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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
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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- 4:15pm- Welcome/Purpose
1. 4:15- 5:00pm- Persuasive Essay Moderation
• 5:00- 5:15pm- Tea/Coffee Break (Shelter)
2. 5:15- 6:00pm- 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
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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 and 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
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6.
Relationships
High expectations
Presentation & handwriting
Correction (feedback)
Display
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?
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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!