G.A.S.S.A HPE NETWORK Term 3 Twilight SFD Session Staff Meeting Presentation

G.A.S.S.AHPE NETWORK

Term 3 Twilight SFD Session

Staff Meeting Presentation

Welcome• Gladstone Area Secondary Schools Association• Toolooa SHS (Network Coordinator- Mark Thomas)• Gladstone SHS• Tannum Sands SHS• Mt Larcom SS• Miriam Vale SS• Biloela SHS, Chanel College, St Stephens, Trinity (also

invited and welcome to attend)

G.A.S.S.A HPE NETWORKTerm 3 Twilight 2012

Overview

• 4:00- 4:15pm- Welcome/Purpose

1. 4:15- 5:00pm- Persuasive Essay Moderation• 5:00- 5:15pm- Tea/Coffee Break (Shelter)

2. 5:15- 6:00pm- Teaching & Learning: Explicit Instruction in HPE

3. 6:00-6:30- Forward Planning


Task:1. Introduce yourself to someone you haven’t formally met

(newbies) or haven’t talked to in a professional setting for some time (oldies)

2. Take turns (1 min each) to confide in and actively listen to one another about what you would like to get out of GASSA HPE Network sessions.

3. Once you and your partner have done this join up with 2 other pairs (to make a group of 6) and find a table to sit together.


Purpose• To build and strengthen collegial and collaborative relationships between

schools and teachers

• Full support from GASSA Principals for development and sharing of resources

• To develop and promote district wide Strategic Leadership and operational management. I believe we can align our priorities, goals and activities with T & L Audit Domains;

1. An Explicit Improvement Agenda

2. Analysis and Discussion of Data

3. A culture that Promotes Learning

4. Targeted use of school resources

5. An Expert Teaching Team

6. Systemic Curriculum Delivery

7. Differentiated Classroom Learning

8. Effective Teaching Practices


1. District Persuasive Essay Exam• Focus on ATOD (Alcohol, Tobacco & Other Drugs)

• Planned in 2010

• Review of Task Design (2011 (@ Tannum)

• Implementation Sem 1 2012 (Toolooa, Tannum & Biloela)

• Moderation of A, B, C Samples

These considerations should direct your review

• As a reviewer should look for evidence to support the school’s assessment decisions:

- levels of achievement relative to the criteria and standards evidence in sample responses

- the school’s capacity to match qualities of student work with the appropriate standards descriptors

• the effectiveness of task design: assessment tasks offer students opportunities to demonstrate the QCAR Essentials criteria and standards


2. Teaching & Learning

• The Teaching and Learning regional strategy “United in our Pursuit of Excellence” outlines the agenda for improvement, detailing the strategies that are being implemented to ensure that every day, in every classroom, every student is learning and achieving within a safe, supportive, inclusive and disciplined environment.

• The Central Queensland Region aims to build the capacity of schools, principals and teachers to grow their performance to improve student learning outcomes.

• For the next eighteen months, the pedagogical focus in the CQ Region will be towards one direct teaching method – Explicit Instruction.


Recommendations from research


•Common focus on goals and strategies

•Consistency of delivery

•Instruction as the driver. - instruction in relation to the new curriculum - use of data as a strategy for improvement - the instructional role of the principal

Regional GoalTo ensure that all schools in the Central Queensland Region are appropriately supported to develop and embed effective teaching methods, including Explicit Instruction, to maximise student learning.


School Goal• School leaders recognise that highly effective teaching

practices are the key to improving student learning throughout the school. They take a strong leadership role, encouraging the use of research-based teaching practices in all classrooms to ensure that every student is engaged, challenged and learning successfully.

• All teachers understand and use effective teaching methods, including Explicit Instruction, to maximise student learning.


Schedule for ImplementationThe schedule for implementation of the Explicit Instruction Regional Strategy includes the following phases:


Awareness Implementation Refinement

Pedagogical Frameworks• The Dimensions of Teaching and Learning is a recommended

pedagogical framework across the CQ Region.

• Within EQ's five Dimensions of Teaching and Learning, the CQ Region acknowledges that some schools may have developed their own pedagogical frameworks which promote the use of a variety of teaching strategies to move students' learning from fully supported instruction through to independent learning.

• As a regional priority, it is important that Explicit Instruction is a core element of all school based pedagogical frameworks.


The Dimensions of Teaching and Learning


Sequencing Teaching and LearningWithin a broader pedagogical framework, the CQ Region promotes the use of a variety of teaching strategies to move student learning from fully supported instruction through to independent learning.

Effective teaching strategies include: •Direct•Interactive•Indirect

•Experiential teaching.



Task: (In groups)

1. Discuss and identify specific examples of where and when each strategy “best fits” inside our curriculum delivery

2. Evaluate and justify why Explicit Instruction is such a highly effective teaching strategy when compared to other teaching strategies


Explicit Instruction Research indicates that Explicit Instruction (or Direct Teaching) is a highly effective , highly

structured and active presentation of information and direction of learning experiences that focuses on ensuring all students achieve and consolidate the learning objectives. This can be achieved by:◦ Effective use of time and maintaining students' attention (appropriate use of classroom

management techniques).◦ Providing motivational clues◦ Use advance organizers◦ Expose essential content and skills◦ Use 10 to 14 minutes of direct instruction for students in grades 7 through 12◦ Pretesting/prompting of relevant knowledge◦ Step-by-step progression from subtopic to subtopic (based on task analysis).◦ Use many examples, visual prompts and demonstrations (to mediate between concrete

and abstract concepts)◦ Use of Blooms Taxonomy in questioning to prompt a higher thought◦ Constant assessment of student understanding (before, during and after the lesson).◦ Alter pace of instruction based on assessment of student understanding (you're teaching

students, not content).


According to John Fleming

Mantras

Every child matters every day

All students can be high achievers


Essential Components

Removing the tail

Setting year level minimum rigorous benchmarks for all

students

Ongoing monitoring of student achievement


Vision = 4 Pillars

Teacher accountable learning

Explicit instruction

Moving student knowledge from short term to long

term memory

Effective relationships between teachers and students


3 Imperatives for Engagement

Student trusts and respects teacher

Work at their level

Friends at school


Givens

1. Relationships

2. High expectations

3. Presentation & handwriting

4. Correction (feedback)

5. Display

6. Classroom tone


Emphasis on time on task

StudentWorking noiseListening skillsFocused learningGroup work

TeacherExplicit instruction


Curriculum Delivery Plan

Lesson Objectives (i.e. WWS- What, Why, Skills)

Success criteria (Standard Descriptors)

Warm up (consolidate the key skills every day)

I do

We do

You do

Plough back/lesson review

According to John FlemingI do

Define skill to be taught

Demonstrate skill

Clearly explain step by step

Revise

Reinforce


We do

•Practice skill

•Group activities

•Teacher’s role


You do

Individual activities

Teacher individual feedback and monitoring

Ploughing back

Summary Research (Refer also to Marzano’s “Art & Science of

Teaching”) Curriculum implementation – skills based Coaching Methodology - I do, we do, you do Data High expectations of teachers and students

Task• Recall a unit (adapted from the QCAR Scope and

Sequence) from your respective school’s Yr 8-9 HPE Curriculum. Discuss and agree upon a common unit of study for your group’s focus. Identify the “must have” sub topics and associated content knowledge and literacies/thinking skills for every student to achieve success.

• Using the template provided, collaboratively plan an example lesson based on Explicit Instruction within the unit sequence

• Ensure you place more emphasis on the “How” than the “what”

3. Where to from here?• Strategic Planning for Future• HODS: 2 Half Days or 1 Full Day/Semester• Ideas?- Australian Curriculum: HPE- District Curriculum Alignment/Common District Task?- Transition and Implementation of Yr 7 into Junior

Secondary- Learning & Wellbeing Framework- Professional Learning Community (TLP?)- Others? (Task: Brainstorm)

Thank you!

Documents

G.A.S.S.A HPE NETWORK Term 3 Twilight SFD Session Staff Meeting Presentation