G A S S A HPE NETWORK Term

G. A. S. S. A HPE NETWORK Term 3 Twilight SFD Session Staff Meeting Presentation

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Welcome • • Gladstone Area Secondary Schools Association Toolooa SHS (Network Coordinator- Mark Thomas) Gladstone SHS Tannum Sands SHS Mt Larcom SS Miriam Vale SS Biloela SHS, Chanel College, St Stephens, Trinity (also invited and welcome to attend)

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Overview • 4: 00 - 4: 15 pm- Welcome/Purpose 1. 4: 15 - 5: 00 pm- Persuasive Essay Moderation • 5: 00 - 5: 15 pm- Tea/Coffee Break (Shelter) 2. 5: 15 - 6: 00 pm- Teaching & Learning: Explicit Instruction in HPE 3. 6: 00 -6: 30 - Forward Planning

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Task: 1. Introduce yourself to someone you haven’t formally met (newbies) or haven’t talked to in a professional setting for some time (oldies) 2. Take turns (1 min each) to confide in and actively listen to one another about what you would like to get out of GASSA HPE Network sessions. 3. Once you and your partner have done this join up with 2 other pairs (to make a group of 6) and find a table to sit together.

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Purpose • • • To build and strengthen collegial and collaborative relationships between schools and teachers Full support from GASSA Principals for development and sharing of resources To develop and promote district wide Strategic Leadership and operational management. I believe we can align our priorities, goals and activities with T & L Audit Domains; 1. An Explicit Improvement Agenda 2. Analysis and Discussion of Data 3. A culture that Promotes Learning 4. Targeted use of school resources 5. An Expert Teaching Team 6. Systemic Curriculum Delivery 7. Differentiated Classroom Learning 8. Effective Teaching Practices

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 1. District Persuasive Essay Exam • Focus on ATOD (Alcohol, Tobacco & Other Drugs) • Planned in 2010 • Review of Task Design (2011 (@ Tannum) • Implementation Sem 1 2012 (Toolooa, Tannum & Biloela) • Moderation of A, B, C Samples These considerations should direct your review • As a reviewer should look for evidence to support the school’s assessment decisions: - levels of achievement relative to the criteria and standards evidence in sample responses - the school’s capacity to match qualities of student work with the appropriate standards descriptors • the effectiveness of task design: assessment tasks offer students opportunities to demonstrate the QCAR Essentials criteria and standards

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 2. Teaching & Learning • The Teaching and Learning regional strategy “United in our Pursuit of Excellence” outlines the agenda for improvement, detailing the strategies that are being implemented to ensure that every day, in every classroom, every student is learning and achieving within a safe, supportive, inclusive and disciplined environment. • The Central Queensland Region aims to build the capacity of schools, principals and teachers to grow their performance to improve student learning outcomes. • For the next eighteen months, the pedagogical focus in the CQ Region will be towards one direct teaching method – Explicit Instruction.

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Recommendations from research • Common focus on goals and strategies • Consistency of delivery • Instruction as the driver. - instruction in relation to the new curriculum - use of data as a strategy for improvement - the instructional role of the principal

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Regional Goal To ensure that all schools in the Central Queensland Region are appropriately supported to develop and embed effective teaching methods, including Explicit Instruction, to maximise student learning.

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 School Goal • School leaders recognise that highly effective teaching practices are the key to improving student learning throughout the school. They take a strong leadership role, encouraging the use of research-based teaching practices in all classrooms to ensure that every student is engaged, challenged and learning successfully. • All teachers understand use effective teaching methods, including Explicit Instruction, to maximise student learning.

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Schedule for Implementation The schedule for implementation of the Explicit Instruction Regional Strategy includes the following phases: Awareness Implementation Refinement

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Pedagogical Frameworks • The Dimensions of Teaching and Learning is a recommended pedagogical framework across the CQ Region. • Within EQ's five Dimensions of Teaching and Learning, the CQ Region acknowledges that some schools may have developed their own pedagogical frameworks which promote the use of a variety of teaching strategies to move students' learning from fully supported instruction through to independent learning. • As a regional priority, it is important that Explicit Instruction is a core element of all school based pedagogical frameworks.

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 The Dimensions of Teaching and Learning

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Sequencing Teaching and Learning Within a broader pedagogical framework, the CQ Region promotes the use of a variety of teaching strategies to move student learning from fully supported instruction through to independent learning. Effective teaching strategies include: • Direct • Interactive • Indirect • Experiential teaching.

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Task: (In groups) 1. Discuss and identify specific examples of where and when each strategy “best fits” inside our curriculum delivery 2. Evaluate and justify why Explicit Instruction is such a highly effective teaching strategy when compared to other teaching strategies

G. A. S. S. A HPE NETWORK Term 3 Twilight 2012 Explicit Instruction Research indicates that Explicit Instruction (or Direct Teaching) is a highly effective , highly structured and active presentation of information and direction of learning experiences that focuses on ensuring all students achieve and consolidate the learning objectives. This can be achieved by: ◦ Effective use of time and maintaining students' attention (appropriate use of classroom management techniques). ◦ Providing motivational clues ◦ Use advance organizers ◦ Expose essential content and skills ◦ Use 10 to 14 minutes of direct instruction for students in grades 7 through 12 ◦ Pretesting/prompting of relevant knowledge ◦ Step-by-step progression from subtopic to subtopic (based on task analysis). ◦ Use many examples, visual prompts and demonstrations (to mediate between concrete and abstract concepts) ◦ Use of Blooms Taxonomy in questioning to prompt a higher thought ◦ Constant assessment of student understanding (before, during and after the lesson). ◦ Alter pace of instruction based on assessment of student understanding (you're teaching students, not content).

According to John Fleming Mantras § Every child matters every day § All students can be high achievers

According to John Fleming Essential Components § Removing the tail § Setting year level minimum rigorous benchmarks for all students § Ongoing monitoring of student achievement

According to John Fleming Vision = 4 Pillars § Teacher accountable learning § Explicit instruction § Moving student knowledge from short term to long term memory § Effective relationships between teachers and students

According to John Fleming 3 Imperatives for Engagement § Student trusts and respects teacher § Work at their level § Friends at school

According to John Fleming Givens 1. Relationships 2. High expectations 3. Presentation & handwriting 4. Correction (feedback) 5. Display 6. Classroom tone

According to John Fleming Emphasis on time on task Student § Working noise § Listening skills § Focused learning § Group work Teacher § Explicit instruction

According to John Fleming Curriculum Delivery Plan § Lesson Objectives (i. e. WWS- What, Why, Skills) § Success criteria (Standard Descriptors) § Warm up (consolidate the key skills every day) § I do § We do § You do § Plough back/lesson review

According to John Fleming I do § Define skill to be taught § Demonstrate skill § Clearly explain step by step § Revise § Reinforce

According to John Fleming We do • Practice skill • Group activities • Teacher’s role

According to John Fleming You do § Individual activities § Teacher individual feedback and monitoring § Ploughing back

Summary § Research (Refer also to Marzano’s “Art & Science of Teaching”) § Curriculum implementation – skills based § Coaching § Methodology - I do, we do, you do § Data § High expectations of teachers and students

Task • Recall a unit (adapted from the QCAR Scope and Sequence) from your respective school’s Yr 8 -9 HPE Curriculum. Discuss and agree upon a common unit of study for your group’s focus. Identify the “must have” sub topics and associated content knowledge and literacies/thinking skills for every student to achieve success. • Using the template provided, collaboratively plan an example lesson based on Explicit Instruction within the unit sequence • Ensure you place more emphasis on the “How” than the “what”

3. Where to from here? • • • - Strategic Planning for Future HODS: 2 Half Days or 1 Full Day/Semester Ideas? Australian Curriculum: HPE District Curriculum Alignment/Common District Task? Transition and Implementation of Yr 7 into Junior Secondary - Learning & Wellbeing Framework - Professional Learning Community (TLP? ) - Others? (Task: Brainstorm)

Thank you!