April 29, 2015

Australian Professional Standards for Teachers and ICT related Descriptors

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Hi all,

I have been doing some work in the  Teacher Accreditation space with particular focus on the ICT/Learning Technology skills  related descriptors for the different strands of the official document: –  Australian Professional Standards for Teachers.

In view of what is on the horizon ( pre 2004 and post 2004 teachers) I thought it prudent to have a look at where ICT  potential courses could be developed (endorsed and teacher identified).

I have been though the document and tried to do two things:

1. Identify the key ICT descriptors in the seven strands and placed them on a grid.

2.  Link Career Stages ( Graduate, Proficient, Highly Accomplished and Lead Teacher) to possible ICT related activities –

 

Anyway here is a draft of what I am talking about and I thought I would share it with the group.   Scaffold Learning Technology Skills for Teacher Accreditation

Happy for any feed back and for you to use as you wish.

 

Cheers Martin

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April 17, 2015

My rewarding holiday reading etal

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My holiday reading was rewarding.

I started out with the biography of John XXIII. I am trying to read about the key global people that have been around while I have been alive.

I followed this up with reading a biography on Bill Clinton. Always like reading about politicians.

Next on the agenda is a book about on the relationship between genes and training across a range of sporting individuals. Essentially focussing on the the 10 000 hour principle.

The geographer in me read the papers from the last Hornsby Council Meeting.

Of course there has to be at least one iBook about running – The Way of a Runner which is about the Japanses monks that run a marathon a day for a thousand days.

On top of this was some binge watching of a variety of TV series and movies.

All balanced with between an hour and two hours of running and walking each day. Runs no longer than 6 km.

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March 18, 2015

Pedagogy is the driver and technology is the accelerator.

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Pedagogy is the driver and technology is the accelerator.
At the start of 2015 Heads of Department undertook an evaluation process of the recent solid HSC results. The discussion had two aspects,  firstly what has  the school, students, parent and staff been doing to attain these good learning outcomes and secondly how does this transfer itself into the results the school achieves. The focus here today is to take a deeper dive into how he school has used technology to enhance learning.
The school can examine previous results in external assessments and make comparisons of results with in and between existing cohorts of students. These comparisons can be made and analysed in the context of past and present school programs and strategies, such as the on going positive impact of the FACE curriculum. For example, this includes including how the personal dimension of spiritual growth, the role of conversations, the encouragement of sharing and collaboration in learning,  the importance of being an active community member and the need of balance between study and exercise of the mind and body, through the extra curricular program, all contribute to a balanced learning program at Loreto.
Arecently implemented program is having a positive impact on student learning. Loreto’s 1:1 Laptop program has spread its influence over all aspects of the FACE dimension of the school- in particular the academic component.
The embedded nature of our students’ use of technology makes it difficult to identify and document the precise way learning is enhanced. However, in the educational community there is evidence that the use of technology enhances learning as indicated by the application of the Learning Pyramid, TPACK and SAMR models of learning.
Technology has always been used to enhance learning.  The production of the printing press provided printed material to read, the use of the pen and pencil made it possible to communicate in the written form and developments in communication such as the telegraph, radio, television, the internet and mobile devices are examples of technology that are embedded in our community and have enhanced learning in the past.
There is some anecdotal evidence that Enhanced Learning Technologies (ELT) at Loreto is having a positive impact on learning. This is particularly the case in knowledge acquisition and analysis, digital resource management and though collaboration and sharing to enhance learning.
Firstly, there are improvements in information acquisition and analysis in the era of digital learning. Students use different devices at the same time to consume information such as reading a digital textbook on an iPad or through an extended monitor and a laptop to create work for learning. With our state of the art infrastructure and access to devices students can collate the information they require for their learning in an efficient and timely manner. With the guidance of their teachers the girls can discern the important information.
Secondly, over the years of the 1:1 program it is evident that more students are managing their digital resources in a productive and efficient manner. This reflects the personal aspects to learning. The traditional skills of reading, writing and the subsequent notetaking, comprehension and revision are still important. Students have evolved a range of strategies to achieve these goals. For example, Year 7 are guided in this process with the Science Department’s workshops on how to use OneNote. The ICT department has plans for students to back up work through cloud storage; enabling work to be accessed anywhere and on any device. Students have developed their unique and personalised approaches to the management of their learning through the use of technology rich data collection and acquisition through to the importance of handwriting and digital notetaking for the processing of information.
Thirdly, the use of technology enables students to enhance their learning using tools which which they have familiarity. Recently, in Year 10 Integrated Learning, the sharing of ideas and related actions to concepts studied, such as Sustainable Development Goals (SDG), were articulated through the collection of ideas through the Google Classroom and the communication of these ideas was through a number of delivery platforms such as Wordle. This collaboration and sharing improved understanding through greater exposure to different perspectives. Students developed a deep pool of resources and ideas from which they could draw a personal action  to demonstrate their support of a chosen sustainable development goal.
To borrow from a quote sourced from Twitter: ‘pedagogy is the driver and technology is the accelerator’. Sometimes this is interpreted that learning happens too quickly with the use of technology, rather it may mean our students can choose to be smart in their learning using technology to improve, perhaps even speed up, their knowledge acquisition and skills. Consequently this allows more class and personal time for deeper thinking and analysis which we contend is enhancing their learning and potentially their learning outcomes.
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March 9, 2015

Notes from a DeCourcy Workshop

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If you don’t use data for strategy  there is no point using the information. 

It is about providing context to the use of the data. 

15 years ago. Look at the explanation for the results above average below average. Did we know where they were in the average. 

Three contexts. 

1. Using the school certificate. Using NAPLAN 

2. How did they go in HSC compared to similar students in Catholic students. 

Last two years vs secondary school.??

3. Context compared to state compared to Catholic school student comparison of other courses they did. 

Adding more data into the mix is only useful if you get more explanatory power. Hence year 7 Japan is included. 

You can learn to be smart. It is all about self concept. Person who runs their own race and gets organised. 

10000 hour theory. 

Johns website – datastrategy.com.au

Without data I am just another person with an opinion. 

You would not expect Naplan to give  you a stonger base because it is longer ago. 

SES does not count a lot for student achievement. SeS does count a lot for school achievement. 

Bookings institute drive and improvement. 

http://www.brookings.edu

Naplan 14 % weaker than School Certificate 

2013 results were last to do SC and first to do NAPLAN in year 7. 

Achieved vs typical. It was expected results but what if you want more than expected hence typical. Size of blob small group of bigger blog spead bigger bigger blob and third factor the strength of the model. Weaker models wider blob – increases standard model. Blob indicating the uncertainty. 

Softest putty in your hands is teachers self concept if you are a leader. This was John’ s PhD 

John Peg UNE primary maths professor interest in maths self concept. 

Without data you are another person with an opinion. 

1 Trends from data

2 Develop a hypothesis

3 Then intervention 

4 The outcomes 

Data judgement – subversion  – you did well or not. 

Data questions – diagnosis  – habit of mind. Professional learning community. The latter a contested space when they are doing well. 

Questions lead to have a positive effect in teaching and learning. If it is judgement is used it leads to hiding the data. If you ask a question. The data becomes open and transparent. 

Give more time on task but no improvement. What are you doing different with more time on task. 

Course improvement can happen quickly. School improvement is a long slow process. The culture is in the staff. Change climate not culture – it is evident in what people do. Do people greet people with courtesy. Self defeating self satisfying culture. Change the behaviour of this culture. 

Hence how to approach the culture of judgement. 

Data the divide The data used well frames good questions. Used poorly they rush judgement. 

Two ways to improve results – brighter kids or improve learning. 

Result = starting point + learning.  Therefore why they started with and what they learned hence the difference. 

The amount of learning is he difference between he result and stating point. 

Learning = result – starting point. 

Overall
Top two much same as bottom two Improvement with same cohort due to changes in pedagogy. 

NB first graph – no naplan. Second graph with naplan results. Third graph. Best ten units and Naplan. Graph 4 all units equally weighted. 

2. Good grip bad group pattern. Top and lower groups go different direction 

3 Coasting. Not above as much as we should be. Above line top two and below line bottom twin. 

As a principal third graph going up – learning gain. 

School results 

Ranked biggest to lowest learning gain. 

Difference centre of blob to line. Delta difference of edge to line. 

Post lunch 
Two types of patterns. 
Whole school pattern
Course patterns. 

Why is the courses contribution to the school. What is he pattern in the course. 

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February 21, 2015

Day 1 Strategic Planning Weekend

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Day 1 Professor Sohail Inagatullah

These are some notes for a very thought provoking day , the first of a weekend think tank, on the future directon of my school.

We started with some top shelf thinking about future scenarios about Cairns potentially with out the Great Barrier Reef, driverless cars, how cancer is a way of life and not necessarily a death sentence, pizzas been made by 3D printers, robots as partners in Japan and the treatment of crime as a beast , a virus and the respective varied responses.

Suitably set up with a challenge to our thinking we then emabarked on a workshop, expertly facilitated by Sohail.

“How do we take our uniquenessto come out with something else.”

“The future is an asset to be used. See the world differently”

“Future is not an empty space but like the past and active part of the present”

“Culture eats strategy for breakfast.”

“Don’t add challenges to people in despair”

” Why do you need a place to collect information when information is distributed?”

“Keeper of the collection to innovator of the gardens”

“Big fish in a small pond.

Small fish in a big pond.

Swim in a school”

“Gen Y  are like strawberries – touch them and they are damaged” – Not saying I agree.

Aging Population – Gen Y and X ” Baby boomers are going to be around longer how can we get a promotion?”

For future research – macrohistorical patterns

1. Cyclical – IBN Khaldun

2. Linear – Auguste Comte and Herbert Spencer

3. Pendulum – Pitirim Sorokin

4. The spiral – PR Sarkar

As well as these genric ideas there was a lot of discussion and planning for 2030.

Dealing with an issue:

1. Litany of headlines – medical errors

2. Systemic – need a check list so issue does not happen

3. Worldview – paternalistion and hierarchial appoach to medicine

4. Myths and Metaphors – Dr knows best.

Intervention needs to happen at all levels.

 

 

 

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