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Inquiry Presentation Part 1

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Kelly Holmes

on 27 September 2013

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Transcript of Inquiry Presentation Part 1

‘Promoting positive attitudes to learning by connecting learning to students' real life worlds’
School Context
Tumby Bay Area School (Eyre Peninsula)

Remote (approximately 600kms from Adelaide)

300 students from Foundation to Year 12

Year 7 Class- 16 students (12 boys, 4 girls)

Wide range of learning abilities and backgrounds

Current Literature
Thomson (2002) ‘Schooling the Rustbelt Kids’ and the Virtual Schoolbag

Sellar and Cormack (2009) Use students’ real life worlds to help to ensure learning is socially just.

Mould (2003) Real World Tasks

Gardner and Toope (2011) Strengths Based Approach

TfEL Framework

Discussion and Conclusions
Reflect on my own teaching practices
Develop my teaching to support student engagement and enjoyment
Strategies and ideas to include student interests and strengths into their learning
Value interactions with students, find out about their homes lives and their interests.
These small conversations can have a large impact on their learning, if you use their information you gather correctly
You can promote positive attitudes to learning if you show genuine interest in learners and their needs

Bonner, D 2010, ‘Increasing Student Engagement and Enthusiasm: A Projectile Motion Crime Scene’, The Physics Teacher, vol. 48, pp. 324-325.
Bouillion, L & Gomez L 2001, ‘Connecting School and Community with Science Learning: Real World Problems and School- Community Partnerships as Contextual Scaffolds’, Journal of Research in Science Teaching, vol. 38, no. 8, pp. 878-898.
Bruce-Davis, M & Chancey, J 2012, ‘Connecting Students to the Real World: Developing Gifted Behaviors through Service Learning’, Psychology in the Schools, vol. 49, no. 7, 716-723.
Gardner, M & Toope, D 2011, ‘A Social Justice Perspective on Strengths-based Approaches: Exploring Educators’ Perspectives and Practices’, Canadian Journal of Education, vol. 34, no. 3, pp. 86-102.
Government of South Australia Department of Education and Children’s Services 2010, South Australian Teaching for Effective Learning Framework Guide, Government of South Australia Department of Education and Children’s Services, South Australia.
Hattam, R, Brennan, M, Zipin, L & Comber, B 2009, ‘Researching for social justice: contextual, conceptual and methodological challenges’, Discourse: Studies in the Cultural Politics of Education, vol. 30, no. 3, pp. 303-316.
Moulds, P 2003, ‘Rich Tasks’, Educational Leadership, vol. 61, no. 4, pp. 75-78.
Prosser, B 2008, ‘Unfinished but Not Yet Exhausted: A Review of Australian Middle Schooling’, Australian Journal of Education, vol. 52, no. 4, pp. 151-167.
Prosser, B, McCallum, F, Milroy, P, Comber, B & Nixon, H 2008, ‘“I am Smart and I’m Not Joking”: Aiming High in the Middle Years of Schooling’, The Australian Education Researcher, vol. 35, no. 2, pp. 15-35.
Sellar, S & Cormack, P 2009, ‘Redesigning pedagogies in middle-years classrooms: challenges for teachers working with disadvantaged students’, Pedagogy, Culture & Society, vol. 17, no. 2, pp. 123–139.
Thomson, P 2002, ‘Vicki and Thanh’ in Schooling the Rustbelt Kids: Making the Difference in Changing Times, Allen and Unwin, NSW, pp.1-16.
Zipin, L 2009, ‘Dark funds of knowledge, deep funds of pedagogy: exploring boundaries between life worlds and schools’, Discourse: Studies in the Cultural Politics of Education, vol. 30, no. 3, pp. 317-331.
Teaching for Effective Learning Framework
Domain 4: Personalise and Connect Learning
Element 2: Connect Learning to Students’ Lives and Aspirations.

Key actions:
‘Genuinely acknowledge the personal significance of my students’ contexts, cultures and aspirations’
‘Support students to know themselves and their passions and strengths as learners’
‘Focus on essential questions and big ideas that inspire students’

Including Student Interests into Learning
Rap music in poetry
Basketball in fraction lessons (scored 4 out of 5 shots)
Oreo phases of the moon
Skittles to explore statistics, how many red ones in each packet?
Using own data to find the mean median and mode (eg. Batting averages in cricket, number of eggs their chickens laid each day, etc.)

Data Sources
Student questionnaires at start and finish of placement
Teacher interview at start and end of inquiry
Video interviews with students
Photos of learning activities
Journal entries
Notes from conversations with students

The number of students who enjoy school and sometimes enjoy school increased. The number of students who didn't enjoy school decreased.
The number of students who felt their strengths were acknowledged increased over the inquiry.
Data Trends and Findings
Students commented that they enjoyed lessons where their interests were included.

Mentor teacher comments supported my findings

Shows a definite trend towards positive attitudes when student interests are included in learning

Approaches required will be different for different groups of students, in different schools and locations

Part 2:
Reflecting on my 4
Years in the LBPM Program
4 Years Ago
Principle 1: Social Justice and Equity
How have I developed this Principle?
Inquiry while on PAR 4

Education, Change and Society course

'Schooling the Rustbelt Kids'- Pat Thomson

Principle 2: Futures Thinking
How have I developed this Principle?
Middle Schooling Course

Real World Learning

English Specialisation

Exploring Literature
Full transcript