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Innovative Teachers
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This year, theanswers aredifferent.
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Aha!!
Insight
before
Information
What
insights will
you refine or
develop
during this
conference??!
InsightHindsight Foresight
Info Overload??
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Second Decade
Engagement?? Its different because of:
Less verbal stimulation Increased visual stimuli Altered brain patterning
Emphasis on inquiry and play Endless media stimulation
The anti-boredom campaign (?!!)
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Best Practice
Next Practice
Zest
Practice
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The 20% policy??!
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Some of the 20% results
Google Wonderwheel, Google Voice, Google Wave......
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WEB 1 learning WEB 2 learning
Memory-based learningAdoptiveTransactional
Classroom audienceOne-way consumptionof knowledge
Inquiry-based learningAdaptiveTransformational
World-wide audienceTwo-way co-creation ofknowledge
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The internet as abrainProcesses for
utilisingcollectiveintelligence
Brain implantsfor online access
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Step-by-step v random access Work oriented v play oriented
Individual v connected
Text-based v highly visually literate
Like to be told v learn better throughdiscovery / inquiry
Different modes of
engagement??
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Student Interests??!
What are the Big Three interests for your
student age group right now?
Where / how do you compile / monitor dataabout their interests?
Where specifically do you build thoseinterests into the classroom learning?
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Students say theyre more likely to
engage with teachers who
Respect students and dont put them down
Involve them in making decisions
Listen to them and dont shout at them
Are fair, approachable and supportive
Are prepared to have fun
Dont give up on them
Are enthusiastic (even inspirational!)
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Start-up motivation (for older
and younger alike)??
How do you create an inspiring energy rightat the start of the day?
In what ways do your classroom and schoolsay Come On In??
What are some processes for generating aninclusive atmosphere in the first 15 mins ofa lesson?
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Intellectualengagement??
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IF by Sarah Perry
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Skills for thinking
Creative (adapt, imagine, predict, invent,hypothesise, challenge, redefine, expand)
Critical (synthesise, analyse, generalise,critique, examine, infer, interpret, classify)
Metacognitive (evaluate, reflect, summarise,review, self-talk, develop plans, query) Adapted from: Learner-Centred Assessment (Wilson & Murdoch, 2006); and, Thinkers
Keys revised version (Ryan, 2007)
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Just OK Sensational
Not even aware ofmy thinking
Always aware of mythinking
Very few sparkly
ideas Lots of sparkly ideas
Cant describe any
thinking strategies
Can describe and use
lots of strategies
A Thinking Rubric
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Coding for higher order
thinking1st level. Every student is involved only with lower order thinking inwhich they are presented with a series of facts or lower level skillsdevelopment. No in-depth analysis takes place at any stage.
2nd level. All students are predominantly engaged in lower orderthinking, with an occasional foray into a more complex activity.
3rd level. At least one key portion of the lesson will focus on higherorder thinking, and most students are cognitively engaged during this
time.
4th level. Almost all students, for the majority of the time, are deeplyintellectually involved in the core process of the lesson. They areconstantly stimulated and challenged by the thinking complexities
offered in their learning.
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Options with the coding
Choose specific lessons, and code forthe quality of your thinking facilitation
Choose full units, and code them fortheir thinking quality
Appoint Learning Detectives who codespecific lessons for you
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The power of akey question??
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Wheres thebear in your
work??!
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What alternatives are there?
Why do you believe..?
Are you saying.?Could you give an example of that?
I wonder if what youre saying is?Are you suggesting?What reasons do you have for saying that?Could you clarify that comment?Why did you find that interesting?How do you know?Why do you agree or disagree with that point?
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There is no formula for developing these questions
They can be: Philosophical / provocative / quirky / thought-provoking /unusual / intriguing
Examples of focus questions?
What is the price of life?
Are we really what we eat?
Which toy would choose you?
Is more ever enough?
Is life fair?
Does happily ever after really exist?
Develop rich focus questions
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A specific awareness of their own thinking For students, begin with an explicit lesson
Model your thinking (and encourage themodelling of other good thinkers)
Ask: What (and how) are you thinking as youwork on this lesson?
Build up the Self-talk process with the use ofThink Buddies
Student self-talk
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Intellectual dialogue
Two critical skills in dialogue: listening and paraphrasing
A critical 1st lesson for students when encouraging themto listen and paraphrase
Model the skill
Clarify the skill
Practise the skill (in pairs)
Paraphrasing? Listen first...
Then pause
Then begin with: So, youre saying that....
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Intellectual skills must
transfer into authenticcontexts
We would like youngsters, and indeed adults, tobecome alert and thoughtful when they hear anunlikely rumour, face a tricky problem ofplanning their time, have a dispute with afriend, or encounter a politicians sweepingstatement on television
(Perkins, 2003)
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English: To collate a wiki about our favourite books
Social Sciences: To produce a video on cyberbullying solutionsthat will score at least 20 000 hits on YouTube
Social justice: To develop a combination of FaceBook andkiva.org, and apply for venture capital funding to manage the site
Music: To write a song to promote a global issue that will be co-created by students from 5 different countries
Technology: To develop an I-Phone App to raise $$$ fordisadvantaged children
Some creative inquiries??
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Guidelines for a student
inquiryQ. What do we already know about this issue?
Q. How will this inquiry support the KeyCompetencies?
Q. What are our questions?
Q. What learning steps will we take?
Q. What and how will we research; and is it useful inanswering our questions?
Q. How will we share our findings?
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Zestful inquiries!!
Generate interest with a provocative intro Give your inquiry units some exciting titles (name
them after a movie or a piece of music) Choose some powerful songs as background music
for some of the learning time
Design an icon or general image to represent theinquiry Find a metaphor for the inquiry
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Thinkers
Ke s
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Inquiry Process
48
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Strong focus on icons and visual stimuli 20th C learning theories - Behaviourist /Constructivist / Cognitivist?
21st C learning theories - Constructivist /meta-cognitivist / Connectivist?
Digital
engagement??
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E d
u c a t i o
n a
l d e
l i v e
r y
m e c
h
a n i s
m s
Curriculum Pedagogy
Assessment Reporting
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Digital learning in the
Second Decade??
Digital Curriculum Digital Pedagogy
Digital Assessment and Reporting and, Digital Learning Spaces
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Digital Assessment Summative - Student
management systems
Diagnostic - Online Assessmenttools
Formative - e-Folios
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Visual Stimulus
Most (?!) of your students will be visuallearners
Use every possible IWB, data projector,computer screen and chart that you can find Use your own visual collection to emphasise
any key points Develop a visual database of ongoing
achievements
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Jamie Livingstone
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The Ultimate
Engagement
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Consideration for others - correlates with qualitylife satisfaction indicators
Not just an extra-curricular activity; build social
justice causes directly into the curriculum
What classroom inquiries could make a special
difference to life on this planet?
Kids who make adifference
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tonyryan.com.au
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tonyryan.com.au
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thinkerskeys.com
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y
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When you manage to sustain a worthwhilepractice in your life (eg healthy eating; savingmoney), what strategies keep you going?
When you manage to sustain a worthwhile
practice in your professional life (eg socraticquestioning), what strategies keep you going?
How do you sustain goodpractice??
S t i i t d
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Sustaining todays
learnings?? Revisit todays notes twice; ask questions such as: What? So
What? Now What?
In your diary, add one special idea / action each day for thenext two weeks
Embed new strategies / concepts in everyday paperwork(eg your daily plans; your unit planning)
After 3 weeks, specifically dialogue with another attendeeabout any new strategies eg What went well? Why? What
didnt? Why? What could be done next?
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Coaching options??
1. What do you need to achieve?
2. What is happening now?
3. What could you do?
4. What will you do?
5. How and when will you do it?
6. How will you sustain it? From The Leadership Coaching Guide
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Serendipity??
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y@ y y
Thank you
mailto:[email protected]