Teaching School Model The In School Experience

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Teaching School ModelThe In - School Experience

• How the BLM courses relate to the Teaching School
  experience

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• Decreasing the
• knowing doing
• gap
• flawless execution cannot compensate for the
  wrong outcome

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What are we on about?

• One of the major concerns with fieldwork
  studies in teacher education is that it relies on
  a false assumption that student teachers will
  automatically be able to translate their
  theoretical knowledge into actionable sequences
  once in a classroom situation (
  Feiman-Nemser,2001 Korthagen, 2001 Smith, 2000
  Tom, 1997). ..also

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Experience is the best teacher (Julius
Caesar c.52 BC)

• you get the test first and the lesson last
  (unknown addition)

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Early Research Findings
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Some important literature

• Pfeffer and Suttons (1999) core idea is that, if
  you learn by doing, youll never experience a
  knowing-doing gap. Gaps dont exist when
  organizations see knowledge as an intangible
  currency, something which is best gained through
  experience, and which comes alive through story
  telling, mentoring, and learning by doing. These
  authors are very critical of traditional training
  and educational approaches, based on IRE.
• Riegeluth (1999) Explains the divide between
  learning theories and instructional design
  theories. We need to move to an acceptance of
  instructional design theories and stop
  perpetuating the vintage cheese of learning
  theories.
• Rowe (2004).I therefore suggest that we
  should focus on the greatest source of variance
  that can make the difference the teacher. We
  need to ensure that this greatest influence is
  optimised to have powerful and sensationally
  positive effects on the learner. Teachers can and
  usually do have positive effects, but they must
  have exceptional effects.

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Rowe, K. J. (2004). The importance of teaching
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Teaching School Model

• Elements
• Weekly contact with a school
• Combination of work experience and formal visits
• Portal Task
• Requirement for the student to demonstrate
  knowledge in action (performativity)
• Learning management sessions
• One hour per week (LM contextualizes university
  learning)
• Learning manager
• Paid by university (approx 75 / student per
  semester)
• Benefit of a cohort
• Paid to school account or paid to individual
• Yearly Toolkit based on BLM Grad Standards

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1st Year Teaching SchoolIntroducing the BLM
student to the complex nature of teaching and
learning and the rationale of learning
management

• School Term 2 Easter June
• Weekly Visits (full day visits 1st year toolkit)
• Portal Tasks
• 1) Learning Management of a Pupil
• 2) Community Event
• 3) Achieving outcomes in HPE / Arts / KLA
  Discipline
• School Term 3 and 4
• Weekly visits (full day visits 1st year toolkit)
• Portal Tasks
• Achieving outcomes SOSE / KLA Discipline
• Demonstrate elements of effective teaching
• Achieving outcomes in Numeracy / KLA Discipline

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2nd Year Teaching SchoolExplicitly developing
capabilities with designing and delivering
learning experiences

• Focus on pedagogical skills (using the Dimensions
  of Learning framework)
• Weekly visits and two blocks of school
  professional experience, one each semester ( 2nd
  year toolkit)
• Professional Learning Project (PLP) supported the
  future workforce (BLM Students) and current
  workforce (teachers) through professional
  learning opportunities and establishment of a
  learning community linking student, teacher and
  university staff

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Professional Learning Project

• All EQ teachers who worked with second year BLM
  students (about 70 in 2005) took part in CQU
  provided professional development, equivalent to
  one full day, on DoL. Schools offered ongoing
  support in planning etc.
• Teachers participating could be credited for
  post-graduate courses (MLM)
• The PLP was supported by a staffing arrangement
  funded by both EQ and CQU

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PLP in 2006

• An additional 70 teachers will receive this in
  2006 (Total 140 plus school Learning Managers)
• In 2006 expanded to include EQ priority ICTs
  (pedagogical practices and ICT skills in a pilot
  school)
• The partnership requires input from both schools
  and the university
• Future capacities to support other initiatives
  such as QCARF

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3rd Year Teaching SchoolInternship -
transitioning from BLM student to confident,
optimistic and capable learning manager ready
for employment from day one

• 2 weeks at the start of the year (including SFDs)
• A day a week leading up to a three week block in
  term 2 (3rd year toolkit)
• Internship in Term 3 (PTE 45) with QCoT
  permission to teach
• freeing mentor teachers for professional
  experiences and/or school development activities

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Benefits for BLM Students

• Become an active member of the school community
• Contribute to school initiatives
• Bridge theory practice divide
• See elements of learning design in action
• Requirement for the student to demonstrate
  knowledge in action

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Benefits for Teaching Schools

• Professional Dialogue between student,
  supervising teacher and learning manager
• Development of a community of practice
• Recognition for the status of being a Teaching
  School in the local and educational community
• Learning Design Process as a reflective lens
  through which school staff analyse their own
  practice
• Language around the learning design process
  embeds a common understanding of pedagogical
  practices
• Additional adult support for school projects

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WORKPLACE READY
The capability to work in schools now. The
current work of teachers in schools. This is
where the work in schools is critical

• FUTURES ORIENTATION

The capability to engineer future learning
paradigms and involves futures concepts of
creativity, innovation, entrepreneurialism.
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FOR SCHOOLS

• Perhaps the greatest benefit has come during
• The first year of the program where the students
  provide extra human resources for school based
  activities
• The second year of the program where professional
  learning focuses on pedagogy
• The third year of the program when supervising
  teachers are able to enact more long distance
  mentoring and focus on big picture classroom and
  school initiatives

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The Noosa Model This is what we deliver at
Noosa. PTE links to 1x course LM ETL EPK
PKP PKIC PTE has a theme based on the
relationship to that course. Eg PTE 1 Dim
1/5 Scope for inclusion of other courses. Year 1
Arts HPE Maths SOSE etc
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Secondary Version PTE retain a theme based on
Dimensions of Learning
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Portal Task Synopses

• These have been written to reflect the focus
  shift that now includes instructional design
  theory terminology

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Portal Task Experience 1

• EDFE 11015 Portal Task Experience I
• Course synopsis
• In this course students observe, design and
  implement pedagogical strategies and evaluate
  learning outcomes of individuals and groups in
  real life work settings under the guidance of a
  work place mentor. In this course the student
  develops skills in profiling the learner and
  identifying difference through observation in a
  learning environment. Pedagogical strategies will
  consider how attitudes and perceptions affect
  learning environments and how the development of
  positive habits of mind can encourage critical,
  creative and self-regulated thinking in the
  learner. Each student must demonstrate and apply
  the theory learned in parallel BLM courses to
  successfully complete this course.

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Portal Task Experience 1

• Learning outcomes
• At the end of this course the student will
  demonstrate the following learning outcomes
• Application of the link between profiling and
  designing learning experiences
• How to profile learners
• Application of Dim 1 and Dim 5 to influence the
  learning environments
• How to develop habits of mind
• How to create and maintain positive learning
  environments

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Portal Task Experience 2

• EDFE 12039 Portal Task Experience II
• Course synopsis
• In this course students observe, design and
  implement pedagogical strategies and evaluate
  learning outcomes of individuals and groups in
  real life work settings under the guidance of a
  work place mentor. Students observe the
  relationship between the learner, pedagogy and
  the learning environment and develop an
  understanding of the relationship between prior
  learning and acquiring new knowledge. Students
  will design and implement learning experiences
  that build on prior knowledge and the acquisition
  and integration of new knowledge. Each student
  must demonstrate and apply the theory learned in
  parallel BLM courses to successfully complete
  this course.

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Portal Task Experience 2

• Learning outcomes
• At the end of this course students will
  demonstrate the following learning outcomes
• Recognise the need for linking knowledge
  selection to pedagogical strategies based on
  educational research findings
• understanding the relationship between knowledge
  selection, appropriate pedagogical strategies and
  learning outcomes
• Application of processes to answer LMQ1 in the 8
  LMQ framework.
• Be able to produce on cue, the sequence of
  knowledge selection standards, knowledge
  classification, and links with appropriate
  pedagogical approaches and assessment illustrated
  in Dim2 of Dimensions of Learning
• Manage acquisition and integration of knowledge
  strategies for learners
• The relationship between the learner, pedagogy
  and the learning environment where students
  acquire and integrate new knowledge

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Portal Task Experience 3

• EDFE 13017 Portal Task Experience III
• Course synopsis
• In this course students observe, design and
  implement pedagogical strategies and evaluate
  learning outcomes of individuals and groups in
  real life work settings under the guidance of a
  work place mentor. Students observe the
  relationship between pedagogy and the learner and
  develop an understanding of how the extension,
  refinement and meaningful use of knowledge can
  increase learning gains. Students will design and
  implement learning experiences that build on
  prior knowledge, the acquisition and integration
  of new knowledge and the extension, refinement
  and meaningful use of knowledge. Each student
  must demonstrate and apply the theory learned in
  parallel BLM courses to successfully complete
  this course.

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Portal Task Experience 3

• Learning outcomes
• At the end of this course students will
  demonstrate the following learning outcomes
• Knowledge and use of Dimensions 3 4
• Understanding and use of LMQ 4,5, 6
• Strategies for extending, refining and using
  knowledge meaningfully
• How to apply these strategies in the learning
  environment
• How to evaluate learning outcomes through a range
  of assessment instruments

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Portal Task Experience 4

• EDFE 14018 Portal Task Experience IV
• Course synopsis
• In this course students demonstrate
  responsibility for the design and implementation
  of pedagogical strategies and evaluation
  techniques in real life work settings. Students
  will demonstrate capacity to work as active
  learning managers under the guidance of a work
  place mentor. The focus of this course is the
  amalgamation of skills involved in profiling,
  learning design and the ascertainment phases of
  instructional design. Special emphasis is placed
  on assessment, reporting and accountability
  practices. Students will use a range of
  evidence-based data to plan future learning
  experiences. Each student must demonstrate and
  apply the theory learned in parallel BLM courses
  to successfully complete this course.

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Portal Task Experience 4

• Learning outcomes
• At the end of this course students will
  demonstrate the following learning outcomes
• Amalgamation of skills involved in profiling,
  learning design and ascertainment
• Understanding of assessment tools and
  accountability practices
• Role of evidence based data to inform planning
• Use of reporting mechanisms to identify learning
  progress and future learning needs

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Portal Task Experience 5 Internship

• EDFE 13027 Portal Task Experience V - Internship
• Course synopsis
• Under the guidance of a work place mentor the
  learning manager will demonstrate a high degree
  of autonomy in the management of the learning
  environment as an independent learning manager.
  The focus of this course is on the application
  and refinement of skills developed in preceding
  courses of the BLM program. Students will be
  work-place ready in their ability to design,
  implement and evaluate pedagogical strategies
  that achieve outcomes for all learners. Students
  will demonstrate techniques to manage change in
  individual and systemic situations and embed a
  futures orientation into their practice.

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Portal Task Experience 5 Internship

• Learning outcomes
• At the end of this course student will
  demonstrate the following learning outcomes
• Demonstrate workplace readiness through the
  implementation of an appropriate learning design
  to a cohort of learners
• Demonstrate a futures orientation and
  transdisciplinary approaches to their practices
• Capacity to operate autonomously in a learning
  environment
• The ability to reflect on professional practices
  of self and others
• Demonstrate adaptability in a contemporary
  learning environment

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References

• Feiman-Nemser, S. (2001). From Preparation to
  Practice Designing a continuum to strengthen and
  sustain teaching. Teachers College Record, 103
  (6) pp.1013 1055.
• Korthagen, F. (2001). Teacher Education A
  Problematic Enterprise. In Linking Practice and
  Theory The Pedagogy of Realistic Teacher
  Education.(pp 1 19) Mahwah Lawrence Erlbaum.
• Riegeluth, C. M. (1999). Instructional Design
  Theories and Models, Volume II A New Paradigm of
  Instructional Theory. New Jersey Lawrence
  Erlbaum.
• Rowe, K. J. (2004). The importance of teaching
• Ensuring better schooling by building teacher
  capacities that maximize the quality of teaching
  and learning provision implications of findings
  from emerging international and Australian
  evidence-based research1. Paper presented at the
  Making Schools Better conference A Summit
  Conference on the Performance, Management and
  Funding of Australian Schools, Faculty of
  Education at the University of Melbourne.
• Pfeffer, J. and Sutton, R. (1999) The Knowing
  Doing Gap How smart companies turn knowledge
  into action. Harvard Business school press
  Boston, MA.
• Tom, A. (1997). Redesigning Teacher Education.
  New York Press