View
921
Download
0
Category
Tags:
Preview:
DESCRIPTION
This slide show explain some of the work conducted by the Catholic Education Office of Western Australia, particularly around the field of ICT integration.
Citation preview
Models of Effective Practice:Can it make a difference?
Shared Understandings
ICT is a powerful tool to engage learners and enhance achievementICT & LEARNING
Learning happens in context, not in isolationINTEGRATION
First the student, then the curriculum, then the ICT
BEGIN WITH THE STUDENT
Not best practice, but better practiceCHANGE BY IMPROVEMENT
The journey is as important as the destinationPOINT OF NEED
Learning & Teaching Team (Primary)
The Pencil Metaphor
The LeadersThese people are the first to take on the technology, the early adopters who usually document and enthusiastically share what they have tried, warts and all.
The Sharp OnesThese are the people who see what the early adopters have done, willingly grab the best of it, learn from the mistakes of others and do great stuff with their students.
The WoodThese people would use the technology if someone would just give them the gear, set it up, train them and keep it running. All they need is help from some sharp person and they would be doing it too.
The FerrulesThese people hang on tightly to what they know. They keep a strong grip on their traditional teaching practices and feel that there is not a place for the technology in their classroom.
The ErasersThese people endeavour to undo much, if not all of the work done by the leaders.
The Hangers-OnHangers-on know all the right lingo, attend all the seminars, but just don’t actually do anything.
Adapted from:
http://www.teachers.ash.org.au/lindy/pencil/pencil.htm
Can we have a PD on Dreamweaver?
We want to know more about MyClasses.
Can you show us ways to search & use the internet?
We have all these laptops and they not being used.
How can we create a webpage?
What software is good for teaching reading?
Our staff don’t get how files and folders work
We have IWB’s, Can you train the teachers?
What schools were asking...
Hattie, 2003
Teachers make the difference
Professional Development
Timperley et al, 2007
Sufficient teacher engagement to deepen knowledge and extend skills
What Works?
Developing Models of Effective Practice
We are seeking key teachers...
...who are effective
classroom practitioners
...who are committed to using evidence to inform practice
...who are willing to make themselves available for discussions, co-teaching and demonstrations
...who are keen to utilise ICT personally and professionally
...that have an inquiry mindset
Models of Effective PracticeA key teacher is not:
Regular meetings with peers within region – mix of physical and virtual
Two visits from the Curriculum Consultant: ICT
Ongoing contact with School Support Consultant
Four days of professional learning, one per term.
Key Teacher ICT Training (one year)
OFFSITE REGIONALONSITE
Key Teacher Training
Content•Role of the Key teacher•Inquiring•Creating •Communicating(embedding competence, confidence & consideration)
Pedagogy•Gradual release of
responsibility•Inquiry learning
•Research based teachingand learning
•Specific pedagogies (subject & ICT)
Student•Data collection tools
•Analysis of data•Using data in
planning and teaching
Content
Students
Pedagogy
Leadership
Models of Effective Practice
Professional Learning Events
Professional Learning
Community
The Collaborative Professional Learning Model
Action Learning
Shoulder to Shoulder
Learning
FOCUS
FOCUS
EVIDENCE
EVIDENCE
Hayes & Noonan, 2009
A deep knowledge of:
Subject matter How students
progress through the desired content
Potential difficulties students may experience with the content
THREE DIMENSIONS OF TEACHER KNOWLEDGE
Content
Dimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
A deep knowledge of:
Assessment tools Assessment analysis
and diagnosis How students learn
(including learning styles, multiple intelligences and brain function)
THREE DIMENSIONS OF TEACHER KNOWLEDGE
Students
Dimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
A deep knowledge of:
General classroom pedagogy
Specific pedagogical content knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGE
Pedagogy
Dimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
THREE DIMENSIONS OF TEACHER KNOWLEDGEDimensions of Teacher Knowledge
• Build teacher knowledge (expand the circles)
• Increase the teachers’ capacity to integrate the knowledge (increase the overlap)
Effective Professional Development
Students
PedagogyContent
Key Teacher Conversations
What does your school data indicate is needed?
What is your school focus?
How will you collect data?
How can you build ICT into authentic experiences?
How can you demonstrate the effectiveness of this approach?
What does research indicate is a possible step forward?
How can your IT infrastructure support your teaching?
How can you demonstrate the new ‘tools’ are effective?
Key Teacher Attitudes
I can do this – if I have a bit of support…
I want to build this into our school focus
How can I help others?
So what next – I know my kids need more work on…
Wow – why did it take me so long to give this a real go in my classroom…
My kids are so happy and engaged – the parents are really encouraging now.
I have collected evidence that shows the ICT is improving results.
I can’t believe it – other teachers want to watch what I do.
Professional Development
Timperley et al, 2007
Sufficient teacher engagement to deepen knowledge and extend skills
What Works?
Hattie, 2003
Teachers make the difference
Contact Details
Jenny JongsteCurriculum Consultant: ICT
jongste.jenny@ceo.wa.edu.au
www.jenjongste.id.au
Twitter: jenbead
ReferencesHayes, P. & Noonan, P. (2009) Collaborative Professional Learning in Action Model, Unpublished, CEOWATimperley, H., Wilson, A., Barrar, H. & Fung, I.Y.Y (2007) Teacher Professional Learning and Development: Best evidence synthesis iteration in Wellington, New Zealand; Ministry of Education
Recommended