Tomorrow our school has a professional learning day for all teachers from Year 1-6. The goals are to further embed our learning principles and to encourage some exploration of tech tools at the same time. The day will start with a workshop revisiting the learning principles. We will view pictures and videos of great learning to see evidence of our beliefs in action and discuss what works and what doesn’t in creating learning experiences to support these beliefs.
For Session2, teachers have chosen a presentation tool to learn and practice in small groups facilitated by peers who have volunteered to share their own expertise to support their colleagues. The tools offered allow for a range of abilities and interests such as Prezi, Glogster, Voicethread, Photo Story and Moviemaker.
Session 3 brings the first two together. In small groups teachers will further unpack one of the learning principles using the Project Zero thinking routine ‘Compass Points‘. Their task will be to apply the morning’s learning by creating a presentation to illustrate their assigned learning principle using their newly learned tool. Sharing some of the presentations during the last session should be a fun way to reinforce all the learning and the rest will go on our new teacher blog.
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If it’s successful, the day itself should be a perfect illustration of several of our learning principles in action. The focus is on the forth one and here’s how it looks in practice:
Principle #4: Learning includes acquisition of skills and knowledge, constructing meaning and transfer to different contexts.
- There is explicit teaching of trans-disciplinary skills.
- Learners sit in groups so as to construct meaning by talking with others.
- Learning experiences provide opportunities for the application of learned skills and knowledge.
- Students create expressions of their learning for an authentic audience through presentations, blogging, video and drama.
- Assessment is through meaningful tasks that require transfer of learning to other contexts.
- Learners might be given a real life problem to explore so that they are motivated to learn the skills required to solve it.
- Learners have opportunities for higher order thinking and creating meaning, through authentic learning tasks and situations, even if the basic skills haven’t been perfectly mastered.
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