What do our new purpose, vision, values… mean for your classroom?

Staff Meeting – 18 March 2013

This afternoon we will be looking at where our new strategic plan will take or classrooms over the next four years.  We will briefly consider how we can make this transition through a clear and structured framework, including our curriculum planning procedures.

The diagram below shows some of the main considerations that will impact these decisions over the next four years.

Please share the key thoughts and reflections from your group (or just your own) in the comments below.

6 thoughts on “What do our new purpose, vision, values… mean for your classroom?

  1. Senior Science KLD collective reponses
    Students
    students highly focussed on task
    working cooperatively togther
    students work includes deep thinking tasks
    conferencing with experts interstate/ international
    creatively involved in design of experiemnts to test thier own hypotheses
    pitching ideas together
    setting self learning goals
    using a range of tools/ instruments/ software
    students self monitor and reflect on their personal learning
    teachers

    direct students to resources including experts via internet, video conferencing
    team teaching, other staff observing, collaborating
    actively working with students, working around the room
    listening to and encouraging students
    inspire, enpowering students

    Science KLD (and other teams)
    networking
    sharing and creating and documenting resources,
    delveoping curriculum together,
    reflecting on our current practises
    observe and provide feedback to collegues
    paedagogy coaching
    supproting each other (include socially)
    celebrating achievements together
    respecting and valuing each other
    time sharing

  2. Art KLD:
    – Students would have been – involved in a high level of engagement with interest, confidence. Involved in a deeper thinking around aesthetics and apply it. High levels of peer support encouragement, develop understanding together. Heavy use of learnt language… Feel a high level of relevance and actively pose questions to explore concepts further.

    I/The teacher would be linking activities to interest areas, lifting student confidence, making learning activities relevant… BE CREATIVE by using their media. Assisting individual students / enquirers, moving around room and providing feedback. Support the creative process. Supply challenging task. My Jaw would be dropped in amazement of outstanding work. Leading, prompting, challenging, twisting… provoking….

    Teams of staff would be sharing ideas, giving each other feedback and reflecting. Support each other and stay positive. Brainstorm ideas.

  3. Senior Maths
    What would students be doing:
    -sitting in ability groups
    -students have several strategies to assist them when stuck
    – students want to learn
    – students listening during instruction
    – working on the set task and sharing knowledge
    – students asking questions
    – reflecting on feedback
    – using computers to link with students in other countries
    – using multiple sources to develop learning

    What would the teacher be doing?
    – working with small groups
    posing open ended questions to lead to the outcome
    – giving clear and precise instructions at the beginning of class
    – helping students to discover ideas/concepts
    – managing behavioural issues/distractions
    – managing resources
    – moving around groups tutoring and supporting learning
    – teacher models problem solving strategies
    providing pace and extension work within ZPD

    What would teams of staff be doing?
    – getting technology support
    – valuing the learning of languages
    – providing support in curriculum planning
    – share resources
    – help to manage behavioural issues
    – develop differentiated curriculum
    – develop units together to capitalise on ideas for activities

  4. From Year 8 Learning Community 1:

    Students:
    Continual process of learning and growing.
    Using their learning goals to direct their learning.
    Know the curriculum sequence.
    On task and focused.
    Confidently sharing ideas.
    Asking for and/or planning what to do next.
    Students choosing classrooms and learning activities.
    Sharing and valuing ideas and opinions.
    Valuing their environment and equipment.

    Teacher:
    Have extensive knowledge of the students socially, academically, personally, etc.
    Extensive knowledge of curriculum and how to move learners on – with knowledge of learners’ styles and goals.
    Working knowledge with developed ILPs for identified students.
    Common understanding of language used in learning.
    Incorporating learning activities that relate topics to the real world.
    Formative assessment – agreed/common assessment.

    Teams:
    Working collaboratively.
    Trust.
    Shared professional learning.
    Discussing strategies and sharing knowledge for individual students.
    PBS embedded in planning combined with knowledge of students.
    Know each others’ strengths and abilities and utilize them.
    Recognise and celebrate success as a team.

  5. Year 9 LC2
    Students:
    Using ICT
    – to research
    – articulate learning,
    – enhance their learning,
    -to conduct active inquiry rather than it be a distraction.

    Using each other as a resource, working independently, leading own discussions or relevant topics,
    Asking each other questions that challenge each other’s thinking
    Students teach each other, positively encouraging each other
    Acknowledging and supporting each other’s learning
    Classroom is student centred
    Listening to each other
    Working collaboratively
    Purpose- students understanding purpose
    Personal sense of achievement
    Expanding knowledge through interest areas, drawing links
    Communicating in sensitive and appropriate ways
    Directing their learning – setting challenges
    Self-assessment
    Peer feedback
    Learning different subject areas in the one classroom, eg: using cooking as a mode to learn maths
    Taking responsibility for this learning and behaviour
    Students see a purpose for their learning.

    Teachers:
    Posing thought provoking questions to enhance learning opportunities and facilitate leaning
    Challenging students to articulate their own learning
    Teacher has to let go dominance in classroom and is willing to learn with students
    No longer teacher centred
    Working side by side with students supporting their learning
    Supporting learning
    Challenging responses
    Encouraging
    Building and extending ideas
    Facilitating learning rather than teaching
    Challenging “from the known to the unknown”
    Enabling students to make mistakes and learn from them
    Instigating deeper thinking into what the students are doing in pracs
    Using videos, Ipods, smart phones for demonstrations
    Working alongside teachers from other subject areas.

    Teams:
    Teaching/Taught specific strategies/sequences skills
    Students to achieve independent learning
    Team using similar approaches in all classrooms
    Sharing ideas, antedotes and resources
    Supporting understanding of behaviours
    Responding and affirming each other
    Offering insights into individual students and approaches
    Possibly co-planning units of work across curriculum areas
    Responding positively to students based on information gathered
    Working collaboratively
    Sharing students identities/learning preferences/ abilities to enable more focussed

  6. Year 7, Learning Community 1

    Students:
    – they will have the knowledge and skills to undertake inquiry learning independently.
    – they will be able to work in small groups effectively
    – they will be facilitators and take more a leadership role in/of their own learning.
    – they will make decisions on their learning, such as various ways to present or researching further to gain a better understanding.
    – they will monitor their own behaviours
    – they will use ICT more effectively
    – They will set goals related to own learning and behaviours, review and adjust them regularly to achieve them

    Teachers:
    – they will be facilitators
    – they will rove around the classroom
    – they will question students with a high level of thinking as a focus.
    – they will gain professional learning when and where required

    Team will:
    – discuss class results and cohorts data
    – research new computer software
    – develop best school practice in appropriate subject
    – support each other

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