2. We acknowledge the traditional custodians of the
land on which we meet; the Yorta Yorta nation,
which includes the Kaitheban, Wollithiga, Moira,
Ulupna, Bangerang, Kwat Kwat, Yalaba Yalaba
and Ngurai-illiam-wurrung clans.
We acknowledge their ancestors past and present
and commit to working alongside Aboriginal
people for reconciliation and justice.
1
3. A Reading from Mark 10:28- 34
What are the challenges of
being a loving person?
3
4. The Greatest Commandment of ALL.
There are only two feelings. Love and fear.
There are only two languages. Love and fear.
There are only two activities. Love and fear.
There are only two motives, two procedures
two frameworks, two results. Love and fear.
Love and fear.
Leunig
2
5. Pray together:
Father of all you gave us the Dreaming.
You have spoken to us through history.
You then made your love clear to us in the person of Jesus.
You are our hope.
Make us strong as we face the challenges of change.
We ask you to help the people of Australia to listen and
respect all people and cultures.
May we all learn to know your grace more fully. So that
you can be at home in us and we can make a home for
everyone in our land.
We ask this through Christ our Lord. Amen
4
7. System priorities
Building Cultures of School Improvement and Performance
Deepening understandings of the theories that underpin
constructivist learning with diocesan networks and teams
Building Capacity for Collaborative Leadership
Support for facilitation and development of Professional Learning
Communities in schools through building capacity of leaders of
learning
Development of modules/resources to support the
implementation of Professional Learning Communities
8. Goals for the day
to develop an understanding of the background to the theory
of constructivist learning
to begin to develop an understanding of effective
instructional practices that support our shared theory of
learning
to consider an element of effective practice that comes $om
‘the activator’ (Hattie) strategies and audit current practice
9. Researching Contemporary Synthesising our
Constructivist Thinking about Thinking about
Learning Theory Learning Theory Learning
Practice to support Theory into Practice - Theory into Practice -
School visit School visit
the theory
Exploration of evidence Further exploration of Further exploration of
based practices evidence based practices evidence based practices
Leading the Leading the
Setting the scene learning about the learning about
for 2012 Transition to CoSSI Learning
AusVELS and Teaching
12. Finding Out
Read: Schools in the Future: What has to change and why?
A( read p.1-2
Group 1 Blue Section
Group 2 Pink Section
Group 3 Green Section
Group 4 Orange Section
Consider: Context of the times & Educational theory of the times
Record key ideas on butcher’s paper
13. So what has to change and why?
Current Context - CoSSI
Share CoSSI Learning and Teaching Dimension Context
3 groups explore each context - which ideas are having
the greatest influence on your learning and teaching
cossi.ceosand.catholic.edu.au
14. A theory of learning
and knowledge
Psychology Philosophy
Interdisciplinary
Sociology
Critical Education
Cognitive Science
Neurobiology
15. A Theory of Learning
Jean Piaget
John Dewey
Lev Vygotsky
Maria Montessori
Jerome Bruner
16. The founding theorists
Choose a theorist to investigate - http://
sandhurstprimarycurricleaders.wikispaces.com
Use the matrix provided to sort out your findings
Role of the environment
Role of the teacher
Role of the learner
17. Where is our thinking now?
Generate visual representation of your current
understanding of the theory of constructivist learning
Ga(ery Walk
18. A Theory of Knowledge
• Through constructivist learning, knowledge is...
• physically constructed by the learners who are
involved in active learning
• symbolically constructed by learners who are
making a representation of meaning
• socially constructed by learners who convey their
meaning making to others
• theoretically constructed by learners who try to
explain things they don’t yet fully understand
21. interacts with
the solves problems
environment
The Learner
22. interacts with
the solves problems
environment
The Learner
frames questions
23. interacts with
the solves problems
environment
The Learner
frames questions
masters autonomy and independence
24. interacts with
the solves problems
environment
attributes meaning to
The Learner experience
frames questions
masters autonomy and independence
25. interacts with
the solves problems
environment
attributes meaning to
The Learner experience
is influenced by their beliefs and
frames questions
attitudes
masters autonomy and independence
26. interacts with
the solves problems
environment
constructs concepts/knowledge
attributes meaning to
The Learner experience
is influenced by their beliefs and
frames questions
attitudes
masters autonomy and independence
27. Linking the theory with what
we know about principles of
inquiry learning.
Dewey - Pink
Vygostsky - Green
Bruner - Orange
Montessori - Yellow
Piaget - Blue
29. Activator vs Facilitator
Visible Learning pp.243-244
‘ a story about active and passionate teachers as contrasted
with facilitative and inquiry methods.’
‘active and guided instruction is much more effective than
unguided facilitative instruction’
‘Constructivism is a form of knowing and not a form of
teaching and it is important not to confuse constructing
conceptual knowledge with the current fad of constructivism’
30. ‘Constructing conceptual knowledge involves
considering learning $om the learner’s viewpoint;
starting $o the premise that a( learners are active,
appreciating that what they learn is socia(y
constructed and understanding the learners need to
create and recreate knowledge of themselves.’
‘If this is the meaning of constructivism form a
learners perspective then the more direct and
active methods of teaching appear to be optimal
for achieving this type of learning.’
31. Teaching as Activator d=0.6
Reciprocal Teaching First Thoughts.....
Feedback Read about the practice in 3s
Self verbalisation Define
Metacognition strategies How is this used to support
inquiry methodology/
Direct Instruction
constructivist learning?
Mastery Learning
State the case for this practice
Goal setting
32. Aligning Hattie & Murdoch
Using Kath Murdoch’s Capacity Matrix and Inquiry
process align the activator practices
35. Researching Contemporary Synthesising our
Constructivist Thinking about Thinking about
Learning Theory Learning Theory Learning Theory
Practice to support Theory into Practice - Theory into Practice -
School visit School visit
the theory
Exploration of evidence Further exploration of Further exploration of
based practices evidence based practices evidence based practices
Leading the Leading the
Setting the scene learning about the learning about
for 2012 Transition to CoSSI Learning
AusVELS and Teaching
