ELH2010+page+2

Successful, Scalable and Sustainable Transformation Dan Buckley Dan.buckley@camb-ed.com the PbyP approach [|www.PbyP.co.uk] Personalisation by Pieces. Works across the world; ties in really well with capacity building goals; wonderful web 2.0 basis. Able to integrate with the monitoring of educational goals. []

Skills:

Is able to work collaboratively > team workers and self-managers

Is creative and entrepreneurial > creative thinkers

Enjoys learning, unlearning and reflecting > independent enquirers reflective learners

Contributes positively to society > effective partnerships

Solution: Train the students to be teachers (therefore they need 1:1) Students deliver the curriculum in teams of four each lesson. Use a mixture of teacher and student assessment to measure the impact. 

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PbyP measures progress in skills: criteria are all linked. Examples are shown. Free sign up, great checklists etc. Dispersed leadership to all teachers. Wake and shake! Project to get kids moving in the morning. ======

Constant reevealuation. Actual work goes onto www. Checking progress goes back to the teacher. Brilliant!
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 * Adrian and Samuel Bruce:**
 * [|www.adrianbruce.com]**
 * [|http://code-samuel.blogspot.com]**

[|www.atmosphir.com] a free online game type activity. [] free sharing of information on line. Can colour code etc.
 * Mark Sparvell Kadina Primary School South Australia Microsoft Educator Award winner**
 * Teachers First Embedding Professional Development into the School Community: St Paul's School Qld.**
 * []**

__ Adrian and Samuel Bruce: __ DVD provided containing ppts from a range of presentations

Using Audacity to teach poetry or record other supporting material. [|www.atmosphir.com] [|http://funpuppets.net.au]

SCAMPER the basis for presentation. Substitute (audacity, word, etc) Combine (machinima, with... mushed together)

__ Mark Sparvell __ [|www.office.live.com] allows everyone to participate without MS Office

__ Leisa Harper __ []

skills audit: can be done by observation. 1. Identify teachers 2. Identify mentors among our own teachers 3. Speak to providers about what the end result should be. 4. Planning a 5 session course Curriculum Differentiation: ICT forces an evaluation of the learners. Coaching, team based mentoring, data improves learning. Reflective questions that she poses to coaches/coached are they accessible anywhere? Appraisal information would be good too. 5 peer reflections and an individual appraisal in class with Leisa. Link PD to the actual PD sessions that staff attend. Any session should change people’s practice. Evaluate what is required for personal growth as a teacher. Change the conversations people are having. Accessing the time.”Shallow learning is playing the notes, deep learning creates the melody..”

Runs courses 5 sessions x 2 hours within school time. Formal application process. Offers 3 research grants each year for staff to investigate current educational ideas which may benefit St Paul’s. Bring the experts in. Encouraging other teachers to come too.

http://esandbox.wikispaces.com/ELH2010