Mansfield State School Pedagogical Framework. Louise Lamont, 2016

The Core Systemic Priorities…. Student centred planning. High expectations. Alignment of curriculum, pedagogy and assessment. Evidence-based decision making. Targeted & scaffolded instruction. Safe, supportive, connected & inclusive learning environments. Louise Lamont, 2016

Strategic Improvement Strategies. Louise Lamont, 2016

Dimensions of Teaching and Learning…. Explicit Instruction Louise Lamont, 2016

Our 2016 Priority Areas…. Student improvement & high quality teaching practices in: Reading Writing Numeracy High quality teaching practices Australian Curriculum implementation Whole school assessment & data collection Closing the gap – indigenous & non-Indigenous Community partnerships Instructional Leadership development

Dimensions of Teaching and Learning Mansfield Style…. Louise Lamont, 2013

Strategic Improvement Strategies. Louise Lamont, 2013

School Improvement Priorities 2013 – 2016. The priorities for Mansfield State School over the next four years, as detailed in The School Plan are: Core Priority – Reading. Core Priority – Writing. Core Priority – Numeracy. High quality teaching practices – focus on high quality teaching practices, characterised by high expectations of all students, deep knowledge of learning areas and pedagogical practices, targeted teaching in response to students’ specific needs and context, and a safe, supportive, inclusive and disciplined learning environment. Australian Curriculum implementation. Whole of school assessment and data collection. Core Priority – Science. Core Priority – Closing the gap between the attendance and outcomes of our Indigenous and non-Indigenous students. Productive partnerships with school community stakeholders. Instructional leadership development. Louise Lamont, 2013

Where does the Pedagogical Framework fit with the Curriculum Plan? Louise Lamont, 2016

Where does the Pedagogical Framework fit with the Curriculum Plan? Louise Lamont, 2016

Louise Lamont, 2016

Explicit Instruction. In his article entitled, ‘In Pursuit of Expert Pedagogue,’ Berliner (1986) ultimately concluded that effective teaching is a dynamic mixture of expertise in a vast array of instructional strategies combined with a profound understanding of the individual students in class and their needs at particular points in time. (Marzano; The Art & Science of Teaching, 2007). Louise Lamont, 2013

Explicit Instruction. At Mansfield State School, teachers: Explicitly teach new concepts using elements of the Gradual Release of Responsibility model (Pearson & Gallagher, 1993) and the Fleming Model of ‘I Do – We Do – You Do. Use the following steps in explicit teaching sessions: - Reflect on prior learning (warm up) - Set the purpose for learning. - Explain the concept/ tell students what to do. - Model how to do it. - Guide student’s hands-on application of the new learning. - Break learning into small parts. - Think aloud. - Integrate higher order thinking skills across the curriculum. - Use Information Technology innovatively to engage students. What we see as evidence is: High levels of student engagement. Variety of contemporary teaching strategies. Data driven teaching that is purposeful, focused on student’s needs, and explicit. High expectations of students Louise Lamont, 2016

Explicit Instruction. I Do We Do You Do Explicit Teaching is a sequence of supports: Setting a purpose for learning Explaining the concept & telling students what to do Showing them how to do it (modelling) Thinking Aloud. Guiding their hands-on application of the new learning. I Do We Do You Do Louise Lamont, 2016

Not linked to MAIN LESSON Warm – Ups. Not linked to MAIN LESSON Move students' knowledge from short to long term memory Switch on students to learning Warm-Ups. Build students' stamina (ability to focus) Develop automaticity (number facts, sight words, phonics etc) A warm-up in action: http://www.youtube.com/watch?v=YfnAeSbf8fs Louise Lamont, 2013

Warm – Ups. English Warm Up Usually delivered at the start of an English block. A typical literacy warm up includes:  Sight words and vocab  Phonics  Phonemic awareness  Tracking & segmenting  Spelling rules  Grammar concepts  Punctuation concepts  Comprehension strategies  NAPLAN concepts  Selection of previous work covered Maths Warm Up Usually delivered at the start of a Maths block. A typical numeracy warm up includes:  Number facts  Times tables  Four processes  Place Value  Rules, formulas  Coverage of all maths strands  Maths vocab  Applications on concepts/skills  NAPLAN concepts  Selection of previous work covered Louise Lamont, 2016

I Do. I Do WALT – What Are we Learning Today? WILF – What Am I Looking For? Louise Lamont, 2016

We Do We Do. Louise Lamont, 2016

You Do. You Do Louise Lamont, 2016

Check for Understanding through student reflection……… Plough Back. Check for Understanding through student reflection……… Louise Lamont, 2016

Let’s look at a lesson in practice………. Explicit Teaching. Let’s look at a lesson in practice………. Louise Lamont, 2016

Questions? Louise Lamont, 2016

Where to from here? This term we will focus on the ‘Explicit Teaching’ domain. Professional Development, Teacher Talks, Sector Meeting discussions, Year Level Meeting discussions & Line Manager’s classroom visits will focus on embedding the expectations for explicit teaching in all classrooms. Each term, the main focus will be on one dimension from our Pedagogical Framework. The plan for this will be shared soon. Louise Lamont, 2013

What support will there be? Professional discussions with colleagues, Line Managers, HOC & Leadership Team. Planning support from HOC. Coaching (Reading & problem Solving) involving Leadership Team. HOC happy to mentor in classrooms. If you’re trying something new & want feedback, HOC can provide this. Opportunity to Watch Others Work (WOW). If you’d like to go & see a colleague in action with explicit teaching, let your Line Manager know so that release time can be organised. Louise Lamont, 2013