1. Christchurch New Zealand October 2009 Integrating new technologies to empower learning and transform leadership

2. T he Teaching for Effective Learning resource with Karen CorneliusDeb Merrett Curriculum Director Curriculum Manager Learning and TeachingTeaching for Effective Learning ULearn Conference

3. -Introductions -South Australian teaching for Effective Learning framework -Personalise and connect -Drill into an element Where to today?

4. Build on learners’ understandings

5. To create the SA position on Teaching and Learning– we needed teacher voices Teachers’ wisdom of practice Expert and research referenced

7. Table talk Think about a recent successful learning experience – what made it work? Write ideas on post it notes Sharing with group

8. 2009 South Australian Teaching for Effective Learning Resource Learning for effective teaching – leaders create learning opportunities with staff understand how self and others learn the teacher’s understanding of current learning theories and themselves as learners informs learning design develop deep pedagogical and content knowledge the teacher builds curriculum, pedagogical and disciplinary knowledge participate in professional learning communities and networks the teacher participates in critically reflective inquiry to develop their teaching engage with the community the teacher interacts with communities to connect student learning discuss educational purpose and policy the teacher contributes to educational dialogue and debate which shapes policy and informs practice Domains of action LfET plan and organise for teaching and learning t he teacher creates an orderly and informed environment for focussed learning Teaching for effective learning – teachers create learning opportunities with students Domains of action TfEL Learning for effective teaching – Teaching for effective learning Create safe conditions for rigorous learning Develop expert learners Personalise and connect learning develop democratic relationships the teacher shares power with students recognising it as a fundamental condition for learning explore the construction of knowledge the teacher shows that knowledge is open to question and serves particular purposes build a community of learners the teacher creates a culture where everyone inspires and encourages each others’ learning build on learners’ understandings the teacher identifies students’ prior knowledge and cultural practices as a starting point for curriculum connect learning to student lives and aspirations the teacher ensures that learning builds on the resources, skills, knowledge and goals students develop in their homes and communities negotiate learning the teacher responds to students’ changing needs and involves them in deciding the direction of the curriculum support and challenge students to achieve high standards the teacher has high expectations and guides each student to achieve their personal best teach students how to learn the teacher develops student understanding of learning and expands their strategies for thinking, learning and working collaboratively foster deep understanding and skilful action the teacher helps students build rich conceptual knowledge and mastery of complex skills promote dialogue as a means of learning the teacher provides opportunities for students to learn through interaction and learning conversation with others apply and assess learning in authentic contexts the teacher structures the curriculum so that students apply their learning in real-world / authentic contexts communicate learning in multiple modes the teacher ensures that the curriculum incorporates rich and varied modes of making and communicating meaning Pedagogical elements

9. Building a community of learners Deb’s story

10. 2009 South Australian Teaching for Effective Learning Resource Learning for effective teaching – leaders create learning opportunities with staff understand how self and others learn the teacher’s understanding of current learning theories and themselves as learners informs learning design develop deep pedagogical and content knowledge the teacher builds curriculum, pedagogical and disciplinary knowledge participate in professional learning communities and networks the teacher participates in critically reflective inquiry to develop their teaching engage with the community the teacher interacts with communities to connect student learning discuss educational purpose and policy the teacher contributes to educational dialogue and debate which shapes policy and informs practice Domains of action LfET plan and organise for teaching and learning t he teacher creates an orderly and informed environment for focussed learning Teaching for effective learning – teachers create learning opportunities with students Domains of action TfEL Learning for effective teaching – Teaching for effective learning Create safe conditions for rigorous learning Develop expert learners Personalise and connect learning develop democratic relationships the teacher shares power with students recognising it as a fundamental condition for learning explore the construction of knowledge the teacher shows that knowledge is open to question and serves particular purposes build a community of learners the teacher creates a culture where everyone inspires and encourages each others’ learning build on learners’ understandings the teacher identifies students’ prior knowledge and cultural practices as a starting point for curriculum connect learning to student lives and aspirations the teacher ensures that learning builds on the resources, skills, knowledge and goals students develop in their homes and communities negotiate learning the teacher responds to students’ changing needs and involves them in deciding the direction of the curriculum support and challenge students to achieve high standards the teacher has high expectations and guides each student to achieve their personal best teach students how to learn the teacher develops student understanding of learning and expands their strategies for thinking, learning and working collaboratively foster deep understanding and skilful action the teacher helps students build rich conceptual knowledge and mastery of complex skills promote dialogue as a means of learning the teacher provides opportunities for students to learn through interaction and learning conversation with others apply and assess learning in authentic contexts the teacher structures the curriculum so that students apply their learning in real-world / authentic contexts communicate learning in multiple modes the teacher ensures that the curriculum incorporates rich and varied modes of making and communicating meaning Pedagogical elements

11. What are the signs that indicate I build a community of learners? The teacher creates a culture where everyone inspires and encourages each others’ learning by: developing a sense of community, identity and belonging modelling and promoting relationships that show interest in, and respect for each other and the learning providing time and resources for social interaction and collaboration for learning developing students’ ability to manage themselves and support each other as learners actively developing student’s positive self concept as learner

12. Building a community of learners. Karen’s story

13. 2009 South Australian Teaching for Effective Learning Resource Learning for effective teaching – leaders create learning opportunities with staff understand how self and others learn the teacher’s understanding of current learning theories and themselves as learners informs learning design develop deep pedagogical and content knowledge the teacher builds curriculum, pedagogical and disciplinary knowledge participate in professional learning communities and networks the teacher participates in critically reflective inquiry to develop their teaching engage with the community the teacher interacts with communities to connect student learning discuss educational purpose and policy the teacher contributes to educational dialogue and debate which shapes policy and informs practice Domains of action LfET plan and organise for teaching and learning t he teacher creates an orderly and informed environment for focussed learning Teaching for effective learning – teachers create learning opportunities with students Domains of action TfEL Learning for effective teaching – Teaching for effective learning Create safe conditions for rigorous learning Develop expert learners Personalise and connect learning develop democratic relationships the teacher shares power with students recognising it as a fundamental condition for learning explore the construction of knowledge the teacher shows that knowledge is open to question and serves particular purposes build a community of learners the teacher creates a culture where everyone inspires and encourages each others’ learning build on learners’ understandings the teacher identifies students’ prior knowledge and cultural practices as a starting point for curriculum connect learning to student lives and aspirations the teacher ensures that learning builds on the resources, skills, knowledge and goals students develop in their homes and communities negotiate learning the teacher responds to students’ changing needs and involves them in deciding the direction of the curriculum support and challenge students to achieve high standards the teacher has high expectations and guides each student to achieve their personal best teach students how to learn the teacher develops student understanding of learning and expands their strategies for thinking, learning and working collaboratively foster deep understanding and skilful action the teacher helps students build rich conceptual knowledge and mastery of complex skills promote dialogue as a means of learning the teacher provides opportunities for students to learn through interaction and learning conversation with others apply and assess learning in authentic contexts the teacher structures the curriculum so that students apply their learning in real-world / authentic contexts communicate learning in multiple modes the teacher ensures that the curriculum incorporates rich and varied modes of making and communicating meaning Pedagogical elements

14. What are the signs that indicate I build a community of learners? The LEADER creates a culture where everyone inspires and encourages each others’ learning by: developing a sense of community, identity and belonging modelling and promoting relationships that show interest in, and respect for each other and the learning providing time and resources for social interaction and collaboration for learning developing site leaders’ ability to manage themselves and support each other as site leaders actively developing site leaders’ positive self concept as learners

15. What would be one thing I would want to change about my pedagogy?

16. Be the change in the world that you wish to see. Gandhi

17. Christchurch New Zealand October 2009 Integrating new technologies to empower learning and transform leadership