1. Teaching and Learning Forum No 4:
The complexity of teaching and learning

2. St. Leonards College promises….
An Education for Life

3. This is the commitment we make to our students and their parents.
as a college
to our students and their parents.

4. What does this actually mean ?
BUT
What does this actually mean ?

5. What does it mean to be Educated for Life?
Knowledgeable
Confident
Self-Managing
Balanced
Principled
Caring
Ethical
Healthy
Reflective
Collaborative
Thinker
Risk-Taker
Communicator
Community Minded
Open Minded
Curious
Creative and Imaginative
Persistent
Committed
Humility
Aware and respectful of self,
others and
the world in which they live.

6. Implications for the classroom teacher
How do teachers work towards developing
these capacities and dispositions
in all of our students,
while at the same time
ensuring the learning of discipline content,
skills and understandings
and
preparing students for high stakes tests?

7. DEVELOPING EXPERTISE IN A WORLD OF
INCREASING COMPLEXITY AND ACCOUNTABILITY
To teach well in this complex world requires teachers to build multiple types of
knowledge :

8. The first… content knowledge; … and the most basic is …
as teachers guide students toward more complex
investigations, it is critical that they have deep
knowledge of their discipline.

9. The second is… … pedagogical knowledge … ranging from:
rudimentary questions of classroom management to
the creation of authentic and stimulating classroom experiences,
designing effective lessons and learning opportunities,
developing formative and summative
assessments,
and
building a classroom climate of trust, support, and challenge.

10. …pedagogical content knowledge …
The third is…
…pedagogical content knowledge …
specific knowledge of how to teach a particular content area.
This includes knowledge of the likely steps learners will need to take
to reach understanding in a domain,
likely misconceptions they will have,
and ways to remedy these misconceptions.
Understanding the nature of feedback and providing this in a timely manner lies at the heart of addressing such misconceptions.

11. …knowledge and understanding
The fourth is…
…knowledge and understanding
of human development…
key to understanding what kinds of classroom experiences are likely to be appropriate and engaging at specific ages.

12. …knowledge of cultural contexts …
The fifth is…
…knowledge of cultural contexts …
critical for developing instruction and relationships that are respectful an nurture wellbeing in all students.

13. different types of knowledge,
It is the
interplay
between these
different types of knowledge,
as they unfold in action,
that will
impact
on the
efficacy of the teaching
and the
power of the learning
experiences for students

14. building expertise over time
Is this level of multifaceted
expertise achievable?
Certainly not, if we
work alone or
if we expect to achieve immediate success
BUT
Certainly possible, if we
work together
and
adopt an authentic and long term view of
building expertise over time

15. Development and growth for teachers can succeed when it is
Professional Learning Communities
Development and growth for teachers can succeed when it is
“sustained over time, focused on important content, and embedded in the work of professional learning communities that support ongoing improvements in teachers’ practice.”
Linda Darling-Hammond

16. Getting the focus and balance right…
Just as important as…
creating powerful learning opportunities,
developing curriculum scope and sequence,
marking exams and moderating student work samples,
reporting to parents on student learning, and
embedding powerful wellbeing practices,
So is…
the opportunity for teachers to learn collaboratively,
in an authentic professional learning community,
with a focus on examining the efficacy of our practices
we that, over time,
we can build individual and collective capacity and expertise

17. Opportunities to transfer theory into action
TRIADS
Opportunities to transfer theory into action
Developing teacher expertise in all of these areas requires a model that allows for teachers to:
translate knowledge and research into action in the classroom,
receive feedback on their efforts,
is sustained over time,
and
provides regular individual and collegial opportunities to address, examine and explore solutions to problems of practice as they play out in the classroom or
as they are observed in student thinking and learning.

18. This afternoon is an opportunity to progress our
TRIAD
work further