Tony Shaddock PhD Professional Learning Association for Learning Support & NSW Department of Education and Communities 19 February 2014 Reasonable Adjustments.
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Transcript
Slide 1
Tony Shaddock PhD Professional Learning Association for
Learning Support & NSW Department of Education and Communities
19 February 2014 Reasonable Adjustments & Differentiation:
Pathways to Successful Learning 2.45-3.15 Preparing for the
between-session activity
Slide 2
Planning our between-session activity/initiative 2 The
rationale for doing something Ideas about what you might do/trial
The rationale for collecting a little data Possible techniques for
our between-session activity.
Slide 3
3 Student outcomes improve when Teachers Have time for extended
opportunities to learn Use external expertise Are engaged in the
process Challenge their thinking and assumptions (their problematic
discourses) Interact in a community of professionals Implement
practices that are consistent with policy and trends Are supported
by actively involved school leaders. (Timperley et al., 2007, Best
Evidence Synthesis)
Slide 4
4 Data and evidence Its great to be convinced, but it would be
even better to be convinced by some evidence. Latour (2005) 4
Slide 5
Data and evidence 5 "However beautiful the strategy, you should
occasionally look at the results. Winston Churchill
http://www.publicdomainpictures.net/view-
image.php?image=8607&picture=winston-
churchill&large=1
Slide 6
6 How you might do it (1) 6 Use the model of professional
practice to try something different or new in regard to Every
Student Every Child, particularly in regard to what you have
learned in this course so far.
Slide 7
How you might do it (2) 7
Slide 8
Process for doing something 8 Working individually or as part
of a group Select a small, feasible initiative or action related to
this course Implement your initiative using the general approach
outlined in the previous slides On 11 March briefly tell the story
about what happened with your initiative just talk; powerpoint;
song and dance etc. Be as creative as you like!
Slide 9
What you might do (Example 1) Plan and trial different/new
reasonable adjustments for one or more of the students for whom you
are responsible and collect some data about what happened OR Plan
and trial different/new reasonable adjustments for one or more of
the students for whom you are responsible and collect some data
about what happened OR Plan & ActReviewRespond 9
Slide 10
What you might do (Example 2) Plan and trial ways of consulting
with students or their associates about necessary adjustments and
collect some data about what you learned. OR Plan and trial ways of
consulting with students or their associates about necessary
adjustments and collect some data about what you learned. OR Plan
& ActReviewRespond 10
Slide 11
What you might do (Example 3) Reassess adjustments already made
for one or more students and then trial, and collect some data
about, new adjustments that would be less disruptive and intrusive
and no less beneficial. OR Reassess adjustments already made for
one or more students and then trial, and collect some data about,
new adjustments that would be less disruptive and intrusive and no
less beneficial. OR Plan & ActReviewRespond 11
Slide 12
What you might do (Example 4) After reflecting on your
responsibilities that involve leadership, promoting quality
teaching and/or leading change, trial and collect data about, a
strategy to improve your effectiveness in these roles. OR Another
relevant action/initiative required in your role. See page of
additional ideas. After reflecting on your responsibilities that
involve leadership, promoting quality teaching and/or leading
change, trial and collect data about, a strategy to improve your
effectiveness in these roles. OR Another relevant action/initiative
required in your role. See page of additional ideas. Plan &
ActReviewRespond 12
Slide 13
Collecting data about your action 1 13 Your diary, reflections,
journal Your or your colleagues observations Videos and photography
(privacy issues) Information from individual interviews with
students, parents, colleagues Results of questionnaires and surveys
Group approaches interviews, focus groups
Slide 14
Collecting data about your action 2 14 Numerical ratings, e.g.
extent or degree on a 6 point scale, smiley faces, tokens etc
Counts - how often, how many, how much, how long, like/dislike
etc?) Scores on formal or informal tests
Slide 15
15 How you might share your experience on 11 March In five
minutes or less, outline 1.What your action/initiative involved
2.Why you did it? 3.How you did it? 4.What happened + and - 5.What
you learned? 6.Implications, significance next steps? 7.Anything
else?
Slide 16
Professional responsibilities 16 Make sure you are free to
share and there are no privacy or ethical issues, particularly
around the use of video or photographs.
Slide 17
Take-home message 17 Student learning is enhanced when teachers
engage with data about teaching and learning Engaging with data is
a teaching activity Collecting data about our professional practice
can deliver surprises, e.g.
http://www.teacherstandards.aitsl.edu.au/Illustrations/ViewIOP/IOP00173
/index.html
http://www.teacherstandards.aitsl.edu.au/Illustrations/ViewIOP/IOP00173
/index.html Practical, collaborative, ongoing, unbiased,
data-informed inquiry into our practice helps us develop effective,
defensible and sustainable teaching practices for our circumstances
Data-informed self-assessment gives us more control over our own
development as professionals, strengthens the profession and
fosters personal growth Good luck with your engagement with data
about an aspect of this course!