IB Global Conference Singapore 2018:
Developing Teacher Agency through Professional Pathway
“Inquiry is not a ‘project’, an ‘initiative’ or an ‘innovation’ but a professional way of being.” Helen Timperley
Cultures of learning flourish when systems are redesigned to support teachers in having voice and choice in professional learning. We will introduce participants to a re-envisioning of learning pathways for all staff to support and amplify teacher agency within a three-programme IB school in the Asia Pacific region. In this session, we will explore the collaborative and inclusive design process used to implement the five key elements of effective professional development; job-embedded, supportive, instructionally-focused, collaborative and ongoing.
EARCOS Middle Leaders 2018: Creating systems
to enhance student engagement and agency
What might happen if we redesign systems to increase engagement and learner agency? Too often, we hear from students that school is something that is done “to” them. This session will share the stages that we underwent to create a new school schedule that uses time creatively to provide personalised learning pathways for our middle school learners. We have reallocated time in our school day that gives students:
- choice and voice in course design
- promotes creativity and collaboration
- opportunities to discover their passion in courses that are interdisciplinary, inquiry-based and experiential in nature.
Asia Pacific Conference for Adolescent Success Singapore 2016: Examining the purpose, challenges and methods of effective feedback
Research, such as John Hattie’s meta analyses (2008), confirms that one of the most significant ways to enhance the learning of young adolescents is by providing effective feedback. But what makes feedback effective? And how does a teacher facilitate this integral part of learning? Teachers spend significant time providing feedback without always being aware of its impact, positive or negative, on student learning. Our presentation will offer an overview of the current research and a range of practical strategies.
Comparisons of conventional and contemporary feedback help teachers reflect on their own pedagogical practice. The presentation will discuss how a reconceptualization of what effective feedback looks and sounds like helps students to build on their strengths, develop independence, and self-regulation. Developing strategies to ensure that feedback is timely, personal, and actionable is the focus of an action research project that we are currently undertaking at our school.
A reconceptualization of feedback requires us to look at the following questions:.
- How can we ensure that students use the feedback we give them?
- At what stage in the learning cycle is feedback most impactful?
- Is there a particular style and language one should use when providing feedback?
- How can technology enable different types of feedback?
- How can we adjust our pedagogy to move from “teacher-owned” feedback to a more collaborative model?
This session will provide educators with practical tools and strategies to innovate their approaches to feedback.