Category - Uncategorized

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Taronga Zoo Break Out
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Learning Power – stories from leaders, teachers and students
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Design Educational Engineering and Development
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Professional Learning – Pathways to Impact in Social Science Research
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Rethinking Educational Leadership: an open space symposium

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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Learning Power – stories from leaders, teachers and students

Hear from users about the impact of Learning Power as assessed by the Effective Lifelong Learning Inventory, on a learning community in the North of England. Research background: Deakin Crick, Ruth (2007) ‘Learning how to learn: the dynamic assessment of learning power’, Curriculum Journal, 18:2, 135 – 153 To link to this article: DOI: 10.1080/09585170701445947

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Design Educational Engineering and Development

How do we improve the quality of Research and Development for school improvement?   Improving the organization of educational R&D requires answers to three seemingly straightforward questions: What problem(s) are we trying to solve? Whose expertise is needed to solve these problems? What are the social arrangements that will enable this work? While these questions appear to be simple, in the last decades our field’s responses to them have been confused. When the answers to these questions are disorganized, the natural result is a cacophony of questions and innovations that fail to accumulate into real progress on core concerns. The Carnegie Foundation for the Advancement of Teacher Education is pioneering an approach to educational improvement which draws on systems thinking and engineering.  See ‘Building Networked Improvement[…]

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Professional Learning – Pathways to Impact in Social Science Research

There is a strange dynamic going which on the one hand gives schools greater autonomy and on the other centralizes some of the key institutions and models of school improvement (such as the National College) into becoming another arm of Whitehall. Dr Kate Reynolds talks about the relationships between research and practice in teacher education   Professional learning pathways to imact from Ruth Deakin Crick To read the full text of Dr Reynolds talk click here  Pathways to impact for a research intensive university (1)

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Rethinking Educational Leadership: an open space symposium

In January a group of   experienced practitioners and researchers in education and business met together in an Open Space Symposium designed to bring fresh thinking to the current challenges facing school leaders and to generate new ideas about leadership development.  The Open Space Technology provided a means of capturing the collective intelligence generated by the group in response to the core question. This report Rethinking School Leadership Bristol Leadership Forum Open Space Symposium Report January 2013 is the result of these two days.  It is designed as the beginning of an ongoing conversation.   The following themes were identified by a thematic analysis of the Open Space Sessions. Key ideas were highlighted and abstracted from their context,  coded on post[…]

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