News from the Deputy Principal
School Improvement Learning Collaborative (SILC)
This week The School Improvement Learning Collaborative which consists of Nicholas Boyhan, Lisa Bourke, Simone Traynor and myself met with other schools from the Melbourne Archdiocese Catholic Schools Eastern Region. In total, there were 64 primary schools and 19 secondary schools in attendance. Every term the schools meet to engage in Professional Learning with a focus on the Vision for Instruction.
At St Joseph's School, we have been engaging in professional learning on the Vision for Instruction and the Melbourne Archdiocese Catholic Schools Flourishing Learners initiative since early last year.
Each time we meet we build on our current knowledge of unpacking the Cognitive Load Theory and how the demands of learning can affect students and the Principles for Instruction. Cognitive Load Theory provides an explanation of how students absorb new information. Our memory has a limited capacity to learn and it is very easy to overload with new information. Teachers often use this theory to help them dictate how new subject information is delivered to students as it can vastly alter learning outcomes. Essentially, it's all about how teachers adapt their lessons to cater to their students' working memory. In our classrooms we have been articulating and discussing with students what this might look like in the classroom and how we can use different strategies to assist with understanding why we forget things.
Through our professional learning in Mathematics, we have begun to use daily reviews, which review learning from previous sessions and interleave it with new information that is more recent. Students have been using mini whiteboards to demonstrate their understanding of tasks which allows teachers to check in to see if students have gained the concept being taught or if the learning needs to be re-taught. This can be whole group, small group or independent learning depending on student undertsanding.
What Are Some Examples of Cognitive Learning Strategies?
Cognitive load theory is supported by a robust evidence base which shows that students learn best when they are given explicit instruction accompanied by lots of practice and feedback. Through a significant number of randomised controlled trials (RCTs), researchers have identified a number of strategies that can help teachers to maximise student learning. These strategies work by optimising the load on students’ working memories.
Strategy 1: Tailor lessons according to students’ existing knowledge and skill.
Strategy 2: Use worked examples to teach students new content or skills.
Strategy 3: Gradually increase independent problem-solving as students become more proficient.
Strategy 4: Cut out inessential information.
Strategy 5: Present all the essential information together.
Strategy 6: Simplify complex information by presenting it both orally and visually.
Strategy 7: Encourage students to visualise concepts and procedures that they have learnt.
Cognitive load theory looks at the detailed relationship between what is called the 'working memory' and the 'long-term memory. ' Without the ability to process information in the working memory, that data won't make it to the long-term memory banks. As a result, this information will not be recalled later. Check out the video below which explains Cognitive Load Theory for students in a classroom environment.
National Consistent Collection of Data
I have once again included the information for families in regards to NCCD as in the next few weeks we will be engaging as a staff in moderation for our students in ways we can best assist them in their learning and personal development. Goals are regularly set and updated and we are currently preparing for PSG meetings.
The National Consistent Collection of Data (NCCD) is an annual collection of information about Australian school students with disability. The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school.
It is important to understand that 'disability' is a very broad term which encompasses many children in schools, including but not limited to those with social-emotional challenges (eg neurodiversity), chronic health issues (eg. epilepsy or diabetes) and specific learning challenges (eg Dyslexia). This should be viewed as children requiring adjustments to allow them full access to the curriculum. It is not, and should never be seen as a deficit. It is important to be aware that the children's names are not included in the collection of data. The strictest confidentiality is observed by the school in relation to this census. In the collection we only ever include the number of children requiring support and the extent to which the support is required.
Every year schools are required to report the number of school students receiving an adjustment or ‘help’ due to disability and the level of adjustment they are receiving to access education on the same basis as other students.
The NCCD encourages schools to review their learning and support systems and processes. This helps schools to continually improve education outcomes for all students.
At St Joseph's School, we nominate students who have learning, social or wellbeing adjustments throughout the school year. In August the census will be conducted. As part of the NCCD process, we conduct PSG meetings where we review and moderate goals for students and the support that is required for the student in the next weeks or term. Please see below for the upcoming PSG meetings.
Below is also a link to the parent fact sheet for NCCD.
Upcoming PSG meetings
PSG meetings will be held in Week 10 from Wednesday 19th June to Friday 21 June. More information will be emailed to families from today in regard to booking information.
Kind Regards,
Katie Vranken