TOPIC: Birdwood High School, Year 9 Academy of Innovative

Learning (AIL): Flourishing Students within a Personalised

Environment.

TOPIC: Birdwood High School, Year 9 Academy of Innovative

Learning (AIL): Flourishing Students within a Personalised

Environment.

Background/ContextBackground/Context

• Learning Suite• TfEL• Teachers as advisors• Student accountability

displayed

• Learning Suite• TfEL• Teachers as advisors• Student accountability

displayed

Background/ContextBackground/Context

• Mentoring (Mark LeMessurer) • Personalised (teaching and

learning)• ICT • Timetabling

• Mentoring (Mark LeMessurer) • Personalised (teaching and

learning)• ICT • Timetabling

Whilst none of this in isolation is earth moving, in combination

and in action it is ground breaking!

Whilst none of this in isolation is earth moving, in combination

and in action it is ground breaking!

Helpful Reading Helpful Reading • A New Shape for Schooling, David H

Hargreaves, March 2006• Personalising Learning, David H

Hargreaves, Oct 2006. • Student Engagement: contested

concepts in two continents, Brenda J. McMahon, David Zyngier, 2009

• ‘Flourish’, Martin Seligman, (2011)

• A New Shape for Schooling, David H Hargreaves, March 2006

• Personalising Learning, David H Hargreaves, Oct 2006.

• Student Engagement: contested concepts in two continents, Brenda J. McMahon, David Zyngier, 2009

• ‘Flourish’, Martin Seligman, (2011)

Research Questions Research Questions • What does it mean for a student to ‘flourish’? Are rates/levels of ‘flourishing’ different in AIL and Junior High? Why? What facets or features of the innovation or junior high models have the most impact on ‘flourishing’. • What is it we do in Yr 9 Academy of

Innovative Learning (AIL) that makes the teaching and learning personalized? How does this differ to the Junior High model?

• What does it mean for a student to ‘flourish’? Are rates/levels of ‘flourishing’ different in AIL and Junior High? Why? What facets or features of the innovation or junior high models have the most impact on ‘flourishing’. • What is it we do in Yr 9 Academy of

Innovative Learning (AIL) that makes the teaching and learning personalized? How does this differ to the Junior High model?

‘Flourish’‘Flourish’Core Features Additional features

Positive emotionsEngagement, interestMeaning, purpose

Self-esteemOptimismResilienceVitalitySelf-determinationPositive relationships

‘Flourish’, Martin Seligman, 2011

Method Method • Academic results: PAT tests, NAPLAN, ACER Testing

(PAT and ACER taken March & Oct 2011) • DECD Wellbeing survey• Seligman survey(s)• TfEL engagement survey, (taken March & Oct 2011,

Oct 2012). • BHS behaviour management data (2010-2012)

• Academic results: PAT tests, NAPLAN, ACER Testing (PAT and ACER taken March & Oct 2011)

• DECD Wellbeing survey• Seligman survey(s)• TfEL engagement survey, (taken March & Oct 2011,

Oct 2012). • BHS behaviour management data (2010-2012)

Method cont. Method cont.

Semi-Structured Interview:- 6 staff, 6 students- Male/female- AIL, Junior High - Thematic analysis- Observation

Semi-Structured Interview:- 6 staff, 6 students- Male/female- AIL, Junior High - Thematic analysis- Observation

Results Samples Results Samples TfEL Survey- My teacher challenges

me to achieve my personal best

We are given time to talk and explore our thinking and ideas together

Results Samples Results Samples

Growth in literacy - ACER Test

Hattie effect size - Average 0.2 - 0.25, anything over 0.6 will see major gains in improved student learning outcomes. Score /50.

Results Samples Results Samples

88% Reduction in Student Behaviour

Management Referrals

ConclusionConclusion

“We should expect students to learn more while being taught less. Their personal engagement with their own learning is crucial.”

Theodore Sizer 1984

“We should expect students to learn more while being taught less. Their personal engagement with their own learning is crucial.”

Theodore Sizer 1984