Building brighter futures

Welcome to St. James’

Imagination, Diversity, Relationships, Discovery, Expression, Reflection

A Passion for Possibilities at St. James’

Proposed Agenda

• 9:00 Welcome and cuppa• 9:15 Begin with tour of school• 9:45 Our Story• 11:00Morning Tea• 11:15 Exploration- Middle & Senior Learning

Groups• 12:45 Time to unpack and reflect• 1:10 Lunch• 1:50 Exploration- Junior Learning Group• 2:30 Time to unpack and reflect• 3:00 Bon voyage

Our challenge

“We need a metamorphosis of education- from the cocoon,

a butterfly should emerge. Improvement does not

give us a butterfly, only a faster caterpillar”

Banathy, B.H. 1996

One of our main aims is : To develop

confident, happy, creative, independent & self directed thinkers and learners with positive connections to their world.

Our story ... Frustrated

Anxious

Pressure

Inadequate

What are we testing for and for whom?

So many questions! What does

education look

like at other

schools?

Can we expect different results by doing the same thing “better”?

Are our kids

failing, are

we failing

them?

How is society

changing? How

does that affect

our children?

From what are our kids

recovering??

Some key influences...

Sir Ken Robinson

Dr Karen Stagnitti

Reggio Emilia Approach

Kathy Walker

School Visits

Howard Gardner

Salamanca statement

Inclusive educationEvery child has the right to feel whole.

• Every child has a fundamental right to education , and must be given the opportunity to achieve and maintain an acceptable level of learning

• Every child has unique characteristics , interests , abilities and learning needs.

Salamanca StatementUNESCO 1994

Reggio Emilia PhilosophyChildren are viewed as rich in potential, strong, powerful and competent. Children are encouraged to develop their own theories about the world and how it works through investigation. Teachers are viewed as enthusiastic learners and researchers and not as imparters of knowledge.

VygotskyPretend play is an importantactivity for the development

ofhigher level cognitive

functionsin children and that thesecognitive functions could beinfluenced by the

environment around them, particularly by more capable peers and

adults.

Piaget

Each child develops and matures at hisor her own biological rate. Some willmature more quickly(and in some

areasmore slowly) than others. Regardless

ofchronological age, you are the age

yourbrain dictates. The child is competentand education merely refines the

child’scognitive skills that have already

emerged

MontessoriThe environment must be prepared by providing a range of physical objects that are organized and made available for free, independent use, to stimulate their natural instincts and interests for self-directed learning.

Karen Stagnitti

Teachers who provide a rich environment

and the scaffolding of ideas to extendchildren’s development within a

classroomthat is play based, create a socio-

culturalenvironment which is developmentallyappropriate for children Kathy Walker- Children’s interests are

expanded, scaffolded and supported as a

means of ongoing engagement inparticular learning areas. Play andproject based learning experiences

arethe major pedagogical tool for

teachingand learning alongside explicitinstruction

• Imagination-we imagine, we are creative, we make the impossible possible.

• Diversity- we learn about different things in different ways. We are all different.

• Relationships- we are all friends. We don’t judge by what people look like but who they are. We all look after each other.

• Expression- we are not afraid to be ourselves, to express how we feel. Everyone is free to express themselves in different ways.

• Discovery-we can find out anything if we put our minds to it. Like for the great explorers learning is an adventure!

• Reflection-we think carefully. This deepens our understanding about what we need to know.

St. James’ Parish School- our 6 key words as defined by our Senior students.

What we know ...

• Children learn in different ways and at different rates

• Children learn from and with others

• Children learn from teaching others

• Children can take different paths to reach the same learning milestones

• Children need time to grasp new concepts, time to think, time to reflect, time to share

So, for us there was a... Paradigm Shift

From this...

All students learn the same thing in the same place in the same way from the same teacher

To this...Each student will receive a personalized education, learning different things at different times in different places in different ways from different people

Spiritual Domain; an awareness of God’s presence in their life and the world around them

Emotional domain; self-esteem, sense of identity, resilience, decision making, independence and interdependence, initiative, work ethic

Social Domain; acceptance of diversity, interest in others, relationship development, developing empathy, respect, sharing

Cognitive Domain; problem solving, creative thought, sensory awareness, mathematical thinking, musical expression, imaginative thinking

Language Domain; expression & articulation in communication through reading, writing, speaking & listening

Physical; gross motor, fine motor, coordination, body image, health, nutrition, body –mind connection

The Whole Child- Developmental Domains

Independence & Interdependence

We believe that• It’s important for children to develop

independence, however…• It’s vital that children develop dispositions that

enable them to operate interdependently in their world.

Key Elements- A Focus on Multiple Intelligences

• How are you smart?

• How to be- not what to do!

So… Self awareness and self regulation are essential!

• Self awareness precedes self regulation hence the importance of personal reflection time and

the teaching of self monitoring strategies

• self regulation and independence is enhanced through developing individual’s time management skills & increasing personal responsibilities

•

Key Elements

Habits of Mind- Art CostaTeaching children how to think, not what to think!

Persevering Listening with Questioning and Creating Empathy and Problem Solving Imagining Understanding Innovating

So… in the Middle and Senior School

Senior students and Middle students are responsible for planning their day.

Students fill in their daily timetable noting compulsory workshops, optional workshops and personal investigation times.

and in the Junior Learning Centreconstruction area block centre

dramatic play

writing centrereading centre

sensory cove

Planning for personalizing the learning

We offer opportunities and space for children to express their potential, abilities and curiosity. Rigorous, collaborative planning ensures that we create rich and varied learning experiences and environments that respect and suit their stage of development and promote the growth of the whole child. The learner is at the centre of the learning!

emphasize active engagement enhance creativity & imagination

develop confidence & inner discipline

invite children to discover & explore their interests & passions

promote active investigations alongside explicit teaching

Personalized learning experiences…

extend exploration & problem solving

The environment at St. James’

The physical & emotional environment is organised to cater for different learning and working styles. It is divided into multiple, flexible yet purposeful learning spaces with plenty of nooks, provocations, prompts and supports. Contracts, workshops and personal investigations engage and motivate students.

Learning & Teaching Pedagogy

• Tuning In

• Engagement in Projects

• Focused Teaching through workshops

• Reflection

The teacher views children as competent, curious, creative, capable learners who think deeply and hypothesize about their world and have the ability to positively impact on it.

Roles of the Teacher

The teacher’s role requires showing genuine interest in the children’s learning, being supportive of the children’s attempts and providing lots of guidance and feedback.

Teaching is rigorous and active. Teachers are engaged proactively in the learning with the children. Teachers are scaffolding, directing, extending and planting seeds for further learning. Teachers are actively listening, documenting, challenging and supporting children.

And so… happy, engaged and motivated learners!

And an inclusive, safe supportive environment.

Reflection TimeWhat are our beliefs about contemporary learning and teaching ? Are we open to a paradigm shift? Do we have the courage to act on our beliefs?

In our school, how do we currently make the learning relevant and engaging for the children?

In our school, how could we better support students in their learning?

• Reflect on actions for self• Reflect on possible actions at school level

References

Chaille C. (2008) Constructivism across the Curriculum in Early Childhood Classrooms. Pearson Education

Harris J., Katz L., (2001) Young Investigators The Project Approach in the Early Years NationalAssociation for the Education of Young Children Teachers College Press Columbia University

Canadian Early Years Study

Reynolds E, Stagnitti K, Kidd E. (2010) Play, language and social skills of children aged 4-6 yearsattending a play based curriculum school and a traditionally structured classroom curriculumschool in low socio-economic areas. Deakin University

Stagnitti, K. (2009). Children and pretend play. In K. Stagnitti and R. Cooper (eds.) Play as Therapy: Assessment and Intervention. Jessica Kingsley Publishers: London.

Stagnitti K (2003) Playthings Curriculum Corporation

Sluss D. (2005) Supporting Play Birth through Age Eight Thomson Delmar Learning

Walker K (2007) Play Matters. Engaging children in Learning. The Australian Developmental Curriculum ACER Publishers Melbourne