects on student learning…demonstrated effects on student learning…demonstrated through skillful assessment.through skillful assessment.Professional development is the process by Professional development is the process by which we organise the development and use which we organise the development and use of new knowledge in theof new knowledge in the serviceservice of of improvement.”improvement.”

Richard ElmoreRichard Elmore

OUTCOMES OUTCOMES continued…continued…OUTCOMES OUTCOMES continued…continued…

Page 15: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

1.1. Is the individual student making Is the individual student making progress?progress?

2.2. Is the individual student making Is the individual student making enough progress?enough progress?

3.3. Is each student making optimum Is each student making optimum progress? progress?

PROGRESSPROGRESSPROGRESSPROGRESS

Page 16: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

TowardsTowardsAssessment-Based Pedagogy: Assessment-Based Pedagogy:

The Importance ofThe Importance ofProfessional DevelopmentProfessional Development

TowardsTowardsAssessment-Based Pedagogy: Assessment-Based Pedagogy:

The Importance ofThe Importance ofProfessional DevelopmentProfessional Development

Hilary HollingsworthHilary HollingsworthEducation ConsultantEducation Consultant

Page 17: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

proposalproposalproposalproposal

In order to teach and assess In order to teach and assess effectively we need to develop shared effectively we need to develop shared visions of:visions of:

• learning with understandinglearning with understanding• levels of learning, or learning mapslevels of learning, or learning maps• the role of the key players - studentsthe role of the key players - students

Page 18: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

proposalproposalproposalproposal

To develop shared visions we need to:To develop shared visions we need to:

• establish and support a culture of establish and support a culture of teacher professional learningteacher professional learning

(where learning opportunities are(where learning opportunities are

focused, substantive, pervasive)focused, substantive, pervasive)

Page 19: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

researchresearchresearchresearch

Richard F. Elmore, Richard F. Elmore, Bridging the Gap Between Bridging the Gap Between Standards and AchievementStandards and Achievement

““Few school districts treat professional Few school districts treat professional development as a part of an overall strategy for development as a part of an overall strategy for school improvement.”school improvement.”

““The knowledge gap… is not so much about The knowledge gap… is not so much about knowing what good professional development knowing what good professional development looks like; it’s about knowing how to get it rooted looks like; it’s about knowing how to get it rooted in the institutional structure of schools.”in the institutional structure of schools.”

Page 20: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

researchresearchresearchresearch

“…“…the practice of improvement is largely about the practice of improvement is largely about moving whole organizations–teachers, moving whole organizations–teachers, administrators and schools–towards the culture, administrators and schools–towards the culture, structure, norms and processes that support structure, norms and processes that support quality professional development in the service quality professional development in the service of student learning.”of student learning.”

““When you begin to describe the organizational When you begin to describe the organizational conditions under which professional conditions under which professional development actually contributes to instructional development actually contributes to instructional capacity in schools, you begin to describe an capacity in schools, you begin to describe an organization as it rarely exists.”organization as it rarely exists.”

Page 21: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

researchresearchresearchresearch

What is needed are, What is needed are,

““enlightened professional development enlightened professional development practices”practices”

that becomethat become

““part of the mainstream of school life”.part of the mainstream of school life”.

Page 22: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

““show me”exampleshow me”example““show me”exampleshow me”example

Such practices are being put in place at Such practices are being put in place at Ballarat and Clarendon College.Ballarat and Clarendon College.

Page 23: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

““show me” exampleshow me” example““show me” exampleshow me” example

For example, leaders are:For example, leaders are:• developing considerable expertise about instructional developing considerable expertise about instructional

practicepractice• working with teachers in their classrooms in a way that working with teachers in their classrooms in a way that

supports continuous improvementsupports continuous improvement• supporting and funding the work of teachers and supporting and funding the work of teachers and

professional developers in sustained interactionprofessional developers in sustained interaction• setting priorities for improvementsetting priorities for improvement• developing the school culture as a learning environment developing the school culture as a learning environment

for teachers and studentsfor teachers and students• designing the instructional day to facilitate the learning of designing the instructional day to facilitate the learning of

both students and teachersboth students and teachers

Page 24: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

““show me” exampleshow me” example““show me” exampleshow me” example

One initiative: Lesson StudyOne initiative: Lesson Study

• in-depth study of a single lesson over extended in-depth study of a single lesson over extended timetime

• focused on student learning and understandingfocused on student learning and understanding• involves observation, analysis, and researchinvolves observation, analysis, and research• develops shared understandings among develops shared understandings among

teachersteachers• pervades teachingpervades teaching

Page 25: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

““show me” exampleshow me” example““show me” exampleshow me” example

Steps in the Lesson Study ProcessSteps in the Lesson Study Process• Defining the research themeDefining the research theme• Defining the subject matter topic and goalDefining the subject matter topic and goal• Developing the concept mapDeveloping the concept map• Selecting the subject matter contextSelecting the subject matter context• Selecting the lesson contextSelecting the lesson context• Planning the research lessonPlanning the research lesson• Designing the lesson observation toolsDesigning the lesson observation tools• Teaching the research lessonTeaching the research lesson• Reflecting on and debriefing the research lessonReflecting on and debriefing the research lesson• Revising the lessonRevising the lesson

Page 26: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

““show me” exampleshow me” example““show me” exampleshow me” example

“ “The lesson study process has an The lesson study process has an unrelenting focus on student learning. All unrelenting focus on student learning. All efforts to improve lessons are evaluated efforts to improve lessons are evaluated with respect to clearly specified learning with respect to clearly specified learning goals, and revisions are always justified goals, and revisions are always justified with respect to student thinking and with respect to student thinking and learning.”learning.”

Stigler, J.W., & Hiebert, J., Stigler, J.W., & Hiebert, J., The Teaching GapThe Teaching Gap

Page 27: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

““show me” exampleshow me” example““show me” exampleshow me” example

“… “… effective professional development is effective professional development is connected to questions of content and connected to questions of content and pedagogy that educators are asking–or pedagogy that educators are asking–or should be asking–about the consequences should be asking–about the consequences of their instructional practices on real of their instructional practices on real students as well as in general questions students as well as in general questions about effective teaching practice.”about effective teaching practice.”

Elmore, R.F., Elmore, R.F., Bridging the Gap Between Standards and AchievementBridging the Gap Between Standards and Achievement

Page 28: The core business of schools is LEARNING Jan McClure, David Shepherd Ballarat and Clarendon College

reflectionreflectionreflectionreflection

Are our key decisions and actions Are our key decisions and actions focused on advancing the progress of focused on advancing the progress of individual students?individual students?