2011 asa leadership Conference Tony Robinson Gilson College year nine students - Central Plateau World Heritage Area, Tasmania - April, 2009

2011 asa leadership Conference2011 asa leadership ConferenceTony RobinsonTony Robinson

Gilson College year nine students - Central Plateau World Heritage Area, Tasmania - April, 2009

Gilson College year nine students - Central Plateau World Heritage Area, Tasmania - April, 2009

INTRODUCTION…

• Who am Iparent

teacher

student

Introduction - research

• La Trobe studies• A Case Study of the Year 9 Learning 4 Life program at

Gilson College• Looking at the in which organised personal

development learning experiences by year nine students outside the classroom may lead to changes in the way they engage in classroom learning.

INTRODUCTION - Gilson CollegeIntroduction - Gilson College

• Who are we?– School

• P to 12 campus in outer western suburbs of Melbourne– Students

• 770 students• 78 Year 9 students in 3 classes

– Staff• ~ 55 teachers• 4 full time Year 9 teachers

• Why this program?– Our reason for existence demands it

• Ellen White made this statement:– “Let them (students) contemplate the greats facts of duty and

destiny, and the mind will expand and strengthen. Instead of educated weaklings, institutions of learning may send forth men strong to think and to act, men who are masters and not slaves of circumstances, men who possess breadth of mind, clearness of thought, and the courage of their convictions.”

White 1903. Pages 17 and 18.

INTRODUCTION - Gilson CollegeINTRODUCTION - Gilson College

Working with adolescents – “Many teachers believe they should receive hazardous duty pay for teaching adolescents. Adolescence is for many – adolescents, parents and teachers alike – a time of turmoil, rapid growth and learning, as well as shifting emotions and searching for personal and social identities. But, at the same time, adolescence is a time when new capabilities open new vistas and learning opportunities. It is a time when learning levels increase in dramatic fashion. It is a time when intellectual, social, emotional, and academic development is ripe for blossoming. During these often tumultuous years, adolescents need a trusted guide and a haven for exploring new learning, as they begin to understand their needs, interests, and changing emotions and come to grips with their personal identities.” Reilly, 2008



Working with adolescents – “Many teachers believe they should receive hazardous duty pay for teaching adolescents. Adolescence is for many – adolescents, parents and teachers alike – a time of turmoil, rapid growth and learning, as well as shifting emotions and searching for personal and social identities. But, at the same time, adolescence is a time when new capabilities open new vistas and learning opportunities. It is a time when learning levels increase in dramatic fashion. It is a time when intellectual, social, emotional, and academic development is ripe for blossoming. During these often tumultuous years, adolescents need a trusted guide and a haven for exploring new learning, as they begin to understand their needs, interests, and changing emotions and come to grips with their personal identities.” Reilly, 2008

• Many educationalists have recommended experiential education. Here are a few

– Dewey - Experience and Education– Whitehead - The Aims of Education– Vygotsky - Perspective in Activity Theory– Freire - Pedagogy of the Oppressed– Palmer - To Know As We Are Known– Hahn

– http://www.kurthahn.org/– http://www.wilderdom.com/KurtHahn.html

INTRODUCTION

http://www.kurthahn.org/

http://www.wilderdom.com/KurtHahn.html

INTRODUCTION - Gilson College

• How we do it... – Hahn is the educationalist of the last century whose

model of experiential education in practice best fits with my view of how to implement such a program.

• The Duke of Edinburgh Award Scheme is probably his most well known program

• Outward Bound • Salem and Gordonstoun schools• United World Colleges

– His seven principles are pivotal to any successful experiential education program.

• How we do it... – Hahn is the educationalist of the last century whose

model of experiential education in practice best fits with my view of how to implement such a program.

• The Duke of Edinburgh Award Scheme is probably his most well known program

• Outward Bound • Salem and Gordonstoun schools• United World Colleges

– His seven principles are pivotal to any successful experiential education program.

• Hahn’s 7 principles (of Salem school)• Give the children opportunity for self-discovery• Make the children meet with triumph and defeat• Give the children opportunity for self-effacement in the

common cause• Provide periods of silence• Train the imagination• Make games important but not predominant• Free the children of the from the enervating sense of

privilege


• He notes 6, ‘declines’, that are as evident now as they were 100 years ago

• Decline of fitness• Decline of initiative and enterprise• Decline of memory and imagination• Decline of skill and care• Decline of self-disciplineAnd most importantly…• Decline of compassion

• He notes 6, ‘declines’, that are as evident now as they were 100 years ago

• Decline of fitness• Decline of initiative and enterprise• Decline of memory and imagination• Decline of skill and care• Decline of self-disciplineAnd most importantly…• Decline of compassion


• He outlines 4, what he calls, ‘antidotes’, to the declines

• Fitness training• Expeditions• Projects• Service

• He outlines 4, what he calls, ‘antidotes’, to the declines

• Fitness training• Expeditions• Projects• Service


• What we do– Expeditionary Learning

• Self confidence• Self concept• Self understanding

– Urban Learning• Group dynamics

– personal and group agendas

– Service Learning• Giving and doing because you can not for what is in it for

you– fulfilment through service

Year 9 Learning4Life @ Gilson College


• How we do it– Expeditionary Learning - camps and expedition

• emphasising self confidence through personal development and self understanding

» Day walkWerribee Gorge State Park

» Overnight campBuangor State Park

» 4 day training walk in alpine conditionsBogong High Plains National Park

» The Tasmanian Expedition - 5/6 days in the wilderness of Tasmania - Central Plateau, Maria Island, Bay of Fires

• How we do it– Expedition Learning Assessment

• Self• Peer• Teacher• Guide• Community• Presentation Event


• How we do it– Urban

– Day trips to the city» inquiry learning topic

– emphasise group dynamics in achieving an outcome» personal agendas» group agendas

activities on various themes


• How we do it– Service Learning

• community service types• voluntary work in the community• service day activities

– find volunteer opportunities– organise work at these places personally

• two week service - Brucknell Scout Camp– Warnambool trip

» work with SDA Church, Parks Victoria and WCC» local Primary schools for puppets, ballooning, etc.


QuickTime™ and aPhoto - JPEG decompressor

are needed to see this picture.

Year 9 Learning4Life @ Gilson College• What are we finding?Life Effectiveness Questionnaire

Time Management 4.9 Emotional Control 5.2

Social Competence 5.7 Active Initiative 5.7

Achievement Motivation

6.6 Self Confidence 5.9

Intellectual Flexibility

6.2Cooperative Teamwork

6.4

Task Leadership 5.2 Self Efficacy 5.5



Year 9 Learning4Life @ Gilson College• What are we finding?Life Effectiveness Questionnaire

Time Management

4.9 5.4Active Initiative

5.7 6.1

Task Leadership

5.2 5.7Self Confidence

5.9 6.2

Emotional Control

5.2 5.6 Self Efficacy 5.5 5.8

Significant (p<0.05) increases in: Life Effectiveness

Year 9 Learning4Life @ Gilson College• In my study...

Five significant themes emerge1/. Experiential Learning2/. Personal Development3/. Relationships4/. Transference5/. Metacognition


• How we do it– Curriculum Integration

• Victorian Essential Learning Standards– The VCAA website notes, “ ...that by the end of Year 10, students will

have had the opportunity to develop:» physical, personal and social qualities that enable them to take

initiative, to exercise autonomy, to make responsible decisions and to manage elements of their learning

» understanding of the world in which they live through a strong foundation in the discipline-based domains

» interdisciplinary skills that enable them to apply their knowledge confidently and creatively in the contexts of work and further learning.


• Curriculum Integration– Integrated Studies

• Skill set development for the various Experiential Learning components

– Expedition Learning» Campcraft» Bushwalking - minimal impact» First Aid» Packing» Clothing and foot wear


• Curriculum Integration– Wherever possible each domain subject is based on the overall theme

of the Experiential Education component being focused on at the time– The curriculum still maintains its disciplinary focus but shifts the content

to the theme being followed at the time– Gives learning a structured context thereby inviting engagement due to

its obvious purpose

• Historically the division of knowing into disciplines is about organisation and control (Beyer & Apple, 1988; Torok, 1995; Babbit, 1918)

• Traditional curriculum delivery is based on timetabling (organisational) constraints


• Integrated curriculum (Pettus, 1994)• Traditional curriculum• Parallel curriculum – sequencing of subject content so

students might discover implicit linkages• Multidisciplinary curriculum – related disciplines structured

together around a theme or issue• Transdisciplinary curriculum – themes transcend discipline

boundaries but are embedded naturally• Interdisciplinary curriculum – studies presented together to

explicitly show the interconnectedness of the disciplines.• Integrated-day design – learning experiences designed

around student’s experiences with no delineation of subjects

Curriculum integration – types

• Integrated curriculum (Pettus, 1994)• Traditional curriculum design – content is presented

in separate time blocks with no deliberate attempt to show the relationships among disciplines


• Integrated curriculum (Pettus, 1994)• Parallel curriculum – sequencing of subject content so

students might discover implicit linkages


• Integrated curriculum (Pettus, 1994)• Multidisciplinary curriculum – related disciplines

structured together around a theme or issue


• Integrated curriculum (Pettus, 1994)• Transdisciplinary curriculum – themes transcend

discipline boundaries but are embedded naturally


• Integrated curriculum (Pettus, 1994)

• Interdisciplinary curriculum – studies presented together to explicitly show the interconnectedness of the disciplines.


• Integrated curriculum (Pettus, 1994)

• Integrated-day design – learning experiences designed around the interests, problems and questions from students’ experiences. No delineation of disciplines. Commonly used in preschool and kindergarten programs.

Curriculum integration

• A multidisciplinary example

Assessment…Assessment…

http://www.larsonsworld.com/images_blog/050927_horsey050923.gif

Assessment – ‘for’, ‘of’, and ‘AS’, learning

• Assessment of learning – summative• Traditional testing methods

• Assessment for learning – formative• Intentional feedback to improve student learning• Regular peer and self assessment• Learning intentions and success criteria• Student ownership of learning

• Assessment as/through learning – evaluative• Program and teaching assessment• Accountability

Assessment - examplesAssessment - examples

ASSESSMENT - EXAMPLESASSESSMENT - EXAMPLES

Assessment - examplesAssessment - examples



Assessment - examples

Reporting examplesReporting examples


Values of the L4L programIndependence and self confidenceInitiative and integrityReliability and responsibilityService and commitmentConsideration and care of others, the environment, equipment and

Self respect and spiritual maturity

Demonstrates significant personal growth through participation in the program

Behaves in a way consistent with the values and principles of the L4L program

Demonstrates an increasing spiritual awareness and maturity


Summary – what can you do?

• Palmer’s, (1997) ‘implementation of change’ model:• Stage 1 – make a decision to live, ‘divided no more’• Stage 2 – look for others with similar views to build,

‘communities of congruence’• Stage 3 – these groups then start to implement the

changes they see as needed• Stage 4 – rewards for change come through means

other than the institutional reward system

Summary – what can you do?

• Know the limitations of your context

• Make contact with like-minded people

• Do your homework on what you want to do and the implications of it

• The change must have, ‘a life of its own’ – it must be able to survive without you

last slide

Contact details:email - [email protected] - http://www.tonyrobinsononline.name

Documents

2011 asa leadership Conference Tony Robinson Gilson College year nine students - Central Plateau World Heritage Area, Tasmania - April, 2009