Fit for purpose -

EBT should be our guiding pathway to

student and teacher growth.

What is evidence that works for teachers

and what is the nature of learning that we

should seek to capture?

Chris Ramsden, Educational Consultant, Mind Lab Australia

Evidence Based Teaching

Fit for purpose - my why

• "I get up every morning to inspire children and adults by giving them the skills and dispositions, insights, eco-systems and mindshifts they need to inspire others around them so that collectively we can make huge and positive differences to our world".

Fit for purpose -

“Great teaching will no longer mean masterful delivery of the year level curriculum, but extending the skills and knowledge of every student in every class, regardless of their starting point.”

Goss, P., Hunter, J., Romanes, D., Parsonage, H., 2015, Targeted teaching: how better use of data can improve student learning, Grattan Institute

Fit for purpose -

“Today, it is widely recognised that teachers should target teaching based on reliable evidence of what students know and are ready to learn. This approach – often described as differentiated teaching, evidence-based teaching, clinical teaching or visible learning – is now built into our expectations of both teachers and schools.”

Goss, P., Hunter, J., Romanes, D., Parsonage, H., 2015, Targeted teaching: how better use of data can improve student learning, Grattan Institute

Fit for purpose -

• Tangible and accessible to teachers

• Beyond big data and empirical impact research

• Smaller data

• Speed of evidence – visible learning – immediacy

• Broader notion of evidence

Thinking

Games

Pillar One

Mind Lab is an applied methodology based on the playing of high order thinking games. Games are a powerful educational tool because children are intrinsically motivated to learn through play.

Meta-cognitive

Methods

Facilitating concrete, mentally intense and emotionally engaging experiences serves as the basis for creating and nurturing the development of internal resources – metacognitive methods – which not only enable better play, but are then also transferable to curriculum content and other school and life contexts.

Pillar Two

Teacher-

Mediator/Curator/Bridge

Our methodology supports and augments teachers’ pedagogical practices, creates dynamic partnerships with schools and importantly, makes thinking and learning visible in the classroom.

Pillar Three

Patrick Griffin – ‘Assessment for Teaching’

“The only things admissible as evidence of student learning are those that students do, say, make or write. These can be directly observed, measured and recorded.”

Evidence? – Yale University et al

Teachers recognize the large contribution

improvements in pedagogical practices.

6. Proven Results

Teachers Perception

Source: ESTUDO INADE 2012 – Ensino Fundamental

3 months

84%

Sense of Competence Intentionality and Reciprocity Search Planning and Objectives transcendence Regulation and Control of Behavior share

16% 84%

9% 91%

Contributes Contributes greatly

29% 71%

27% 73%

25% 75%

25% 75%

24% 76%

24% 76%

22% 78%

21% 79%

20% 80%

18% 82%

16%

Search for the new and for complexitySense of Competence Intentionality and Reciprocity Search for Planning and Objectives Transcendence Legislation and Control of Behavior Share Individuaation and Differentiation of psychological process Meaning Bond ConstructionPositive alternative Awareness of Modifiability Feeling of Belonging

Evidence? – St Peter’s College

Achievement

perspectivejudgement

honesty

hopepersistence

Character strengths on steroids

The Learning Accelerator project

Introducing Accelium for education

Accelium Score – evaluation test

“Pedagogy is the Driver, Technology is the Accelerator” – Michael Fullan

Our choice of skill workshops

David Price – Innovation Unit

“Teachers need to work with academics to design their own innovations and then determine what evidence works for them, not for others. What if, instead of urging evidence-based practice, we called for the reverse: what Tony Bryk called ‘practice-based evidence’ – how might the pace, and ownership, of innovation, be transformed?”

http://linkis.com/co.uk/LZBiJ

To find out more information please visit

http://bit.ly/Acceliumforschools

To receive a link to try Accelium talk to Chris over the next few days or email chris@mindlabaustralia.com

“My goal in bringing Mind Lab to Wilderness School was to further develop our students’ application of thinking skills and to create an authentic environment for problem solving. We were impressed with the research driven, well thought out and highly innovative curriculum. Once the classes began we were particularly amazed with how engaged the girls were. The program encourages risk taking and flexibility of thinking within a fun and challenging setting. Mind Lab teaches the students how to think strategically, work interdependently, apply a wide range of problem solving strategies and reflect upon their effectiveness. Our students, parents and teachers are all committed to the program and through activities such as student/parent evenings and the Mind Lab Olympics we are seeing enormous benefits for the whole school community.”

Katherine Zollo –Senior Educational Consultant AISSA