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Fin outcome of the explicit teaching focus through data-informed grouping, combined with the use of integrated curriculum to provide authenticity to the learning product, was the development of cross- curricular teams - especially in high school essay help secondary school, where the challenge to engage students was greatest.
Improved Student Learning Through ICT The learning and teaching structures within the school required a secure and comprehensive digital data management system that was accessible to all staff. Various data forms were collected and considered online essay editing services in this data feedback culture, including video and audio data. Parallel to providing this data access, ICT was used to open the horizons of the students, who had limited opportunities for travel to capital cities around Australia. Focus on Real-World Integrated Curriculum The purpose of teams was to develop, wherever possible, reai-world learning products to better engage primary and secondary students in their learning. This focus on the real world was made possible through ICT products, such as student newsletters, Studies of Society and Environment research projects planning international connections, Solar Car challenges, Business UUeek, and a Careers Expo. Social Networking Because essay writer funny the school was in such an isolated community, the intention was to draw on the social networking potential of ICT to build collaborative partnerships with other schools, students and curricula.
Social networking functions provided opportunities for both staff and students. Staff used it to maintain professional networks, and students to follow through with their online teaching and learning and curriculum initiatives. Innovative and Tailored Learning Opportunities The team structure within the school allowed great flexibility in teaching and learning (including time tabling), such that wherever possible curriculum was integrated across at least three learning areas. For example, in some primary school classes students rotated through a suite of targeted tasks that accommodated different learning styles, including ICT-supported activities. Distance from other schools was not seen as a limiting factor in developing learning partnerships, with opportunities for collaborative and engaging activities with other schools enabled through Skype, video- conferencing, email and chat lines. Another example of tailoring of learning opportunities through ICT opportunities was the Future Pathways unit run for Year 46 10 students, in uuhich they considered the alignment of their aspirations, academic record, interests, and opportunities available uuithin the community.
Whole-School PL There uuas a strong emphasis in the school on collegial PL - for example to ensure that all staff had the necessary skills and confidence to participate in the complex digital data storage underpinning the feedback culture uuithin the school.
The ICT PL for staff uuas predominantly done onsite, uuith team and individual help targeted to the specific needs of the various teams. Leaders in the ICT and assessment portfolios uuithin the school had opportunities for more specialised PL at system and district seminars.
Pnd the neuu Trade and Training Centre used technology appropriate to training for Certificate III and IV in several trades. Summary of Evidence from Case Study 1 Against Project Goals 1. Monitoring and planning The school used the follouuing data sources for monitoring and planning: o attendance, retention and destination data o school performance report for 2010 o NPPLPN Years 3. Literacy and numeracy P senior leadership position for a full time literacy pedagogy leader uuas created to co-ordinate a uuhole of school literacy culture. Leadership roles to support management at uuhole-school level included portfolio positions for student engagement, special needs, high level needs, and behaviour management. Responsibilities uuithin these portfolio positions included managing a uuhole- school, essay writer funny evidence-based approach, and mentoring staff in appropriate case management approaches. PL and performance management strategies ensured ongoing critical reflection on identification, management and monitoing strategies on a uuhole-school basis. R distributed leadership model, uuith a clearly articulated focus on student learning and uuelfare, uuas established. Students mere encouraged to take responsibility for decisions about their learning pathuuays. Whole-school approaches The uuhole-school focus on developing a best-practice literacy culture ujas articulated in the School Plan and uuithin a feedback culture.
The uuhole-community approach to learning mas acknomledged as the vehicle through mhich this outcome could be achieved, providing the basis for embedding the School Plan uuithin the broader needs of the community. The school and community learning culture provided feedback for teaching and learning from: o teacher to teacher o teacher to student o student to student o student to teacher o parent to school 7.
Resources The school leadership team identified the need for information and strategies to support: o summative practices o diagnostic assessment of literacy and numeracy for students in secondary school o sophisticated ICT pedagogical practices, especially for morking mith senior students o morking mithin cross-curricular and cross- year groupings o developing a young adult learning environment for the senior students o better identification and referral for productive and unproductive behaviours 9. Academic performance measures to be developed and made available Valid and reliable diagnostic measures mere needed for literacy and numeracy, attendance and retention, destination data, higher order learning, and critical thinking.