Maribyrnong Network of School Leaders

This post is to follow-up our network day on the first 2 steps of Data Wise. We spoke about answering the WHY question when change is being advocated – as we are about to advocate for change in collaboration in schools and the use of data in a more formative… Read more“Maribyrnong Network of School Leaders”

Why have learning intentions without success criteria?

John, in this 9 min clip, puts the case for why we need to explain what we intend students to learn, why and how they might self assess success. It’s hard to defend the opposite. In this clip John’s work on effect sizes are explained about teacher clarity (intentions and… Read more“Why have learning intentions without success criteria?”

Provoking student interest in learning

I say again I’m in a fortunate role as principal to see some amazing products and processes of learning and I’m guilty of not sharing these as often as I should. So here goes: the first two photos show an 11-year-old student’s investigation into the scientific understandings behind whirlpools. Students… Read more“Provoking student interest in learning”

“education is not a horse race”

Over the holidays I came across an easy to read article by Elliot Einser on Benjamin Bloom. Essentially the article made a some key points about Bloom’s work: education as a process was an effort to realize human potential, indeed, (it was) an exercise in optimism. (its why I believe… Read more““education is not a horse race””

Is drill and kill the right approach to learning to spell?

My headline is in lots of ways misleading for there is no one right way to learn to spell efficiently in English. In the 60’s and 70’s we made students learn to spell lists of words through repetition or drill with lots of rules thrown in and then in the… Read more“Is drill and kill the right approach to learning to spell?”

Personalising is really an outcome of differentiation: points to note for educators

At a recent regional Principal conference I heard Vic Zbar, an educational consultant based in Victoria; speak about personalising¬†teaching and learning. Personalising learning he put it was really an outcome of differentiation. Vic then made a number of points I thought worth repeating: There is generally too much whole class… Read more“Personalising is really an outcome of differentiation: points to note for educators”

2011 Instructional Rounds Evaluation

As I set up our Network Instructional Rounds dates for 2012 I was interested to read and reflect upon another group of principal evaluations of their experiences last year. Overwhelmingly the consistent comment of principals as observers in both groups¬†are that they now are interested in asking students about lesson… Read more“2011 Instructional Rounds Evaluation”

Carol Tomlinson: an encounter to remember!

This year in our Instructional Rounds group within the local network of schools we purchased Carol Tomlinson’s book “Leading and Managing A Differentiated Classroom” to use as a base text for understanding our observation of instruction in classrooms. Last year I was privileged to attend the ASCD Summer Conference in… Read more“Carol Tomlinson: an encounter to remember!”

Rick Wormeli on redo’s and retakes

I’ve been pondering some recent parent feedback about our senior students lack of engagement with some teachers and the material they are expected to learn. I began my reflections about the students coming from the digital generation and expecting to be entertained by teachers otherwise they are bored or non… Read more“Rick Wormeli on redo’s and retakes”

Three improvement strategies to make a difference to relationships and learning.

Over the past 2 months we have focused on preparing our teachers to differentiate instruction. I’m writing this post to explain to readers within my own community why this emphasis on preparation and why we need to adopt three different strategies at the same time to gain the improvement in… Read more“Three improvement strategies to make a difference to relationships and learning.”