The group worked well together in all aspects of collaboration. We met twice weekly to share our research and ideas. The discussions assisted us to delve deeper into each separate issue. We were all able to complete our own separate issues and when brought together they fit like a glove.
The video, interviews and power point were a collaborative effort and we were all very pleased with the end product.
We rehearsed our presentation, which is around 26 minutes. We understand that it is a little over time but we all felt that this was necessary to answer the question, so that all points were validated.
Great Team Work.
Monday, August 9, 2010
Friday, August 6, 2010
Hannah's speech
Assessment: Hannah
Assessment characterizes all stages of schooling. This part of education involves identifying, gathering and interpreting information about students’ learning in education. (Brady & Kennedy, 2009) Wormeli states that Instructional decisions of assessment practice are based not only on what we know about curriculum, but also on what we know about the specific students we serve (Wormeli, 2006, p20).
The purpose of assessment programs are to:
Improve teaching
Help students achieve the highest standards they can within their own capabilities
Provide meaningful reports to parents/carers on students’ achievement
(Queensland Studies Authority)
Types of Assessment
Assessment consists of different types in order to assess students’ knowledge and understanding, skills, attitudes and values, and behaviour. Teachers develop a range of different assessable ways to identify these areas in individuals.
Formative Involves formal or informal types of assessment intended to help students gain a higher level of performance. Ways in which a teacher could develop this type of assessment is through testing, class quizzes, checklist for observation of students work, and peer and self assessment.
Summative is the type of assessment that indicates the achievement or level of performance that students deliver by the end of a focus teaching area.
This level or performance can be delivered through reporting, certification, culminating task (projects for example), test and essays.
Diagnostic is a particular type of formative assessment that is intended for determining the nature of a student’s learning problems and to then provide feedback or intervention. This type of assessment is developed through reading, writing and numeracy problems that students may show.
NAPLAN is a national program test taken yearly in every school for years 3, 5, 7 and 9s that covers the areas of literacy and numeracy. This development of assessment provides judgment about students of the schools; compares the results to other schools’ results and helps with identifying students learning abilities to focus on throughout the year.
What results show? What to do with the results
Assessment results with:
providing students with opportunities to demonstrate core learning outcomes
gathering and recording evidence about students’ demonstrations of these core learning outcomes
Using this evidence as the basis for making overall judgments’ about students’ demonstrations of core learning outcomes.
Teachers are able to use individual student results to identify specific learning difficulties and the causes, inorder to create higher achievement. This is developed through data collection and observations, taking action that benefits those students, appraising evidence and working with others such as parents and colleagues.
Assessment places individual students on a scale of achievement in particular learning areas that helps teachers decide what steps to take next for students to achieve better results by the end of the year. Students’ level of abilities are displayed in such a way through NAPLAN testing.
Steps taken by teachers are usually feedback on what results show. Lambert and Lines, Understanding Assessment, state that feedback should be conducted at the level of individual learners and avoid comparisons with other pupils. (Lambert & Lines, 2000, p137) Feedback stands some chance of being ‘consequentially valid’ when the initial assessment produces evidence on which teaching and learning decisions can be based. (Lambert & Lines, 2000, p136)
Some teachers think students will fail at integrity because we didn’t attach integrity to academic grades, but we give students feedback on integrity in many other ways. They will gain integrity by our careful attention to substantive and clear feedback. (Wormeli, 2006, p100)
Informing Parents/Carers
Assessment is a record that can be profiled to inform parents and other educators on the progress of students learning ways. Profiles are seen as purely as a personal record of experience and achievement for pupils, rather than merely as something done to them (Wragg, 2001, p77). This profile can be used for evidence when it is time to communicate with parents about their child’s achievements. Communication is usually conducted twice during the year to discuss and allow parents the opportunity to be involved in assessment process and negotiation for improvements (Brady & Kennedy, 2009, p111). It is the support and partnerships between home and school that are of importance.
References:
Brady, L., and Kennedy, K. (2009). Celebrating student achievement: Assessment and Reporting, Pearson Education Australia, Frenchs Forest, NSW.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Assessment characterizes all stages of schooling. This part of education involves identifying, gathering and interpreting information about students’ learning in education. (Brady & Kennedy, 2009) Wormeli states that Instructional decisions of assessment practice are based not only on what we know about curriculum, but also on what we know about the specific students we serve (Wormeli, 2006, p20).
The purpose of assessment programs are to:
Improve teaching
Help students achieve the highest standards they can within their own capabilities
Provide meaningful reports to parents/carers on students’ achievement
(Queensland Studies Authority)
Types of Assessment
Assessment consists of different types in order to assess students’ knowledge and understanding, skills, attitudes and values, and behaviour. Teachers develop a range of different assessable ways to identify these areas in individuals.
Formative Involves formal or informal types of assessment intended to help students gain a higher level of performance. Ways in which a teacher could develop this type of assessment is through testing, class quizzes, checklist for observation of students work, and peer and self assessment.
Summative is the type of assessment that indicates the achievement or level of performance that students deliver by the end of a focus teaching area.
This level or performance can be delivered through reporting, certification, culminating task (projects for example), test and essays.
Diagnostic is a particular type of formative assessment that is intended for determining the nature of a student’s learning problems and to then provide feedback or intervention. This type of assessment is developed through reading, writing and numeracy problems that students may show.
NAPLAN is a national program test taken yearly in every school for years 3, 5, 7 and 9s that covers the areas of literacy and numeracy. This development of assessment provides judgment about students of the schools; compares the results to other schools’ results and helps with identifying students learning abilities to focus on throughout the year.
What results show? What to do with the results
Assessment results with:
providing students with opportunities to demonstrate core learning outcomes
gathering and recording evidence about students’ demonstrations of these core learning outcomes
Using this evidence as the basis for making overall judgments’ about students’ demonstrations of core learning outcomes.
Teachers are able to use individual student results to identify specific learning difficulties and the causes, inorder to create higher achievement. This is developed through data collection and observations, taking action that benefits those students, appraising evidence and working with others such as parents and colleagues.
Assessment places individual students on a scale of achievement in particular learning areas that helps teachers decide what steps to take next for students to achieve better results by the end of the year. Students’ level of abilities are displayed in such a way through NAPLAN testing.
Steps taken by teachers are usually feedback on what results show. Lambert and Lines, Understanding Assessment, state that feedback should be conducted at the level of individual learners and avoid comparisons with other pupils. (Lambert & Lines, 2000, p137) Feedback stands some chance of being ‘consequentially valid’ when the initial assessment produces evidence on which teaching and learning decisions can be based. (Lambert & Lines, 2000, p136)
Some teachers think students will fail at integrity because we didn’t attach integrity to academic grades, but we give students feedback on integrity in many other ways. They will gain integrity by our careful attention to substantive and clear feedback. (Wormeli, 2006, p100)
Informing Parents/Carers
Assessment is a record that can be profiled to inform parents and other educators on the progress of students learning ways. Profiles are seen as purely as a personal record of experience and achievement for pupils, rather than merely as something done to them (Wragg, 2001, p77). This profile can be used for evidence when it is time to communicate with parents about their child’s achievements. Communication is usually conducted twice during the year to discuss and allow parents the opportunity to be involved in assessment process and negotiation for improvements (Brady & Kennedy, 2009, p111). It is the support and partnerships between home and school that are of importance.
References:
Brady, L., and Kennedy, K. (2009). Celebrating student achievement: Assessment and Reporting, Pearson Education Australia, Frenchs Forest, NSW.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Thursday, August 5, 2010
Stacey's speech
The Department of Education states that... “Families are the first educators of their children and they continue to influence their children’s learning and development during the school years and long afterwards.” Therefore, as educators, we need to create and support relationships where parents and teachers are seen as allies in education. Research by the Department of Education shows that high levels of parental and community involvement plays a significant part in achieving student success. Current policy provides 20 elements of best teacher practice that can assist in making this happen. Here I’ve highlighted eight key components.
1. Make it clear you think of parents as genuine partners
2. Use personal contact. It is the most effective form of communication.
3. Ask for, and value, the opinion of parents
4. Go out of your way to make parents feel welcome and valued.
5. Build bridges across cultural and language divides.
6. Show leadership, be visible and available.
7. Don’t be frightened to ask parents to help solve big problems.
8. Be realistic, patient, and a bit brave.
These components all point to one uniting element. Communication. Wichowski states that communication between parents and teachers is integral for student success.
But what IS students success? It goes beyond just academic success. It is also about how they develop as individuals, and socially responsible leaders. Conley describes success as being a journey. For example, Thomas Edison failed to invent the light bulb over 1000 times. But when confronted with this he replied... “I didn’t fail. I now know a thousand ways not to build a light bulb. I only needed one way to make it work.” It seems that at certain periods of one’s life, success is defined differently. One success builds on another. Setbacks and mistakes will also help to build success.
Last week, I interviewed the Principal of St John’s Primary School, Mr Paul Wilson. Here is what he had to say about defining student success and the role teachers play in working towards achieving student success.
Play interview video.
After having sent out a questionnaire to many local teachers, I found that their general view on achieving student success is focused mainly on building parent/teacher partnerships. Thus, encouraging parents to get involved with opportunities, such as, reading groups, homework, excursions, and learning at home. These teachers value the role parents play in education and address barriers to parental involvement in schools through practising good communication, such as, parent/teacher meetings, reports, and discussions. The teachers’ point of view is that the bond between home and school does impact students in a positive manner where students can succeed.
In conclusion, when parents and teachers work together it sends a clear, consistent, and positive message to students that school is important, that learning is important and that achievement is expected. In order for students to succeed, parents and teachers must communicate and work together.
Kyle talks
Thank you Kylie. Before concluding our presentation, we would like to set you a challenge. Your challenge is to make the system work. Using what your package contains; you will be expected to make a lettuce, cheese and tomato sandwich in 60 seconds. Your time starts now.
Make sandwich
What do you think was the purpose of this challenge?
What would have happened if we had of taken Kyle out of the system?
So you can see that in order for any type of system to function effectively, it is integral for all components to work together. To sum up, throughout our daily lives we participate in many operating systems. From an educational view point, you can see that each of the quadrants play a critical role in contributing to students’ success. We now understand that communication is key and when one quadrant fails to communicate effectively, the systems itself, fails the student. As, future learning managers, the answer is to look at the whole picture, not just your individual role as a teacher, but to build the bridge which links each component through good communication practice. Which is why strengthening the bonds between home and school is integral in ensuring students success.
References:
Conley, (2006). Aligning the journey with a destination. Lexilie
Department of Education, (2006)., Family-school partnerships framework: a guide for schools and families. Retrieved from: http://www.familyschool.org.au/pdf/framework.pdf on 31/04/2010
Edison, T., (1877). as quoted in From Telegraph to Light Bulb with Thomas Edison (2007) by Deborah Hedstrom, p. 22
Wichowski, (2004). The PSSA guide book for educators, students, parents. the Temple University Center.
1. Make it clear you think of parents as genuine partners
2. Use personal contact. It is the most effective form of communication.
3. Ask for, and value, the opinion of parents
4. Go out of your way to make parents feel welcome and valued.
5. Build bridges across cultural and language divides.
6. Show leadership, be visible and available.
7. Don’t be frightened to ask parents to help solve big problems.
8. Be realistic, patient, and a bit brave.
These components all point to one uniting element. Communication. Wichowski states that communication between parents and teachers is integral for student success.
But what IS students success? It goes beyond just academic success. It is also about how they develop as individuals, and socially responsible leaders. Conley describes success as being a journey. For example, Thomas Edison failed to invent the light bulb over 1000 times. But when confronted with this he replied... “I didn’t fail. I now know a thousand ways not to build a light bulb. I only needed one way to make it work.” It seems that at certain periods of one’s life, success is defined differently. One success builds on another. Setbacks and mistakes will also help to build success.
Last week, I interviewed the Principal of St John’s Primary School, Mr Paul Wilson. Here is what he had to say about defining student success and the role teachers play in working towards achieving student success.
Play interview video.
After having sent out a questionnaire to many local teachers, I found that their general view on achieving student success is focused mainly on building parent/teacher partnerships. Thus, encouraging parents to get involved with opportunities, such as, reading groups, homework, excursions, and learning at home. These teachers value the role parents play in education and address barriers to parental involvement in schools through practising good communication, such as, parent/teacher meetings, reports, and discussions. The teachers’ point of view is that the bond between home and school does impact students in a positive manner where students can succeed.
In conclusion, when parents and teachers work together it sends a clear, consistent, and positive message to students that school is important, that learning is important and that achievement is expected. In order for students to succeed, parents and teachers must communicate and work together.
Kyle talks
Thank you Kylie. Before concluding our presentation, we would like to set you a challenge. Your challenge is to make the system work. Using what your package contains; you will be expected to make a lettuce, cheese and tomato sandwich in 60 seconds. Your time starts now.
Make sandwich
What do you think was the purpose of this challenge?
What would have happened if we had of taken Kyle out of the system?
So you can see that in order for any type of system to function effectively, it is integral for all components to work together. To sum up, throughout our daily lives we participate in many operating systems. From an educational view point, you can see that each of the quadrants play a critical role in contributing to students’ success. We now understand that communication is key and when one quadrant fails to communicate effectively, the systems itself, fails the student. As, future learning managers, the answer is to look at the whole picture, not just your individual role as a teacher, but to build the bridge which links each component through good communication practice. Which is why strengthening the bonds between home and school is integral in ensuring students success.
References:
Conley, (2006). Aligning the journey with a destination. Lexilie
Department of Education, (2006)., Family-school partnerships framework: a guide for schools and families. Retrieved from: http://www.familyschool.org.au/pdf/framework.pdf on 31/04/2010
Edison, T., (1877). as quoted in From Telegraph to Light Bulb with Thomas Edison (2007) by Deborah Hedstrom, p. 22
Wichowski, (2004). The PSSA guide book for educators, students, parents. the Temple University Center.
Bernice Ensuring Student Success ( RESEARCH )
Here is my finished part for the group assignment. It is a bit long but I can not make it any smaller without taking away from the point of research...... Bernice
Thank you Kylie.
My fellow students and I have been making rigorous efforts to answer this question.
Ppt - Is the bond between parent and school integral in ensuring students succeed?
Our research is based on the process of Dimensions of Learning, dimension 4
Systems Analysis
The System Analysis organiser above is split into four quadrants. The student is positioned in the core, as it is, the central focus of the question. As the arrows indicate, all quadrants interact with the student and with each other in complex ways. To research the question in more depth we have undertaking to dissect each quadrant, being research, assessment, schools and parents, succinctly and in detail, to discover the positive and negative impacts each has on the success of the student. Each quadrant has its very own sub-system that affects not only the central component the STUDENT, but also each other. This ultimately means that any change to one quadrant can have detrimental effects on the others, similar to a domino effect.
Ppt DOMINOS
Ppt Research model
The research quadrant has four sub sections. The first being, why we research
Ppt - World
I have discovered that research within the field of education is vitally important in strengthening the link between theory and practice. Research institutes worldwide assist in creating knowledge that strengthens the knowledge- based economy of the educational system. As we, all know changes in family relationships, technology, educational requirements and students, occur daily. It is then as a researcher, critical that we understand and are sensitive to the needs of the student. Through diligent dissection of the positives and negatives in each quadrant, critical data can be gathered, collated, and collaborative solutions established. Subsequently these can be then implemented into the education community, which will ultimately benefit students, in assisting them in becoming more successful in their studies and in life.
THEORIST PPT
Theorists such as Epstein, Henderson, Mapp and Sheldon deem that the answer to this question is an astounding YES. Joyce Epstein (2001) believes that not only is parent involvement integral to student success, but that the whole community plays a vital role in student achievement. Creating Community Action teams within schools is for Epstein and Mapp, not only invigorating for families and community members, but also significant in positively affecting an increase in student achievement. Sheldon and Henderson also understand the importance in creating positive partnerships, with parents and guardians, so that they feel more informed about new changes within the school system. On the other hand, Chung Wha (1999) believes that not all parental bonds assist children to achieve. He states that parents, who have psychological control over their children, can place enormous amounts of pressure on him or her, therefore quashing the child’s self- esteem and academic success.
PPt – It takes a village
So then, what are the benefits of research? Educational research is never ending and always evolving to cater to the ever-changing needs in our communities. Research enables us to have a clearer picture of all the positive and negative effects that the bond between school /parents and children have upon one another. This research can be used as an effective learning tool, to assist in changing government education policies, assessment requirements, encourage parental involvement and bring about more effective tools to assist and benefit student achievement. Huitt (1999) understands that to have a futures orientated education system, educators need to make use of the best data science has to offer, develop clear and specific goals for inclusivity and design programs that bridge the gap between home and school. Having these concise goals, will then equip our children, to become lifelong learners and achieve success in all aspects of their lives. Therefore, recognising that it takes a village to raise a child.
PPT - EPSTEINS TYPOLOGY
This research affects the future of all parties’ parent, schools and students. Building a strong link between home and school can and must be achieved, using more effective skills. Epstein’s Typology (2001), is one model that can be used in schools as a comprehensive parent involvement program. Using these 6 steps of PARENTING, COMMUNICATING, VOLUNTEERING, LEARNING AT HOME, DECISION MAKING AND COLLABORATING WITH THE COMMUNITY must be placed in the forefront for us as teachers, to ensure strong bonds between home and school. As the quote says 'Everything important is already known, the only thing is to rediscover it. ‘As future educators, we need to work hard, to create a bright promising future, so that the integral links are made strong and assist in student achievement.
PPT QUOTE
Thank you Kylie.
My fellow students and I have been making rigorous efforts to answer this question.
Ppt - Is the bond between parent and school integral in ensuring students succeed?
Our research is based on the process of Dimensions of Learning, dimension 4
Systems Analysis
The System Analysis organiser above is split into four quadrants. The student is positioned in the core, as it is, the central focus of the question. As the arrows indicate, all quadrants interact with the student and with each other in complex ways. To research the question in more depth we have undertaking to dissect each quadrant, being research, assessment, schools and parents, succinctly and in detail, to discover the positive and negative impacts each has on the success of the student. Each quadrant has its very own sub-system that affects not only the central component the STUDENT, but also each other. This ultimately means that any change to one quadrant can have detrimental effects on the others, similar to a domino effect.
Ppt DOMINOS
Ppt Research model
The research quadrant has four sub sections. The first being, why we research
Ppt - World
I have discovered that research within the field of education is vitally important in strengthening the link between theory and practice. Research institutes worldwide assist in creating knowledge that strengthens the knowledge- based economy of the educational system. As we, all know changes in family relationships, technology, educational requirements and students, occur daily. It is then as a researcher, critical that we understand and are sensitive to the needs of the student. Through diligent dissection of the positives and negatives in each quadrant, critical data can be gathered, collated, and collaborative solutions established. Subsequently these can be then implemented into the education community, which will ultimately benefit students, in assisting them in becoming more successful in their studies and in life.
THEORIST PPT
Theorists such as Epstein, Henderson, Mapp and Sheldon deem that the answer to this question is an astounding YES. Joyce Epstein (2001) believes that not only is parent involvement integral to student success, but that the whole community plays a vital role in student achievement. Creating Community Action teams within schools is for Epstein and Mapp, not only invigorating for families and community members, but also significant in positively affecting an increase in student achievement. Sheldon and Henderson also understand the importance in creating positive partnerships, with parents and guardians, so that they feel more informed about new changes within the school system. On the other hand, Chung Wha (1999) believes that not all parental bonds assist children to achieve. He states that parents, who have psychological control over their children, can place enormous amounts of pressure on him or her, therefore quashing the child’s self- esteem and academic success.
PPt – It takes a village
So then, what are the benefits of research? Educational research is never ending and always evolving to cater to the ever-changing needs in our communities. Research enables us to have a clearer picture of all the positive and negative effects that the bond between school /parents and children have upon one another. This research can be used as an effective learning tool, to assist in changing government education policies, assessment requirements, encourage parental involvement and bring about more effective tools to assist and benefit student achievement. Huitt (1999) understands that to have a futures orientated education system, educators need to make use of the best data science has to offer, develop clear and specific goals for inclusivity and design programs that bridge the gap between home and school. Having these concise goals, will then equip our children, to become lifelong learners and achieve success in all aspects of their lives. Therefore, recognising that it takes a village to raise a child.
PPT - EPSTEINS TYPOLOGY
This research affects the future of all parties’ parent, schools and students. Building a strong link between home and school can and must be achieved, using more effective skills. Epstein’s Typology (2001), is one model that can be used in schools as a comprehensive parent involvement program. Using these 6 steps of PARENTING, COMMUNICATING, VOLUNTEERING, LEARNING AT HOME, DECISION MAKING AND COLLABORATING WITH THE COMMUNITY must be placed in the forefront for us as teachers, to ensure strong bonds between home and school. As the quote says 'Everything important is already known, the only thing is to rediscover it. ‘As future educators, we need to work hard, to create a bright promising future, so that the integral links are made strong and assist in student achievement.
PPT QUOTE
Bernice's References
Association for Supervision and Curriculum Development (ASCD). (2004). Schools as learning
Communities. Retrieved July 28, 2010, from
http://pdonline.ascd.org/pd_online/success_di/el200405_epstein.hml
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
Improving schools. Boulder, CO: Westview Press.
Epstein, J.L. & Sheldon. S.B. (2006).Moving Forward: Ideas for Research on school, family,
and Community Partnerships. Retrieved August 1, 2010, from
http://www.csos.jhu.edu/p2000/pdf/Literature%20Review%20-%20Epstein%20and%20Sheldon%2006.pdf
Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence; The impact of school,
family, and community connections on student’s achievement. Austin, TX: National
Center of Family & Community Connections with Schools: Southwest Educational
Development Laboratory.
Huitt, W. (1999). Implementing effective school achievement reform: Four principles.
Retrieved July 27, 2010, from
http://www.edpsycinteractive.org/papers/school-reform.pdf
Marzano, R., & Pickering, D. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO:
Mid-continent Regional Educational Laboratory.
National Academy for Educational Research. (2006). Research Institutes Worldwide.
Retrieved July 28, 2010, from
http://www.naer.edu.tw/editor_model/u_editor_v1.asp?id=224
National Parent Teachers Association. (2010) Parent and Family Involvement and Student Success.
Retrieved August 3, 2010, from
http://www.bcptacouncil.org/parent/studentsuccess.htm
Quotes to 'Re-Imagine' Schools for the 21stC. (ND). 'Everything important is already known,
the only thing is to rediscover it.' Anon. Retrieved August 2, 2010, from
http://www.leading-learning.co.nz/famous-quotes.html
Communities. Retrieved July 28, 2010, from
http://pdonline.ascd.org/pd_online/success_di/el200405_epstein.hml
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
Improving schools. Boulder, CO: Westview Press.
Epstein, J.L. & Sheldon. S.B. (2006).Moving Forward: Ideas for Research on school, family,
and Community Partnerships. Retrieved August 1, 2010, from
http://www.csos.jhu.edu/p2000/pdf/Literature%20Review%20-%20Epstein%20and%20Sheldon%2006.pdf
Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence; The impact of school,
family, and community connections on student’s achievement. Austin, TX: National
Center of Family & Community Connections with Schools: Southwest Educational
Development Laboratory.
Huitt, W. (1999). Implementing effective school achievement reform: Four principles.
Retrieved July 27, 2010, from
http://www.edpsycinteractive.org/papers/school-reform.pdf
Marzano, R., & Pickering, D. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO:
Mid-continent Regional Educational Laboratory.
National Academy for Educational Research. (2006). Research Institutes Worldwide.
Retrieved July 28, 2010, from
http://www.naer.edu.tw/editor_model/u_editor_v1.asp?id=224
National Parent Teachers Association. (2010) Parent and Family Involvement and Student Success.
Retrieved August 3, 2010, from
http://www.bcptacouncil.org/parent/studentsuccess.htm
Quotes to 'Re-Imagine' Schools for the 21stC. (ND). 'Everything important is already known,
the only thing is to rediscover it.' Anon. Retrieved August 2, 2010, from
http://www.leading-learning.co.nz/famous-quotes.html
Hannah References
Brady, L., and Kennedy, K. (2009). Celebrating student achievement: Assessment and Reporting, Pearson Education Australia, Frenchs Forest, NSW.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Wednesday, August 4, 2010
Kylies Speech
The parent-child bond is the most important relationship the child has (Santrock. J.W. 1999). A parents influence on a child is important for three reasons. These being: The parents spends the most time with the child, parents help the child identify who they are through modelling and they provide a secure environment for the development of the child. The role of the parent is to be nurturing, caring, supportive and loving to their child. Parents want to be able to assist their children in being successful and never want to see their child failing.
The break down in partnerships for parents in schools comes when they do not have the skills to help their child through lack of education or technological advances, time restrictions and feeling unwelcome in the classroom. Looking at this from a positive approach “Teachers who involve parents in their class activities will find that they have increased parent support at home, because parents have a deeper understanding of what their children are experiencing in the classroom”(Sharp. A. 2008).
Parents believe that positive partnerships make them feel accepted and worthy of being a part of the academic lives of their children. A positive partnership is one where there are two way communications and where parents and teachers feel free to express their opinions. Parents wish to stay in contact with their child’s teacher. The content of the communication needs to be clear and in terms parents are able to understand, relate to and respond to. “Communication between parents should show genuine interest in them and their child. Parents need to be shown respect, listened to and the teachers thoughts should be conveyed clearly.” (Tenbrink. T.D. 2006).
There are numerous strategies which schools can utilise to assist with the integral bond between school and home. Some of these strategies are to have a space where parents feel comfortable, have events that they can be involved in, such as open nights and Parents and Friends Associations. Schools also need to show understanding of the many other factors that impact on parent’s lives (Nelson, C. 1996). Schools can support the integral bond between home and school by providing educational workshops and communicating through more effective mediums therefore making parents feel more accepted. Through maintaining the strong partnership parents are more able to understand the curriculum and what their children are learning. In turn this helps parents feel more adequate in being able to support their child with homework and other educational needs inside and outside the classroom.
References:
Tenbrink. T.D.( 2006). Classroom Teaching Skills. Wadsworth Cengage Learning USA
Nelson, C. (1996). Website Page authored by Carla Nelson January 22, 1996.URL: http://www.hps.com/carla/dlpproj.htm New, R.S. (1994). Reggio Emilia: Some lessons for U.S. Educators. ERIC Digests. ERIC Document Service No. EDOPS933.
Santrock, J. W. (1999). Life-Span Development (7th Edition). Dallas: University of Texas
Sharp. A. (2008). Parent Involvement in the Classroom. Retrieved from: http://educationalissues.suite101.com/article.cfm/parent_involvement_in_the_classroom: on 2/08/2010.
Monday, August 2, 2010
Group Meeting
Today we had a meeting and all worked on our parts. It was good to work out where we were lacking and where we were excelling. Think it was good to get back on track and make sure we are all on the same road. Progression of the assessment task is coming along nicely and I believe we are all confident that this is going to be an A+ report.
Sunday, August 1, 2010
Reply to Interview
Good job to you both. Glad to hear it has been done and we can keep moving on with the presentation.
If there is anything you Ladies would like me to do more for the assignment like some posters or visual objects to display for our presentation I am happy to do so. Actually I will just do it anyway and if we use them then great if not then that is fine. I would just like to contribute more :)
Hannah
If there is anything you Ladies would like me to do more for the assignment like some posters or visual objects to display for our presentation I am happy to do so. Actually I will just do it anyway and if we use them then great if not then that is fine. I would just like to contribute more :)
Hannah
Saturday, July 31, 2010
Interview with the Principal
Stacey and I went yesterday to interview the Principal at St John's. It was a lot of fun and very informative. Stacey has videoed the interview and will select parts to be included into the "School" part of the group assignment.
I have created a power point for the day so when we get together we will be able to add our individual parts to it.
Here are the questions we asked the Principal.
• How would you define student success?
• As teachers what is their defining role in supporting student success?
• What are the influences you feel affect students’ abilities to achieve at school.
• Research by Henderson and Epstein indicates that parents are integral in ensuring student success. Therefore, as principal how do you encourage parents to become more involved in the classroom.
• In lower primary many parents are involved in the classroom, why is it then do you feel that in the upper grades, which are more academically focussed, parents become less visible in their children’s learning environment and how can this be rectified ?
• Whom do you believe benefits from standardised tests such as NAPLAN?
• As a parent, what do you feel are the benefits of homework and do you agree that it assists in student success?
• With the introduction of the new National Curriculum next year, what affects will this have on teachers, students and parents?
• What methods will you use, to inform parents, about all the new changes and what do you believe will be the positive and negative outcomes of all these?
I have created a power point for the day so when we get together we will be able to add our individual parts to it.
Here are the questions we asked the Principal.
• How would you define student success?
• As teachers what is their defining role in supporting student success?
• What are the influences you feel affect students’ abilities to achieve at school.
• Research by Henderson and Epstein indicates that parents are integral in ensuring student success. Therefore, as principal how do you encourage parents to become more involved in the classroom.
• In lower primary many parents are involved in the classroom, why is it then do you feel that in the upper grades, which are more academically focussed, parents become less visible in their children’s learning environment and how can this be rectified ?
• Whom do you believe benefits from standardised tests such as NAPLAN?
• As a parent, what do you feel are the benefits of homework and do you agree that it assists in student success?
• With the introduction of the new National Curriculum next year, what affects will this have on teachers, students and parents?
• What methods will you use, to inform parents, about all the new changes and what do you believe will be the positive and negative outcomes of all these?
Thursday, July 29, 2010
Principal / Teachers
I have been unable to make an appointment with the Principal as he has been off school sick. I will try to get one for early next week. I spoke to some of the teachers yesterday and they should have all the questionnaires filled in by the end of week.
We are going to have to make a power point for the assignment. I ill start one and then we can alter where required.
I have nearly finished my part of the assignment and will post this over the next few days.
As each part of the graphic organiser we will have a colour and then each explain the steps we took to come to the conclusion.
Speak to you all Monday
Bernice
We are going to have to make a power point for the assignment. I ill start one and then we can alter where required.
I have nearly finished my part of the assignment and will post this over the next few days.
As each part of the graphic organiser we will have a colour and then each explain the steps we took to come to the conclusion.
Speak to you all Monday
Bernice
Monday, July 26, 2010
Video
Thumbs up on the video Stacey. It was great. You did a fantastic job. Definately on the bloopers I was nearly in tears with laughter.
You have amazing skills
We are pretty awsome at acting multiple characters by the way.
Can not wait to have everything finalised and ready to go.
Hannah
You have amazing skills
We are pretty awsome at acting multiple characters by the way.
Can not wait to have everything finalised and ready to go.
Hannah
Ask Lyn
I have sent through the questions for Lyn to look at. Time is not on our side so I thought it was best to get this questionnaire done.
I think we also need to design our own brochure / handout for this assignment, with references to our blog etc.
What do you all think?
I think we also need to design our own brochure / handout for this assignment, with references to our blog etc.
What do you all think?
Sunday, July 25, 2010
See you tomorrow
Hi everyone,
I hope you have had the time to read the Blog. We need to get this questionnaire out so please have a look.
Bernice
I hope you have had the time to read the Blog. We need to get this questionnaire out so please have a look.
Bernice
Research / graphic organiser
Research for the question?
Is the bond between parent and school integral for students to succeed?
This question for many of your viewers may not have ever been considered.
Ask audience is they have thought of this before???? (Bringing in the other students)
As a researcher at CQ Wiki University along with my fellow colleagues, have in the last ten years made a concerted effort to find answers to this question.
What process have you used? (Kylie asks)
The learning framework in which we have based our research is from the DOL focussing on dimension 4
Systems analysis ....
I have designed for you a graphic organiser which has been broken down into four main components with the main focus being on the student and the positive and negative aspects placed upon said student.
Similar to the old saying “It takes a village to raise a child” we have found that each of these four components is integral in finding the solution to the question and no matter how you rotate the graphic organiser they will always be interlinked thus integral.
Explain graphic organiser --- People who will be explaining each part
My own research has not just focussed on Australian children but on it being a world wide questionthat requires to be answered.As we all know children attend school throughout the world ad what is more important than finding out what is best for children throughout the world.
Research shows ...... Dixon 1992 p 16, Loucks 1992, Henderson a new wave of evidence 2002
The National Family-School Partnerships Framework
Academic development institute www.adi.org
Stats....... search on web – graphic organiser
Bernice
Friday, July 23, 2010
Questionnaire
Look at these and comment / alter. If we all agree I will send to Lynn and then get Barb to letterhead etc.
1. Do you encourage parents to become involved within your classroom?
2. What 3 forms of communication do you use to "bridge the gap" between home and school?
3. What are the 3 most effective tools of assessment you use within your classroom?
4. What do you feel are the advantages and disadvantages of National test such as Naplan, for both students and teachers?
5. Do you agree that student assessment results reflect your
teaching ability. .#____#_______#________# (mark agree / strongly agree) etc
Students ability #____#_______#________#
6. In what ways do student assessment results alter the way in which you teach your students?
7. Do you feel that parents are integral in ensuring student success?
Bernice
1. Do you encourage parents to become involved within your classroom?
2. What 3 forms of communication do you use to "bridge the gap" between home and school?
3. What are the 3 most effective tools of assessment you use within your classroom?
4. What do you feel are the advantages and disadvantages of National test such as Naplan, for both students and teachers?
5. Do you agree that student assessment results reflect your
teaching ability. .#____#_______#________# (mark agree / strongly agree) etc
Students ability #____#_______#________#
6. In what ways do student assessment results alter the way in which you teach your students?
7. Do you feel that parents are integral in ensuring student success?
Bernice
Viewed the video
Stacey what a great job editing you are a PRO.
I thought everything looked really great. No changes as far as I am concerned. It makes me laugh and will be a great hook for the assignment.
Bring on Hollywood. (Bernice)
I thought everything looked really great. No changes as far as I am concerned. It makes me laugh and will be a great hook for the assignment.
Bring on Hollywood. (Bernice)
Thursday, July 22, 2010
Video editing
Here is the link to our video (so far). It has been uploaded to a private file on Youtube so people are only able to view it if they have the link. The editing process has taken a lot longer than I expected. Also, I have uploaded the file in low quality, so don't panic when you view it. The finished product will look and sound better than this one. If you (group memebers) feel uncomfortable about ANY of the footage, please let me know. We can remove the bloopers if you like and remember, it's not too late to reshoot some scenes. Also, please check the spelling of your names.
http://www.youtube.com/watch?v=MhGCZsRnZl0
http://www.youtube.com/watch?v=MhGCZsRnZl0
Wednesday, July 21, 2010
Video Shooting
Meeting in the Library (21st July) at 9am we all arrived feeling a little apprehensive but very excited. Costumes and wigs in hand it was time to review the script and begin shooting.
Kylie first - Wig and blazer (Looking good) - only a couple of takes and the first scene was complete.
Moving over to the Palace Hannah was looking great and had the look of success. Within 15 minutes all was filmed.
Onto the mad / loud parents - All members included in the scene and looking scary, laughing and joking the scenes again were completed very quickly.
Lunch
Individual parent interviews
IT'S A WRAP
Great day everyone - all on track now down to the research.
Tuesday, July 20, 2010
Meeting Minutes
Meeting Minutes
Date: 15th July 2010 Thursday
Time: 9:00am – 12:00pm
Members: Stacey, Bernice, Kylie and Hannah
Discussion and decision making:
School/home connections in ensuring success in assessment
Movie as a hook – principle and parent interviews, questionnaires, and news flash
Individual research tasks: assessment (Hannah), partnerships (Kylie), success (Stacey), statistics for the bonds between parents (Bernice).
Dimension 4 – problem solving
Organisation of clothing and roles for the movie
relate assessment and problems – link to partnerships
story board for the movie
talked about the script
Discussed when filming will begin and when each member is free to do so.
Date: 19th July 2010 Monday
Time: 1:00pm – 2:00pm
Discussion and decision making:
Deciding on one question to focus on for assignment – Bernice came up with many questions to look at.
Time to begin Wednesday for filming.
Exchanging details for communication
Making a blog to communicate collected material and meeting notes.
Dimension 4 focus – changed to System Analyses
Theory of assessment
Discussion with Lyn on our plans for the assignment
Is the bond between parent and school integral in ensuring students succeed? – final question to focus on.
Monday, July 19, 2010
Systems Analysis
What are the parts of the system? - Assessment, school, parents, students.
What are the things that are related to the system but are not part of it? - Productive pedagogy, teaching and learning, 8lm questions (systems within), resources (how to access).
How do the parts effect each other? Domino effect. Restraints/problems
What would happen if various parts stopped or changed their behaviour?
What are the things that are related to the system but are not part of it? - Productive pedagogy, teaching and learning, 8lm questions (systems within), resources (how to access).
How do the parts effect each other? Domino effect. Restraints/problems
What would happen if various parts stopped or changed their behaviour?
References
http://www.ascd.org/publications/educational-leadership/mar05/vol62/num06/No-Choice-But-Success.aspx
http://www.familyschool.org.au/2009/07/parents-involved-in-schooling-and-engaged-in-learning/
http://www.familyschool.org.au/2009/07/parents-involved-in-schooling-and-engaged-in-learning/
The teacher questionnaire
Ensuring Student Success - Teacher Questionnaire
All answers are treated with the upmost respect and confidentiality.
We ask you to be as truthful to your own beliefs as possible (love this)
1. How long have you been in the teaching profession?
2. What year level is most preferential to you and your teaching style? Why?
3. Do you design your own class assessments?
4. Do you feel that one type of class assessment (written) shows the rue potential for all your students?
5. What other assessment tools do you use?
6. Do you design assessment tasks in the hope that all the students will succeed? Can we combine this and question 3?
7. Do you feel parents contribute to student success (Explain)? (This question is a MUST I think)
8. What tools do you use personally to encourage school/home partnerships? (This one too)9. Within your own classroom, are parents encouraged to participate within all lessons or only some. (why)?
10. Do you think parents respect the time and effort that you put into teaching their children? (I like this)
11. Do you feel that parents judge your ability to teach their children?
12. What means of communication do you use to (...?...)
13. Are parents integral to the success of their children in assessment?
14. What strategies do you use to encourage parents involvement with their children’s studies (I'd really like to pose this question in particular to teachers)
15. Do you feel that some parents lack of education skills hinders their children’s ability to succeed academically?
16. If your whole class receive high results in assessments, do you believe that it is because you have effectively taught them? (Great question!)
17. Do you believe that parents try to take credit for their children’s success /why do you think this is the case?
18. What are some of the ways you politely ask parents to butt out of the classroom? (Maybe this one needs to be a little different, like, "Do you feel swompt by parents at times? If so, what are some of the ways you...)
19. Do you think parents, in general, value their children's success?
20. Do you value student success?
21. Do you think teachers and parents are successfully building and maintaining partnerships? If not, how do you think we could bridge the gap?
22. How are good parnterships maintained in a teacher/parent relationship?
23. How do you encourage parents to get involved in students education? Why?
All answers are treated with the upmost respect and confidentiality.
We ask you to be as truthful to your own beliefs as possible (love this)
1. How long have you been in the teaching profession?
2. What year level is most preferential to you and your teaching style? Why?
3. Do you design your own class assessments?
4. Do you feel that one type of class assessment (written) shows the rue potential for all your students?
5. What other assessment tools do you use?
6. Do you design assessment tasks in the hope that all the students will succeed? Can we combine this and question 3?
7. Do you feel parents contribute to student success (Explain)? (This question is a MUST I think)
8. What tools do you use personally to encourage school/home partnerships? (This one too)9. Within your own classroom, are parents encouraged to participate within all lessons or only some. (why)?
10. Do you think parents respect the time and effort that you put into teaching their children? (I like this)
11. Do you feel that parents judge your ability to teach their children?
12. What means of communication do you use to (...?...)
13. Are parents integral to the success of their children in assessment?
14. What strategies do you use to encourage parents involvement with their children’s studies (I'd really like to pose this question in particular to teachers)
15. Do you feel that some parents lack of education skills hinders their children’s ability to succeed academically?
16. If your whole class receive high results in assessments, do you believe that it is because you have effectively taught them? (Great question!)
17. Do you believe that parents try to take credit for their children’s success /why do you think this is the case?
18. What are some of the ways you politely ask parents to butt out of the classroom? (Maybe this one needs to be a little different, like, "Do you feel swompt by parents at times? If so, what are some of the ways you...)
19. Do you think parents, in general, value their children's success?
20. Do you value student success?
21. Do you think teachers and parents are successfully building and maintaining partnerships? If not, how do you think we could bridge the gap?
22. How are good parnterships maintained in a teacher/parent relationship?
23. How do you encourage parents to get involved in students education? Why?
Partnerships
Hi Girls
Well I am finding that it is historically proven that partnerships do have a positive effect on students success. I am trying to find what makes a good partnership and how we can foster those partnerships and create them. Looking forward to starting the next part of our journey on Wednesday.
Kylie
Well I am finding that it is historically proven that partnerships do have a positive effect on students success. I am trying to find what makes a good partnership and how we can foster those partnerships and create them. Looking forward to starting the next part of our journey on Wednesday.
Kylie
Our Awesome Script
Stacey
Kylie
Bernice
Hannah
.........
Program (Master Chef)
News flash
Kylie: We interrupt this program to bring you breaking news. It has been confirmed that parents have rallied outside a teacher’s classroom, and they are demanding answers about why their children are not succeeding at school. Now we cross live to Hannah.
Hannah: (fixing hair) Are we rolling? .....Thank you, Kylie. I am here at Wiki State School, an behind me you can see the mayhem unfolding. It seems that parents have cornered a teacher in her classroom and are looking for answers about why their children are not succeeding. Nobody knows exactly what sparked the incident but sources have confirmed that the teacher is refusing to come out. Here is some footage taken earlier.
Flick to recording
Parents outside of classroom. Teacher’s face peering through the glass window. Lots of yelling, blaming, and cursing happening. Teacher refusing to talk to anyone.
Back to Hannah
Hannah: As you can see, the situation is out of control. We spoke with the school’s principal to shed some light on the story.
Interview with Principal. (shoot after research)
Hannah: Well there you have it. The situation is not getting any better. And nobody seems to be able to bridge the gap between teachers and parents. Back to you Kylie.
Kylie: Thank you Hannah. We will keep you up-dated as the story unfolds. Join me Kylie O'Brien tomorrow on the 7.30 CQ report, where we will be answering the question.
Is the bond between parent and school integral in ensuring students succeed?
Thankyou and goodnight.......
Kylie
Bernice
Hannah
.........
Program (Master Chef)
News flash
Kylie: We interrupt this program to bring you breaking news. It has been confirmed that parents have rallied outside a teacher’s classroom, and they are demanding answers about why their children are not succeeding at school. Now we cross live to Hannah.
Hannah: (fixing hair) Are we rolling? .....Thank you, Kylie. I am here at Wiki State School, an behind me you can see the mayhem unfolding. It seems that parents have cornered a teacher in her classroom and are looking for answers about why their children are not succeeding. Nobody knows exactly what sparked the incident but sources have confirmed that the teacher is refusing to come out. Here is some footage taken earlier.
Flick to recording
Parents outside of classroom. Teacher’s face peering through the glass window. Lots of yelling, blaming, and cursing happening. Teacher refusing to talk to anyone.
Back to Hannah
Hannah: As you can see, the situation is out of control. We spoke with the school’s principal to shed some light on the story.
Interview with Principal. (shoot after research)
Hannah: Well there you have it. The situation is not getting any better. And nobody seems to be able to bridge the gap between teachers and parents. Back to you Kylie.
Kylie: Thank you Hannah. We will keep you up-dated as the story unfolds. Join me Kylie O'Brien tomorrow on the 7.30 CQ report, where we will be answering the question.
Is the bond between parent and school integral in ensuring students succeed?
Thankyou and goodnight.......
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