Teacher Refresher Course P R O F E S S I O N A L L E A R N I N G P R O G R A M Program DAYS 1 & 2.

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Teacher Refresher CourseP R O F E S S I O N A L L E A R N I N G P R O G R A M

Program

DAYS 1 & 2

Preparing for Learning Together

Session 1: Learning together in community as active, evidence-informed, adult learners.

Session 2: Offering students the best possible education – what does this mean? And what guides us to this?

Session 3: How do we know what is essential for students to learn?

Running Reflection Scaffold

Photo Chat in triads

Sharing your Photos or Object – you were asked to

‘bring a photo (or object) along to the first day that

reflects something important about you as a teacher

OR a learner”

1. Cold read: Partners share what they think the photo or object reveals - facts + inferences “I can see...”

2. Informed read: Owner shares their intent and the story behind the image

Debrief

What did you notice about the assumptions or inferences you brought to your ‘cold read’ of your partner’s photo?

What sort of evidence worked well to communicate who we are as learners and teachers?

How will we learn together in this course?

Diversity of the group – what are the implications for learning together?

Refer to Q9 responses in the handout:

✔ responses that are like you

✗ responses that are different to you

Any opportunities or conflicts you can see?

This group thinks students learn best when...

See your responses to Q9. in summary ->

So, who are we?a summary of our similarities and differences...

Learning Pathways possible in this Course

Workshop based learning

Site-based learning in schools

Smaller group learning– Ideas Cafes– Common Interest Study Groups

Self-paced online learning in community

Learning Leader support

Teacher Refresher Course: Inquiry 1

Preparing to View Learning Stories

Table Groups: Orientation to the Task

Split so that half the table focus on:

>>> What students are learning...

While the other half focus on:

>>> How students are learning...

What were students learning?

How were students learning?

How does this relate to my previous experience?

Debrief

How and what were students learning?

How did the teacher enable their learning?

How and what was this teacher learning?

Tea- time

Educational Goals for Young Australians

What is the Melbourne Declaration on Educational Goals for Young Australians?

Reading the Melbourne Declaration

Individually – Read and reflect on Goal 1 and 2

Highlight or Underline and mark up:

✓ Ideas that you strongly agree with & why

? Ideas you have questions about

How did our group responses align?

Refer to the Q7 group responses (passed around by facilitators...)

With a Partner, highlight the alignments between what our group thought and the actual goals.

Refer to Q5 or Q7 in your own Learner Profile – is there anything else you’d like to add?

Learning Story Analysis

Form groups of 3 – each person chooses a focus from the Melbourne Declaration Goals for Young Australians on P. 15 :

– View the Learning Story

– Reflect individually (3 mins)

– Share what you noticed in your Triads (groups of 3)

The Melbourne Declaration of Educational Goals for Young Australians

Successful Learners Creative and Confident Individuals

Active and Informed Citizens

Jot down on p. 15

OVERVIEW

VELS – Victorian Essential Learning Standards

Outline what students should learn and develop between Prep to Year 10

Statewide standards to plan, assess and report

Partner Task

Choose one of the Principles underpinning VELS

Find someone in the room with the same

Discuss the implications in light of your past experiences of Teaching and Learning.

Now find someone with a different principle and discuss the relationship between the two principles

Refer to VELS structure in folder

Three Main Strands

Each strand is divided into key learning Domains - divided into six levels (prep-10)

Each of the Domains is articulated via Dimensions

See also AusVELS: http://www.vcaa.vic.edu.au/foundation10/curriculum/intro.html

Working with VELS JigsawSplit into Primary and Secondary Groups – view film

Form Triads (Groups of 3)

– Each individual chooses ONE different VELS domain to consider from those listed:

• Secondary – see pps 23-32: Communication OR English OR Interpersonal Development) ;

• Primary – see pps 33-39: Thinking Processes OR English OR Science)

– Find two other people looking at the same domain

– Follow the prompts for Tasks 1-5 on P. 22

– Return to your Table and Share different perspectives

Ideas Cafés and Study Groups for Tomorrow

Which system frameworks or guidelines would you like to explore further?

– Curriculum Café

– Effective Teaching Café – (e5 capabilities)

– Assessment Café (As, of and for learning)

Teacher Refresher CourseP R O F E S S I O N A L L E A R N I N G P R O G R A M

DAY TWO

Reflections and Connections

Group Check-In

Discuss in pairs how you feel about yesterday...

How are you travelling?

Challenge for Today: Who’s in your Learning Community?

By the end of today, you will have completed a Learning Community Matrix that identifies the people in your Learning Community

Who are the people in my Learning Community?

Name? My last School?Someone or some experience that has influenced your choice to become a teacher?

My Learning Community

Session 1: What kind of teaching enables the best possible education?

Session 2: Ideas Cafes – exploring resources that help us to better understand system frameworks and guidelines

Session 3: Preparing for our site visits and personalised inquiries + Using our Wikispace

What is considered Effective Teaching in Victoria?

e5 capabilities – as a tool for reflection

e5 Instructional Model - Capabilities

Purpose: Support teachers to reflect on their practice

Five Domains of Practice: Engage, Explore, Explain, Elaborate, Evaluate.

A set of capabilities has been identified – practices all teachers need in order to perform effectively

We asked you to reflect on your (e5) capabilities in the pre-workshop Learning Needs Analysis Survey (Qs 18-31).

Each Table allocated one set of professional capabilities listed below each heading.

View: Learning Story

Analysis: what are the signs of the capabilities in action?

Debrief: What examples did your table come up with?

Conceptual Understanding

Application of Capabilities

Look at your individual profiles and the three teacher capabilities you identified as strengths.

Which domain of practice do they relate to? (Ref p. 44)

Choose one of your strong capabilities – See your individual profile Q 32.

Now on p. 41 of your notes, jot down some insights about a time when you made use of this capability in your practice to progress valued student learning.

You will be sharing your story in a group of 3.

Sharing Strength Stories – 10 mins each

Groups of 3

Presenter 1: Share your story – (3 mins) – group takes notes

Learning Partners: Ask clarifying questions (2 mins)

Learning Partners: Discuss and analyse what you see as the contributing factors to the success. Presenter does NOT join in yet (3 mins)

Presenter reflects (2 mins)

Rotate Roles – Presenter 2 (10 mins) then Presenter 3 (10 mins)

Tea- time

Session 2

Ideas Cafes – exploring resources that help us to better understand system frameworks and guidelines

TRC Learning Framework

Ideas Cafés

Choose one of the two cafés offered today (you will be able to work through all three over the course):

– Curriculum Café (exploring VELS):

– Effective Teaching Café – (exploring e5 capabilities)

– Assessment Café (As, of and for learning)

Ideas Cafes

You have till Lunch to explore your area of interest.

KWL what we (might) Know already

what we Want to know or have questions about

what we Learn or discover from our collective inquiries

Identify a manageable focus for your mini-inquiry with support from your learning leader.

Explore a range of print resources on your own using the scaffold provided to document your learning.

Reconvene to share what you have learned.

Use PoLT as a lens to reflect on this teacher’s practice – identify their strengths. (p.42-3)

Now reflect on this teacher’s practice using the e5

capabilities – which capabilities could be strengthened to improve the learning experiences of students? (p.44)

Secondary Learning Story

Site Based LearningHow might the opportunity of site-based learning assist you to further explore your questions about curriculum frameworks, effective teaching, assessment and/or the goals of education?

What are some questions we can take to the Site-Based Learning Leaders – please indicate if these are for primary or secondary?

Refer to folder for site based learning information see P. 46.

Site Based LearningArrive at 9:10 for 9:20 start – go to the Office to sign in and get directions

Meet with Site-Based Learning Leader and your EdP Learning Leader – they will provide an introduction to the school and some responses in light of your questions

Classroom Observation – focused on curriculum, pedagogy or assessment in action

Debrief with Site-Based Learning Leaders and Teachers

Analysis and discussion about School Documents related to the system frameworks. Panel discussion.

Reading before next time...

Please Read -> Assessment Of Learning, For Learning, As Learning (Earl 2003)

As you read – Underline or highlight and mark up

✓ Ideas that you strongly agree with & why

? Ideas you have questions about