Melinda+Valent

Hi all,

Here is the handout from // **Maximising Student Engagement and Positive Relationships** (14/05/2010) // It was a great day that allowed participants to practise many; //HITS (High Impact Teaching Strategies)// and //HOTS (Higher Order Thinking Skills)//
 * PD Course**


 * Graphics Technology | Architectural Drawing task**

(Still a few things to finalise such as material in the 'shop' and unsure of 24hour period posed) updated version 31/5/10
 * Purpose **: To develop an understanding of insulating properties for housing design and stabilizing temperatures within an enclosed environment.

Principles used to engage and promote learning in this task:
 * Authentic assessment
 * Enquiry project based approach
 * Cooperative learning
 * Rubrik of success
 * Teacher feedback
 * Peer feedback
 * Survey of knowledge/opinions before and after task

I've only just typed this up so feedback would be most helpful before I implement this in week 6.

Thanks M V []


 * **Name (Optional)** || **Feedback** ||

Great to know teachers have such an influence! Quite motivating. Also exciting to see someone pinpointing other major influences in achievement. Would be interesting to try and measure these influences after a task that uses these aspects to further outcomes.
 * Week 7 reading : J Hattie Oct 2003**

The main purpose of reflection is to make sense of evidence and experiences, on-balanced judgements and decisions about future action. It involves review, analysis and interpretation, and can occur using oral, written or even action (e.g., role play) strategies. Reflection on current classroom practices is an essential element of the action learning process in schools.  The ability of individual teachers to engage in honest, thoughtful and detailed self-analysis that focuses on their teaching practices and the impact that these have on student learning outcomes, has been identified as a critical factor in the success of professional development activities. Although reflection is a deeply personal endeavor it does occur within a context. In this case, the context is the area of inquiry being undertaken by the action learning team within the school.  Colleagues who are working as team members, and are part of the school context, contribute substantially to the extent of learning from reflection. Following reflection on a particular event, experience or circumstance, deeper learning occurs as team members engage in professional discussions to clarify related ideas, thoughts and feelings and to develop problem-solving strategies. ( [] )
 * Reflection as a tool for professional learning**