TPL Term Support Workshop

Entry Ticket Reflection How effectively am I using my precious TPL days for my own learning, for my learners, for my school and for my profession? What do I need to change for me to be able to make the most of my remaining precious days? Where are you now on the inquiry continuum? (see over page) Wins, Obstacles Wonderings? Handout on table – two-sides

Checking-In Guiding Qs for this morning Where are you now in relation to the inquiry continuum? What and How have you learned since we last met about learners & about teaching approaches? * See Entry Ticket

Reflecting on progress Where are you now on the inquiry continuum – how far have you each progressed? What more have you discovered about your learners and where they are now? How confident are you that you have considered enough evidence to make a judgement about their current development? What teaching practices/approaches/capabili ties did you identify as worth attending to so as to progress your TPL student learning focus? To be shared in Triads at workshop Pre-workshop reflection

This Triad will be your support group this term as you try to embed your new practices – both today and in the online community. You’ll be sharing your pre-workshop reflection. Find two other people in the room from different schools who either: Triad Support Groups Have a similar focus for their TPL inquiry Teach a similar year level to you (Get each others’ s / mobiles) See p.2 for a place to record contact details...

TPL Driving Question Term 3 Focus: How will I embed my new learning into my everyday practice and monitor how well learners progress? Based on the needs of our students, what do I need to learn and do differently in my practice to improve the learning outcomes for students?

Design with and incorporate new practices, trial, capture evidence, analyse & document learning to share.

Learning Focus Areas for Today What pedagogical practices seem to be the most effective responses to your TPL student learning focus? What evidence will you gather to determine how well learners progress in response to your actions (which you will share with others)? How will you embed this new teaching and learning into your everyday practices? ne w

New teaching reflection Refer to the teaching practices/approaches/capabilities you identified as worth attending to so as to progress your TPL student learning focus. Discuss with the person beside you: Locate the source of these teaching practices/approaches/capabilities ? See Sources of ideas for new teaching on p.5 for examples Reflecting on progress – pre-workshop task

Sources of ideas for new teaching Resea rch Report Reput able Journ al Education System Recommendat ions Publis hed Book Experien ced Colleagu es Onlin e resou rces My hunc hes My peers Other? How am I learning? See p.8 LOCALLY VALIDATED EXTERNALLY VALIDATED

Critical Reflection Why do you believe the teaching approaches you are going to try, offer better, more effective ways to progress your learners? See p.6

Great pedagogy: Nine strong claims from the research Analy se What else might be relevant to progressing your learners? Whole Group Highlight pedagogical principles: Which will you be enacting in light of your teaching choices? Reflec t How strong are our choices? Which capabilities might you also need to develop to enact the relevant claims? p.7 (HARRIS & JONES 2012) See p.8

Reflection on your Evidence Inquiry Cycle Q. Where are we located now in relation to the cycle of inquiry? p.9

Morning Tea

... in light of our aspirations and what we are learning about our learners Designing for learning

What do we really hunger for? How did one teacher introduce, develop and embed new learning and teaching into her everyday practice last year? Setting the context for TPL Inquiries this semester

To BE a teacher inquirer we hunger for something new. What do you really hunger for? (Now view MJs aspirations for herself and her learners at this time last year.) Anything you want to add to what you REALLY hunger for? p.10

What does attending to all three strands look like in a Unit so that You or your students know/understan d something new? You or your students are able to do something new? You or your students are different as learners or engage in the learning process differently? p.11

What does it mean to know and understand deeply? With a partner select a focus to watch the film, one person attends to student learning, one to the teaching. Student Focus: What was the deep understanding and new knowledge being developed here? What evidence do you see of students developing this deeper knowledge and understanding? Teaching Focus: What pedagogical approaches and teaching strategies did you see in action? How well does this align with the pedagogy research? p.13

So What’s this got to do with me? In light of your own TPL inquiry: What are you planning to do to motivate your learners to pursue depth of knowledge and understanding within your design? What do you believe will achieve this? p.14

How Driving was MJ’s question - What do we really hunger for? Use the Wiggins and McTighe criteria to make a judgement. What criteria could you use to make a judgement about the techniques you have planned? MJ used a Driving Question as a technique to create a drive and focus See p.15

What if MJ hadnt offered a driving question and the focus was restricted to writing, reading comprehension and spelling?

How do we all Design for learning? What are the strengths of the Designs we have brought along today? What criteria could we use to determine the quality of our Designs for learning? (Using criteria could help us to strengthen our designs.) See EdPartnerships criteria - just one example (p.16)

Thinking about your TPL learning focus in light of your unit designs See p.17 What most helps us to make decisions about our everyday teaching? Where in this design can we see our TPL inquiry focus? To what extent will our assessments show the desired student growth and learning? What difference would it make if students didn’t learn some of this?

Lunch

How will we know if our teaching is working and learners are learning?

Evidence gathering Offer some insights about themselves as learners? Share how they feel about this learning? Show what they can do now? Show what they know or understand now? What can your learners say, make, draw, write or do to See p.18

MJ’s class – Part 2 of film What did development of attitudes, motivations (BE); and skills & general capabilities (Do) look like for her students? What was the relationship between the 3 strands of learning? How did they support and enable each other? If one strand had been absent, what might have been different?

Making sure we will have the evidence we need to show student growth and demonstrate impact What kinds of assessment have been planned? As, of and for learning... What forms of evidence will these produce? How well will they enable you to make a judgement about student growth and progress? What opportunities will you need to create for gathering other forms of evidence in addition to assessment tasks? See p.19

Task: Analyse each person’s evidence gathering plan – how well will this enable the extent of student learning and growth to be revealed? What other ideas does the group have? Working in triad support groups See p.20

What might we be on the lookout for as signs of your learning and growth? What could you say, make, write, draw or do to (a) demonstrate your learning and growth and (b) the impact this has had on your learners? Signs of your learning See p.21

Succes s Criteria See p.22

Learning continuum to monitor growth See p.23

The Perspective of learners Third source – what have learners you’ve worked with perceived as the changes in your practice and ways of working with them?

Term 4 Performances of Understanding What are your ideas for the format and structure of this day? What are you keen to learn from each other? Sharing your evidence of learning with colleagues Consider: What would be best shared/demonstrated/analysed in the online community? How could we do this? What would be best shared/demonstrated/analysed during the Term 4 workshop? How could we do this?

Success Criteria for Day 4?? If the purpose of Term 4 TPL for is: to analyse and share evidence of student progress and teacher learning and growth What are the most engaging & interesting ways to do this? Wall Talk 5 or six people per wall. Ideas we like best? What will we post online and bring to the workshop?

Evidence Inquiry Cycle Cycle elaborated from Timperley (2007) and O’Rourke & Burrows (2010) Revise, make notes on your Inquiry Cycle See p.12

Commitments: Triad Support Groups – How often and for what purpose will you communicate and collaborate online? WikiSpace Learning Community

Online Support WikiSpace ces.com Questions about use, posting or creating new spaces?