SA Hot Topic: Inquiry Learning and Professional Collaboration
Date: Thursday 28th March 2019
Time: 5:00pm - 6:30pm
Location: Pembroke Junior School
Walsall Street, Kensington Gardens, SA 5068
Cost: Complimentary
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At its best, collaboration creates a community working to achieve a common goal through the sharing of practice, knowledge and problems. Collaboration can encompass a range of activities, from teachers working together in an informal, unplanned way to the implementation of more formal collaborative approaches, such as professional learning communities (PLCs). Effective collaboration is frequent and ongoing and, when most successful, an integral part of daily routines. Collaborative work should have a clear focus. A shared vision can be supported through setting goals as a collaborative group. People are more willing to collaborate on work that has a significant personal meaning for them so creating a shared vision of the outcome is important.
Presenters:
Jon Gelsthorpe
In this session, we will hear from our 2018 ACEL SA Pip Fields Emerging Leader Award winner, Jon Gelsthorpe. The Pip Field Emerging Leaders Award goes to an emerging educational leader in their first 5 years of a designated leadership position, who has demonstrated outstanding educational practice in the classroom and leadership that has made a significant difference to colleagues and students. Jon will be sharing the work he has been doing at Pembroke Junior School around teacher understanding and approach to inquiry learning and professional collaboration and planning.
Rob Sieben
ACEL SA Branch Executive member Rob Sieben will share Microsoft ITL Research’s rubric for measuring how a learning activity shapes up as a collaborative activity. This session will give teachers/leaders and opportunity to consider a number of typical classroom activities and assess them against the rubric, as well as review one of their own activities and modify it to make it a more collaborative activity. Rob is the Director of the Hartley Institute, a centre that works with teachers and school leaders, engaging them in meaningful professional learning through recognised programs that include mentoring, coaching and action or evidence-based learning. He has contributed nationally and internationally to the understanding of the current research that is shaping paradigm reform, and last year, presented at the 2018 International Cognitive Load Theory Conference on the use of Cognitive Load Theory in a minimally-guided STEM-rich activity.