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Design Principles Workshop DECEMBER 2013 and #learningfrontiers Padlet:

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Presentation on theme: "Design Principles Workshop DECEMBER 2013 and #learningfrontiers Padlet:"— Presentation transcript:

1 Design Principles Workshop DECEMBER 2013 and #learningfrontiers Padlet:

2 Imagine a world where kids are as eager to learn throughout school as they were when they arrived…

3 Our aim To increase the proportion of Australian students who are deeply engaged in their learning, through the development of teaching and learning practices that promote engagement

4 What will we do? Provide opportunities and support for schools to develop and unite around powerful design principles for engaged learning Work with ‘design hubs’ to apply those design principles to develop and implement bold new professional practices that engage students in worthwhile learning

5 The Problem: many students are disengaged and many more are un-engaged

6 Research from Canada…

7 Source: CEA study 100% ElementaryMiddleMiddle-SecondarySecondary 40% 20% 60% 80% % ENGAGED STUDENTS Student engagement

8 Disengagement is a bigger problem for the most disadvantaged children

9 Low SES pupils = lower engagement Source: CEA VERY LOW SESVERY HIGH SES 100% 40% 20% 60% 80% % ENGAGED STUDENTS

10 …and more research from Australia…

11 Children’s interest and engagement in school influences their prospects of educational and occupational success 20 years later, over and above their academic attainment and socio-economic background. The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study. Joan Abbott-Chapman, Kara Martin, Nadia Ollington, Alison Venn, Terry Dwyer, Seana Gall, February 2013

12 They found that each unit of school engagement was independently associated with a 10% higher chance of achieving a post-compulsory school education at some point during the next 20 years, including as a mature student.

13 …and from America…

14 City As School

15

16 What do we mean by engagement?

17 Engagement in Learning vs. Engagement in School

18 Attendance Attentiveness Conformity Exam Results Behaviour

19 Energetic and enthusiastic Learning all the time, everywhere Taking responsibility for learning Achieving a wider set of learning outcomes Engagement in Learning

20 Learning that fosters engagement is: Purposeful: absorbs and fosters a sense of agency Placed: has relevance in the space that students inhabit, connecting with family/community and identity Pervasive: extends beyond school and is prolonged through independent learning Passion-led: appeals to students’ (and teachers’) passions or moral purpose – it matters to us

21 What will we do?

22 Design principles for engaging learning Co-created Personal Connected Integrated Recognises both adults and students as a powerful resource for the co-creation of community, the design of learning and the success of all students. Builds from student passions and capabilities; helps students to personalise their learning and assessment in ways that foster engagement and talents Connects with and uses real-world contexts and contemporary issues; is permeable to the rich resources available in the community and the wider world Emphasises integration of subjects, integration of students and integration of learning contexts

23 Design hubs

24

25 Program supports

26 Design hubs will create new professional practices in…  Leadership  Technology  Community/partnerships  Collaboration  Assessment  Learner leadership and agency

27 Practitioners 200 Schools Practitioners 600 Schools Practitioners 1000 Schools 2013 Start of Program Onwards Continued Growth Scale and growth


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