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AC!BDO2$/:Wo;%9 62$eMK_}5$ 62$O*]3[;Ȃ4W5AZ2$Ubo), XH 0AA w=@w8D Euʚ;2Nʚ;g4BdBd( 0ppp@ <4!d!d@k 0t$<4dddd@k 0t$ <4BdBd@l 0tg4KdKd* 0p@ pp$h___PPT2001D<4X0___PPT10 ppt___PPT9V/ 0:4& &  4  ?T, @Student Action Teams C: PracticeOd<(Student Action Teams  Part C: PracticeCVPart C: Student Action Teams: In Practice& H, $ ,QLocal initiatives Choosing a topic Curriculum placement Common steps and elements R 2Q($GLocal implementation 1: 2003-6Darebin: northern Melbourne suburbs - Preston to Reservoir Working class, cultural diversity - concern about  low aspirations Cluster of primary and secondary schools around SRC/JSC issues since about 1989 (10-15 schools) Traffic Safety (2003); Environment (2005-6)  xZ!#Y   \Local implementation 2: 2005-6!Manningham: outer NE Melbourne suburbs - Bulleen-Doncaster-Templestowe-Donvale Relatively well-off area; fairly mono-cultural Cluster of six Catholic primary schools with some recent history of working together around SRC support Values Education grant from Australian Government (2005-6) !xZ % 'A,Z   _(Value of a cluster & LIncreases shared resources Provides external events that are exciting and  special Enables students to summarise and present to other students Persuades community groups: extends impact Forums can  drive in-school work both in terms of ideas and in deadlines Professional development of staff'Z'`.Problems of a cluster & Cluster priority - an extra layer of work Commitment needed to cluster self-management Extra funding required for student travel Need for trust and shared vision Competition, ownership, egos & HChoosing a topicTraffic Safety: approach from TSE consultants to schools Environment: initiative of schools Values: cluster application to Australian Government program Possibilities for initiatives: From community: approach schools with issue; From schools: identify issue and set up team; From students: concern (eg SRC) or  search process within broad program constraints ZZZ* V $'3+<~(One teacher s view & F If there s a community issue to be tackled, our normal approach is now to set up a Student Action Team to deal with it. Secondary school teacher, Melbourne, 2001Fzx*xy)ILocation within schoolIncreasingly within a class versus cross-school, ad hoc or SRC Identification of interested teacher/s and appropriate subjects Reasons: Time: provides students and teachers with timetabled space; Recognition: as curriculum - a way of meeting curriculum objectives; Sustainability. ZZZ Q7 9JOverall StructureEngagement Event (Forum 1) Research Phase: what is the issue? what do we know about it? Research Reporting Event (Forum 2) Action Phase: what will we change? what will we do? Action Reporting Event (Forum 3)  - % +eSAT Flow Chart& K"Role of community or external body$# Challenging: commissioning real work Resourcing: providing ideas, material, people Partnership: working on common issues together Audience: receiving student reports x  ! !% xLStep 1: Teacher PreparationDevelopment of a shared commitment to the approach, definition of a broad topic, constraints, funding, management structures, partnerships What issue? What are the external expectations? What are our views of students roles? Who will be involved? Z 0ZdaZZ `  MStep 2: EngagementFirst investigation of the issue by students Students acknowledge that the topic is important to them and to others What is this issue all about? Is it important? Why? To whom? Do we want to do this? Why?- 2G d<-F=.One Student s Response& . When I saw these figures, I was first of all surprised, then angry, then determined to do something about them! Primary school student, Preston, 2003r&.  %N Step 3: Research QuestionsUsually two areas for research: What is the important issue in our community? What do we know about it and want to know about it? What do we know already about this? What do we need to find out? How will we do this?r bx$ F2 aUO Step 4: Research PlanningSetting up a structure for data collection and defining methods such as interviews, surveys, observations, measurements etc What sort of research? Who? How? How many? When? What instruments? What questions?Z| F@{V/P Step 5: Conducting ResearchCarrying out the research; reflecting on its progress How is it going? Are we keeping to the timeline? What gaps in our research? What changes are needed in our approach? 6Z0ZFdZZ5c Q Step 6: Analysing Research  Looking at the research results and asking what they mean; analysing by population groups, location etc What is it like now? (describe) What are we finding? What differences/diversity exists within our results?Vh  FKgj; R #Step 7: Presenting Research Results$$"Reporting on findings - often to an external audience, including commissioning body What did we do (summary)? What did we find out? Who do we need to tell?VT F.SGSStep 8: Need for ActionReflection on research and a comparison of  what is with  what should be ; possibilities for  dreaming or  visioning What surprises us? What concerns us? (makes us angry, annoyed, worried?) Why? Do we all agree on this?zxZ0ZFUZw&#BTStep 9: Setting GoalsFrom the vision, specifying some outcomes or objectives: What should it look like? What do we want to see happening? What needs to change to make it like that? What are the barriers to change? What is needed to overcome these? To bring about change?V9 F8UStep 10: Defining Action NeededWith the objectives in mind, designing the forms of action that will be appropriate, achievable and effective What can we do to bring about these changes? What forms of action can we take?n- F"m $[Forms of Action:Education: providing information, telling or training people Encouragement: rewarding positive behaviour, praising, good examples Enforcement: punishing negative behaviour Engineering: building things, structural changes 1 5  #o#Ways in which students take action:$#,Taking action themselves: things that student can do directly Asking others to act: demands or requests Sharing in decisions about action: collaboration and partnerships in decisions and implementation#">VStep 11: Planning ActionDetails of the action: developing an action plan with timelines and commitments What to do? When? Who will do it? How? What is needed?\PZ 0ZF+ZO6WStep 12: Taking ActionCarrying out the action plan, but also monitoring it and adapting it where necessary How is it going? What do we learn as we do this?VU F T0XStep 13: Assessing Action:Comparing the situation before and after the action; this might involve more data collection What has changed? Why? How do we know we ve made any difference?r] F*\!YStep 14: Presenting OutcomesReporting on the action taken, including accountability to the body commissioning this work; effective means of presentation Who do we need to tell? How?V} F|Z Step 15: Celebrating & Reviewing$! $Reflection on the journey and celebration of achievements; evaluation; also setting new tasks What have we achieved? Where to now? Why? How? What did we learn? How could we improve next time?\^Z0ZFLZ]b | ResourcesConnect magazine - several issues reporting on these Student Action Teams Student Action Teams: Implementing Productive Practices in Primary and Secondary School Classrooms - forthcoming, 2006 - available from Connect (approx. $30)fx 9b#,Changing teachers too&   I have always held as sacrosanct the need to put students at the centre of all I do: that I must ensure I don t teach them just knowledge, but teach them the skills to understand the knowledge; that good curriculum allows for this to happen while superficial curriculum allows students to regurgitate facts& I know [involvement in the Student Action Team project] has made me a better teacher. It has made the students believe they have a valid and important voice. Leesa Duncan, St Clement of Rome School, BundooraT2 %$"  ,Changing teachers too&  Children who were not achieving started to really shine& The children now really believe that they have a voice and can make a difference. I now believe that too. 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T3f3fD<___PPT10.+} <D' = @B Dw' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*T%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*T%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*'%(+8+0+0 +_   0  ( | l  C H\P   \   C ?\P$ 0 \PH___PPT2001$q$ H  0޽h ? T3f3f  ___PPT10 .+} <Ds ' = @B D. ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<**%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<**W%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*W%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+0 +   0  \(  \l \ C `\P   \  \ C b\PP0p$ 0 \PH___PPT2001$q$ H \ 0޽h ? eoHff33Ҷ}u___PPT10U.+} <D' = @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\9%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\9\%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\\%(D ' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\h%(+8+0+\0 +  & 0 & `(  `l ` C D~\P   \   ` C \P` $ 0 \PH___PPT2001$q$ &x.ZbH ` 0޽h ? T3f3f ___PPT10.+} <D' = @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*`z%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*`z%(+8+0+`0 +   0  @`(  `l ` C