PROBLEM OF PRACTICE:

THE PRESENTATION
To what extent are students meaningfully engaged in deep thinking, structured dialogue, and rigorous learning across the curriculum?
  • How are students challenged to think critically and explore meaningful problems?
  • What instructional strategies support structured student talk?
  • How do students demonstrate what they know and can do?
  • Are students given options to demonstrate learning or choose formats, tasks, or tools?
  • How is learning tailored to student needs, interests, or readiness levels?
The presentation was developed by Carolyn Wallace-Whelan. Download a copy here

The pre-round task

Each of the three participating schools prepared a short presentation. Each one was based on one of the three mindsets above. What are the key principles and big ideas? What are the most important takeaways and implications for classroom practice?  Finally, distil the mindset into three key messages/ implications for practice at Oakhill Drive PS.

Presentation from BEROWRA PS: LEARNING IS A CONSEQUENCE OF THINKING

PRESENTATION FROM JOHN PURCHASE PS: LEARNING OCCURS AT THE POINT OF CHALLENGE

PRESENTATION FROM OAKHILL DRIVE PS: TO CREATE A NEW STORY OF LEARNING, WE MUST CHANGE THE ROLE OF THE STUDENT AND THE TEACHER

IMAGES FROM OUR ROUND