1. T he Teaching for Effective Learning resource with Karen CorneliusDeb Merrett Curriculum Director Curriculum Manager Learning and TeachingTeaching for Effective Learning ULearn Conference

2. KEY IDEA: Making the Implicit Explicit

3. Change models Thriving, Striving, Surviving Tim Tams, Kingston Cookies, Jatz, SAOs Caving story

4. Introductions Introduce yourself to those at your table. Share a leadership Tim Tam, Kingston Cookie, Jatz or SAO moment with your table mates.

6. Teaching for Effective Learning Academic Reference Group Professor Renate Nummela Caine & Geoffrey Caine Professor Emerita of Education California State University, Caine Learning USA Dr Chris Goldspink Centre for Research in Social Simulation University of Surrey UK Professor Glenda MacNaughton Director of the Centre for Equity and Innovation in Early Childhood University of Melbourne Dr Adam Lefstein Academic Research Fellow Classroom Pedagogy, Oxford University Dr Julia Atkin Education & Learning Consultant Dr Rosie Le Cornu Division of Education, Arts & Social Sciences, School of Education University of South Australia Dr Judy Peters Division of Education, Arts & Social Sciences School of Education University of South Australia Associate Professor Phil Cormack Director Centre for Studies in Literacy, Policy and Learning Cultures Hawke Research Institute University of South Australia Sam Sellar Division of Education, Arts and Social Sciences School of Education University of South Australia AND Professor Guy Claxton, Bristol University, Professor of the Learning Sciences, United Kingdom Dr Robin Fogarty and Brian Pete, Fogarty and Associates USA Dr George Otero and Susan Chambers- Otero, Relational Learning Centre, USA

7. Literature Review UniSA Recommendation 1: Draw upon South Australia’s educational strengths Recommendation 2: Balance the domains Recommendation 3: Develop a sound research base Recommendation 4: Describe teacher practices Recommendation 5: Provide rich illustration and support Recommendation 6: Emphasise language and communication

8. To create the SA position on Teaching and Learning– we needed teacher voices Teachers’ wisdom of practice Expert and research referenced

9. 1.3 PLCs Table talk: what happens in your sites to support this?

10. BULLY AUDITS

11. Front Office display in Term 2 this year – the creative ways our students tell us that they are feeling safe. TERM 1 WEEK 11 BULLY AUDIT RESULTS Percentage of children reporting problems: HARASSMENT IN YARD HARASSMENT IN CLASSROOMS None91.7%97.2% 1-3 Incidents6.3%2.8% 4+ Incidents2.1%0%

12. FIRST 2 WEEKS PROGRAM MAKING IT HAPPEN Respect Responsibility Excellence

14. Making the Implicit Explicit Deb’s story

15. KEY IDEA: Adopting an Appreciative Stance

16. Appreciative Inquiry works on the assumption that whatever we want more of already exists in organisations The Thin Book of Appreciative Inquiry Hall and Hammond, 1996 www.thinbook.com

17. ASSUMPTION OF POSITIVE INTENT

18. Today’s Teens

19. a year 7/8 transition story

20. The role of the transition reference group

21. What do our clients say? Year 7s “By being simulated through Team Week it made it easy to adapt to the real thing at the high school!” (Kavita year 7) “It was so much better than I thought it would be – I am actually not worried anymore.” (Calvin, year 7)

22. Year 8s “The school closure day the high school was great because as had the school to ourselves and it was less scary than I thought it would be.” (Emma, year 8) “Having previous primary students coming to visit sort of reassured us that it wasn’t a big deal.” (Jessica, year 8) “The good thing about transition days were that you got to meet new people and became friends.” (Joshua, year 8) “Having lessons at the high school was fantastic because then you knew how it would work.” (Anthony, year 8)

23. Reflecting on my own practice

24. So what does it mean for me in my role?