Programming for Learning

Jim Sturgiss
Aligning practice for better outcomes.
Fed up with checklist learning? Use Google docs to collaboratively create a flexible, 3-dimensional faculty program that is developmentally based, integrates assessment...
Target Audience
Secondary teachers
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Learning Areas

Teaching Standards

General Description

Faculty programs should empower the teacher to develop a developmental sequence of lessons to engage the learner and through exploration of concepts lead to learner explanations of the world that are further elaborated in social contexts.
Presented is programming through the 5Es inquiry based pedagogy developed by Roger Bybee. It is fundamentally based on the developmental constructivist ideas of Piaget and Vygotsky, but has direct antecedents in the work of Australians Peter Fensham, Roger Osbourne and Dick Gunstone, and in the UK the work of Rosalind Driver.
A striking aspect of the model is the integration of assessment in all its forms as a driver of learning.

Audience

Secondary teachers

Available Delivery Formats

Format Description

Join your colleagues coming from many individual schools and sectors for these short 2-hour after school PD sessions.

Email TTA staff to be added to a wait list if the course you are interested in is full . We will contact you if a place becomes available. Is a course date not available? Be sure to update your TTA account with the teaching areas you are interest in to be kept informed about the most suitable courses (including the option to be kept up-to-date on new course dates and information).

The course will be a blended delivery using a moodle where there are links to relevant documents and where participant can post and share products.


This course contributes to 2.0 professional development hours.

Occurrences

There are no occurrences of After School Session in Australia (NSW) at this time.

Check availability of occurrences for School Consultancy

Sessions

Programming with the 5Es

20 minutes

The 5Es are an inquiry based pedagogy developed by Roger Bybee in the U.S in the 1980s. It is fundamentally based on the developmental constructivist ideas of Piaget and Vygotsky, but has direct antecedents in the work of Australians Peter Fensham, Roger Osbourne and Dick Gunstone, and in the UK the work of Rosalind Driver.

A striking aspect of the model is the integration of assessment in all its forms as a driver of learning.

ENGAGE – Create interest and stimulate curiosity. Set learning within a meaningful context. Raise questions for inquiry. Reveal students’ ideas and beliefs, compare students’ ideas. The Why! Assessment focus – For learning

EXPLORE Provide experience of the phenomenon or concept. Explore and inquire into students’ questions and test their ideas. Investigate and solve problems.

EXPLAIN Introduce conceptual tools that can be used to interpret the evidence and construct explanations of the phenomenon. Construct multi-modal explanations and justify claims in terms of the evidence gathered. Compare explanations generated by different students/groups. Consider current scientific explanations. Assessment focus – Of Learning

ELABORATE Use and apply concepts and explanations in new contexts to test their general applicability. Reconstruct and extend explanations and understanding using and integrating different modes, such as written language, diagrammatic and graphic modes, and mathematics.

EVALUATE Provide an opportunity for students to review and reflect on their own learning and new understanding and skills. Provide evidence for changes to students’ understanding, beliefs and skills. Assessment focus – As Learning

Faculty program

1 hour and 40 minutes

Participants create a faculty program based on the model presented in the previous session.
Google docs will be used to create a collaborative document that hyperlink to resources and that can be shared.
The presenter responds to participant queries.
Final products are shared on the online forum.

What To Bring

Wifi enabled laptop

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About the team


Jim Sturgiss

Creator

Improving outcomes through aligned teaching practice synergies.

Jim is a recipient of the NSW Professional Teaching Council’s Distinguished Service Award for leadership in delivering targeted professional learning to teachers.

Jim has written and presented for TTA, UNSW, NSWTF CPL, STANSW and DoE for such diverse topics as literacy, ICT, constructivist programming, assessment task development and assessment reform.

The range of professional learning courses presented by Jim can be found on the TTA website.

Selected NSW Department of Education and Communities appointments
2015                            Analytics, Systems and Development Coordinator 
2012 – 2013                School Assessment Design and Development Acting Coordinator (ESSA)
2007 – 2010                Head Teacher Science, Newtown High School of Performing Arts
2004 – 2005                Senior Assessment Officer, Computer Skills Assessment (CSA6)
2004                            Test Development Officer, Secondary Numeracy Assessment Program (SNAP)
2000 – 2004                Head Teacher Science, Concord High School 
1998 – 2000                Senior Assessment Officer, English Language and Literacy Assessment (ELLA)

Teaching Qualifications
1993 – 1997                M.Ed. (Hons) University of New England (Thesis: Literacy & learning in Science) 
1979                            Dip. Ed. University of Wollongong
1976 – 1978                B.Sc. University of Wollongong (Majors in Chemistry and Bioenergetics)