Improving student outcomes (Part 1)

kids in huddleWe asked 6 of our presenters, what they believe are the most important elements for improving student outcomes.  Here are their answers:

 

Joanne Blannin

Primary Teacher in France, England, America and Australia.  ICT Coordinator, Laburnum Primary School, Victoria and currently undertaking a Doctorate of Education focusing on the use of ICT in education

The research shows that engagement is the most important key to a student’s success.

Students may be motivated to win a sticker or prize but that is not enough.  Teachers need to find tools that are engaging and that deepen the learning.  Examples include online quizzes or blogs with a share and comment function.  These are engaging for students and therefore achieve outcomes although the topics discussed are not that different.

 

Kery O’Neill

Veterinary surgeon. Research scientist. Science educator at primary, secondary, tertiary and community levels. Post Graduate Certification in Brain Based Training.  Previously a Senior Biology Teacher and HSC marker.

Know the children in your class well and work with their wellbeing.

  1. Keep in mind the big picture and help students to see and understand what the big picture looks like for them.
  2. Take the time to understand why education is important for the individual students you teach, and help students to see and treat education as a gift not a punishment

 

Dr Karen Lambert

Lecturer in Human Movement and Health Education, University of Sydney, HSC marker, PDHPE Specialist

Learners will have better outcomes when students have greater control over their learning and they are inspired with it.  For me, the key elements are:

  1. Engagement and connection
  2. Variety and creativity
  3. Authenticity
  4. Transmitting inspiration and motivation for learning.

 

Look out for Part 2 of this article with comments from 3 other highly respected educators.

To read more about these presenters and the courses they offer, visit their profile page on the TTA website: Joanne Blannin, Kery Neill, Karen Lambert

TTA offers ver 300 fully accredited, high quality practical professional development courses for teachers, delivered by over 200 experienced presenters across Australia via face to face or online.  www.tta.edu.au

Quality Teaching and the 21st Century Learner (Part 2)

EducatorQuality Teaching and the 21st Century Learner

We asked 6 of our presenters about their thoughts on “quality teaching” and the “21st century learner”.  What does it really mean to be a 21st century learner?  What does quality teaching really mean?  In Part 2 of this post, here are the answers from our final 3 presenters:

 

Darryn Kruse

Principal and teacher at Williamstown High School, Victoria.  Teacher of history, social education and English Years 7 – 12.  Widely published author in the area of The Inquiry Classroom.  Experience teaching across Australia, South Africa, New Zealand and USA from Year 3 to university level.

I don’t think you can divorce quality teaching from quality and effective learning – practices that provide challenge and success for young people.  Knowing where a student is currently at – achievement levels, preferred learning styles, what engages them – and having a shared conversation with them about next steps for them and ways to challenge and support them towards growth.

We need to support students to be cognitive not passive learners – to take responsibility for their own understanding; to be independent, self-motivated and receptive so they can adapt and be flexible enough to learn new things, collaborate and think creatively – all of which are skills of the future.

This will not be achieved with a curriculum if students are passive consumers of teachers’ cleverness.

 

Joanne Blannin

Primary Teacher in France, England, America and Australia.  ICT Coordinator, Laburnum Primary School, Victoria and currently undertaking a Doctorate of Education focusing on the use of ICT in education

“For me, I am really excited about what technology can do for teaching and children in primary school.  The barriers are now so low, so we can personalise learning.  The intuitive nature of the technology – the 3 gestures of tapping, swiping, zooming – has removed a barrier to learning, especially for younger children.

 

Quality Teaching comes in when the teacher can negotiate with the child, and provide feedback about what they know, what they need to know and what the next step is.

 

It comes back to the teacher though, who sets the culture and expectations, rather than the tools; and our focus should be on what the tools can do for learning.”

 

Kery O’Neill

Veterinary surgeon. Research scientist. Science educator at primary, secondary, tertiary and community levels. Post Graduate Certification in Brain Based Training.  Previously a Senior Biology Teacher and HSC marker.

Often teachers and others focus on the numbers, the results.  But you automatically get the results if you focus on the learning rather than the numerical number.  Science often gets a bad rap, yet we do science every day, and the skills learned in science are important for decision making in the future.

For me, quality teaching means:

  • Empowerment through understanding
  • Educating the whole child
  • Learning for life in the 21st century
  • Achieving results without focusing on results.

 

See Part 1 of this article to read more comments from 3 other highly respected educators.

To read more about these presenters and the courses they offer, visit their profile page on the TTA website: Darryn Kruse, Joanne Blannin, Kery Neill

TTA offers ver 300 fully accredited, high quality practical professional development courses for teachers, delivered by over 200 experienced presenters across Australia via face to face or online.  www.tta.edu.au

Quality Teaching and the 21st Century Learner (Part 1)

TTA presenters are all experienced practitioners.  Most are currently teaching in classrooms across the country.  Our presenters include secondary school subject matter experts, primary teachers, principals, teacher educators and specialists in classroom skills.

We asked 6 of our presenters about their thoughts on “quality teaching” and the “21st century learner”.  What does it really mean to be a 21st century learner?  What does quality teaching really mean?  Here is the first of a 2 part blog post their answers:

Anita Chin

Mathematics Consultant, K-8, across Australia and the USA.  Secondary teacher. Lecturer The University of Sydney.

To me quality teaching means a teacher that can engage all their kids, a teacher who knows their content areas and a teacher that is able to cater to the wide range of needs in their classroom.

Teachers need to know the specific content for their subject area, know their students and know the right ways to engage their students.

It is vital to have a range of teaching strategies – ways of imparting that content to their students – even more so than 10 years ago.

The world has changed.  What we teach and the way we teach needs to be quite different if we want to engage all our students.

 

Dr Karen Lambert

Lecturer in Human Movement and Health Education, University of Sydney, HSC marker, PDHPE Specialist

For me the term “quality teaching” is old hat.  21st century learning in the new national curriculum focuses on improved teaching outcomes and student outcomes.

How do you compete with social media and information technology?  What does a 21st century learner look like and what are their needs? How does quality teaching need to evolve to address this?

For me, it should include setting up a quality learning environment, which is safe and engaging; an environment and place where students can connect with each other, the teacher and themselves, and where deep exploratory learning can occur; learning that is meaningful and relevant in and outside classroom.

The teacher should not be the giver of information but rather the facilitator of the learning process.

21st century teachers need to be able to self-coach.  They have to mentor, guide and coach students to think deeply about their role within diverse and complex 21st century economic, political, environmental and social issues. Doing this with compassion, care and purpose is what 21st century learners need.

 

Ken Webb

Stage 6 teacher, Government and Independent schools in Modern, Ancient and Extension History. Senior marker for the NSW HSC, Member of the Independent Schools Examination Committee. Highly regarded author of History texts and Study Guides Australia wide.

Often new ideas can quickly take on orthodoxy.  To me the phrase “quality teaching” can be a little too simplistic.  It is easy to use because it is “motherhood” and no one can disagree.

My approach is to keep your mind open, listen but don’t jump on the band wagon just to be seen to be doing something.

Ask yourself, is this really making teaching and learning better?  If it has legs, let’s integrate it.  Have an open but a critical mind, and ask, in the classroom what does this actually mean?

 

Part 2 of this article will be posted later week.  Look out for the comments from 3 other highly respected educators.

To read more about these presenters and the courses they offer, visit their profile page on the TTA website: Anita Chin, Karen Lambert, Ken Webb

TTA offers ver 300 fully accredited, high quality practical professional development courses for teachers, delivered by over 200 experienced presenters across Australia via face to face or online.  www.tta.edu.au