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Professor Anthony Bryk : Master Class and Public Lecture in Bristol 21st May 2014
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Complexity, modelling and infrastructure futures: embedding learning in future business models
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Hampshire Teaching Schools Alliance: Becoming Research Teachers focused on improving Deep Learning Across Transitions
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Modelling Learning Dynamics
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Taronga Zoo Break Out

Professor Anthony Bryk : Master Class and Public Lecture in Bristol 21st May 2014

Prof Tony Bryk (President of the Carnegie Foundation for the Advancement of Teaching).  He will be providing a one day masterclass, followed by a public lecture on the Design-Educational Engineering and Development (DEED) approach to school improvement. This work has inspired several projects in the UK including a study into student engagement in Oasis Academy John Williams  Book me a place!… Professor Tony Bryk Tony Bryk was a leading figure in the Consortium on Chicago School Research (CSSR).  Over twenty years they developed a theoretical and empirical framework which is holistic, participatory and based on understanding that “schools are complex organisations consisting of multiple interacting sub-systems. Each subsystem involves a mix of human and social factors that shape the activities that occur[…]

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Complexity, modelling and infrastructure futures: embedding learning in future business models

Professor Brian Collins is leading a multi-institutional research project the ‘International Centre for Infrastructure Futures’. A team from the University of Bristol is leading on the ‘learning framework’ for the business models which will enable us to learn from the projects and from each other. Here, Professor Brian Collins introduces the project and the challenges we face. The deficiencies of our traditional, fragmented, sectoral approach to infrastructure creation and management are becoming more apparent as poorly appreciated interdependencies make infrastructures vulnerable to service disruptions and cascade failures. These lead to capacity limitations, inefficiencies, poor reliability, low adaptability and missed opportunities, which are further exacerbated by poor data and information about interdependencies in and between sectors at the organisational, commercial and[…]

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Hampshire Teaching Schools Alliance: Becoming Research Teachers focused on improving Deep Learning Across Transitions

The Hampshire Teaching Schools Alliance has formed a Networked Improvement Community with structured social arrangements which joins academic research, clinical practice and commercial expertise in sustained programmes of Design Educational Engineering and Development (Bryk et al 2010).  This is an approach to improvement which is being developed in education by the Carnegie Foundation for the Advancement of Teacher Education It  offers a productive synthesis across the research-practice divide. It aims to meld the conceptual strength and methodological norms associated with traditional research  with the contextual specificity, deep clinical insight and practical orientation characteristic of action research. Participants in a Networked Improvement Community endorse shared, precise, measureable targets which achieve a shared purpose.  They address shared,complex problems and participate in whole[…]

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Modelling Learning Dynamics

Shaofu Huang presented his doctoral research at a seminar of the Centre for Systems Learning and Leadership on Wednesday 24th April. This is an exciting application of complexity theory and systems modelling in the social sciences and demonstrates that for teachers, engaging students in deep learning is complex and unpredictable – more like a design challenge than a script to be followed.

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Taronga Zoo Break Out

Taronga Zoo Break Out  Taronga Zoo Break out is a  story written by the Indigenous students of Singleton High School for the school Community in Singleton, New South Wales.  It is an example of how  symbol and metaphor can support the development of student self-awareness and engagement in the process of learning.  Developing a rich and local language for learning, that links to the collective consciousness of a community through metaphors and symbols, is a crucial prerequisite for deep inquiry-based learning.  The story was  ratified by the Wonnaruah elders,  illustrations are byKerry-Anne at Black Butterfly Designs and the following people helped in the facilitation of the story writing: Tim Small, Bristol, UK and Deirdre Heitmeyer, Jennifer Campbell and Narelle McCormack of the Ka-Wul Indigenous Education Centre.

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