Models of effective practice

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




Assessment tools Assessment analysis

and diagnosis How students learn

(including learning styles, multiple intelligences and brain function)


Students





General classroom pedagogy

Specific pedagogical content knowledge


Pedagogy





• 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?

http://thesmarties2.blogspot.com/

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

[email protected]

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

mailto:[email protected]

http://www.jenjongste.id.au/