Transcript Document

Welcome
to the parents of the
Philippians: “Let each of you look not only to your own
interests, but also to the interests of others.”
How can we contribute to a more fair
and just world?
Framework for the evening
7-7.30pm
– St. Therese Approach to Learning and Teaching
- Level Housekeeping
7.30-8pm
- Opportunities to move to other levels of the school
Our School Vision
Learning to Be
Learning to
Learn
* Positive Self
worth
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Our
School
Vision
* Creative
Thinking
* Intrinsic
motivation
* Reflection
* Resilience
* Concentration
* Questioning
St Therese School is built on sound
educational principles directed towards the
growth of the whole person where values,
life culture and faith are developed within
a Catholic framework with Christ at the
centre of all we do.
The school Vision was developed in light
of the UNESCO Report of the
International Commission on Education
for the Twenty-first century, which
outlines the following four fundamental
types of learning as essential if a school is
to succeed in its tasks.
At St Therese all children will be provided
with the opportunity to inquire, develop,
grow and discover through:
1. Learning to learn, that is acquiring the
instruments of understanding;
2. Learning to do, so as to be able to actn
creatively o on e’s environment;;
CHRIST
CENTRED
3. Learning to do, so as to participate and
co-operate with other people in all human
activities;
Learning to
Do
Learning to live
Together
* Interpersonal
relationships
* Team work
* Confident
risk taking
* Problem
Solving
* Decision
Making
* Co-operation
* Respect for all
people and our
world
* Tolerance
* Effective
Communication
4. Learning to live together, to give people
the freedom of thought, judgment, feeling
and imagination they need in order to
develop their talents and remain as much
as possible in control of their lives. This is
an essential progression which proceeds
from the previous three.
As outlined in the Commission Report the
21st century will provide unprecedented
means for communication and for the
circulation and storage of information and
throughout life, both to broaden his or her
that each individual child must be
equipped to seize opportunities
knowledge, skills and attitudes and adapt
to a changing, complex and
interdependent world.
Reference: UNESCO Report of the
International Commission on Education
for the Twenty-first century. Learning:
The Treasure Within
Beliefs about Learning & Teaching
Joanna
Statement of Learning Intent
This can be viewed in full on the 3/4 Learning Community Blog
Joanna
Learning To Learn
• The Melbourne Declaration on Educational Goals for Young Australians
(MCEETYA 2008) recognises that critical and creative thinking are
fundamental to students becoming successful learners.
• Critical and creative thinking are integral to activities that require students to
think broadly and deeply using skills, behaviours and dispositions such as
reason, logic, resourcefulness, imagination and innovation in all learning
areas at school and in their lives beyond school, e.g. Stephanie Alexander
Kitchen Garden.
Learning to Learn
 The progressive development of knowledge
about thinking and the practice of using thinking
strategies can increase students’ motivation for,
and management of, their own learning
 They become more confident and autonomous
problem-solvers and thinkers
A Personal Approach to Learning
• recognises the individual strengths, needs and goals of
students and the need for schools to respond to this diversity
• has a commitment to understand each student’s learning
needs and to design a responsive learning context
• seeks to ensure active participation, wellbeing and
learning achievement for all students
COLLABORATIVE LITERACY LEARNING
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reading, writing, and phonics/word study
teaching for comprehending strategies
features of nonfiction and fiction texts
sounds, letters, and words in activities designed to help students
notice the details of written language and learn how words "work”
strategies for expanding vocabulary
fluent and phrased reading
writing about reading for the purpose of communicating and
learning how to express ideas for a particular purpose and
audience using a variety of writing strategies
COLLABORATIVE MATHEMATICS
In the 3/4 Learning Community we are offering
collaborative learning groups in Mathematics.
These small collaborative learning groups aim
to extend individual student’s understandings
specifically from their individual point of need.
During collaborative learning sessions students
will be working on a range of skills from basic
number comprehension to problem solving and
critical thinking.
Learning Pyramid
Teacher’s Role
• Setting the scene
• Scaffolding the learning
• Prompting, probing, pushing the thinking, giving and
receiving feedback
Expert teachers engage students in learning and
develop in their students’ self- regulation, involvement
in mastery learning, enhanced self-efficacy, and selfesteem as learners. (Hattie 2003, p.9).
Explicit teaching – in
a range of situations
Student-centric classrooms
The modern day classroom is centred on students.
Teachers take the role of facilitators
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Work with students to give and receive feedback
Provide opportunities for students to share their
learning and to speak with confidence.
Home Learning
• Meaningful family engagement is
valued:
shared reading experiences
‘real life’ situations
• Homework policy is under review
• Reading is a priority
• Use personal BLOG as a learning tool
Student Led interviews
• Wednesday night each fortnight
• Aim for 1 per semester
Children share their learning
and discuss their goals
• Allows an open, honest discussion between student,
teacher and parents
Thankyou
• Please feel free to ask us any questions you
may have about our teaching and learning
• Enjoy a wander through our learning spaces
and help yourself to some delicious food
made by our Year 3/4 students