Visiting Fellow Chris Goldspink presents the research and practice from the Teaching for Effective Learning Programme in South Australia at the Centre for Systems Learning and Leadership at the Graduate School of Education, University of Bristol in March 2012.
The Teaching for Effective Learning Framework was developed as a part of ongoing enquiry in South Australia into the nexus between how teachers design and orchestrate learning and learner engagement. The framework was developed through consultation with international researchers, as well as local leaders and skilled practitioners, about the essential elements of quality practice. The framework provides means of measuring quality of practice through systematic observation of teaching practice and been demonstrated to be valid and reliable in this role. It supports the collection of data for research purposes but also provides a means for teachers to observe and be observed by peers, supporting deeper reflection on professional practice and providing a rich language about quality practice to support professional learning communities and individual professional development. Chris was involved in the research which led to the design of the framework as well as in its testing and use both for research and professional development purposes.
These murals of a Barramundi and a Brolga have been painted by the community in Daly River, Northern Territory, Australia, to remind everyone about how the community and the children in St Francis Xavier Catholic School are learning and achieving together. The project, led by Miriam Rose Bauman and Julianne Willis, draws everyone in the school community together to engage in learning and change. The vision of the project is summed up in the title Ngamara Fimityatit – which means
When we learn together, sharing + living the same language for learning, we will be empowered to create a new story for our future…
It’s about bringing together local traditional knowledge systems with 21century ideas about learning, in order to empower and engage a new generation. For more details of the project you can read the latest update about how the whole community is engaged in a process of merging two streams into a third way. Watch the video below made by the students in the school to show how we learn together in Daly River….Animal Powers…..
This article written by Damian Stoupe has just been published in the latest edition of Counselling at Work (Autumn 2012). It draws upon the work of Elinor Ostrom and systems thinking in promoting the use of authentic dialogue as a means of countering the phenomenon of workplace bullying. Using the notion of wicked problems I suggest we may gain a greater insight into the issues surrounding bullying and be able to challenge the current dominance of event-driven responses in the workplace.
Tim Coburn led the second seminar in the ‘Re-thinking Leadership and Learning Seminar Series’ at Centre for Systems Learning and Leadership at the Graduate School of Education yesterday. It was an original, rigorous and exciting seminar which authentically ‘did what it said on the tin’. A key take home idea is that becoming a STORY MAKER is a key element of corporate and individual agency and leadership.