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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 \P   \  ` C X\P$ 0 \PH___PPT2001$q$ H ` 0޽h ? T3f3f4 , ___PPT10 .+} <D ' = @B Dg ' = @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<*`?%(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<*` %(+8+0+`0 +   0  `d(  dl d C  \P   \  d C \P $ 0 \PH___PPT2001$q$ H d 0޽h ? T3f3f___PPT10i.+9D ' = @B D' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*d%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*dD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*dD_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*dY%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*dYD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*dYD_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*dY|%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*dY|D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*dY|D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*d|%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*d|D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*d|D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*d%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*dD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*d+8+0+d0 +L   0 n f (    l  C D3P``   R @ @$D 0PH___PPT2001$q$2   `w j? 2    `w j? 2    `w j? @  H6)X? LRESEARCH PHASE"(2  H;)X?   J ACTION PHASE" (2   0?  NEngagement Event"(2  0D0   VResearch Reporting Event"(2  00I0 0  TAction Reporting Event"(2lB   <D p0lB  <D  lB B <D plB B <D  H  0޽h ? T3f3f~___PPT10^+W%DB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+    0  h(  hl h C XP@P    h C YPP$ 0 PH___PPT2001$q$ H h 0޽h ? T3f3f  ___PPT10 .+} <D* ' = @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*h%%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*h%S%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*hS%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*h%(+8+0+h0 +   0 l(  ll l C xP    l l C {PPp  H l 0޽h ? T3f3f   0 p$(  pr p S ̒P    r p S P  H p 0޽h ? T3f3f  ' 0 *"\(  \l \ C P     \ C |PpP $ 0 PH___PPT2001$q$ *j&.6H \ 0޽h ? T3f3f ___PPT10.+} <D' = @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\r%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\r%(+8+0+\0 +   0  t$(  tr t S HP    r t S  PP0  H t 0޽h ? T3f3f   0 @x$(  xr x S P    r x S lP  H x 0޽h ? T3f3f   0 bZ`|(  |r | S 8P    r | S P`   | 3 A{$D 0PH___PPT2001$q$H | 0޽h ? T3f3f___PPT10+1D' = @B D' = @BA?%,( < +O%,( < +D' =%(Do' =%(D' =4@BBB B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*|%(D' =-o6Bbox(out)*<3<*|+   0 $(  r  S P    r  S dP0  H  0޽h ? T3f3f   0 bZ(  r  S 8P    r  S P@    3 A0 g $D  0PH___PPT2001$q$H  0޽h ? T3f3f91___PPT10+c0D' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*+   0 $(  r  S dP    r  S  P ]  H  0޽h ? T3f3f   0 $(  r  S P    r  S P   H  0޽h ? T3f3f   0 $(  r  S $%rP   r r  S %rP r H  0޽h ? T3f3f   0   (  l  C .rP   r   C 6rPPp$  0 rPH___PPT2001$q$ H  0޽h ? T3f3f___PPT10.+kD2' Br= @B D' = @BA?%,( < +O%,( < +D' =%(D+' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*=%(D' =+4 8?dCB2/3*#ppt_wBCB#ppt_wB*Y3>B ppt_w<*=D' =+4 8?dCB2/3*#ppt_hBCB#ppt_hB*Y3>B ppt_h<*=D' =%(D+' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*=%(D' =+4 8?dCB2/3*#ppt_wBCB#ppt_wB*Y3>B ppt_w<*=D' =+4 8?dCB2/3*#ppt_hBCB#ppt_hB*Y3>B ppt_h<*=D' =%(D+' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB2/3*#ppt_wBCB#ppt_wB*Y3>B ppt_w<*D' =+4 8?dCB2/3*#ppt_hBCB#ppt_hB*Y3>B ppt_h<*D' =%(D+' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB2/3*#ppt_wBCB#ppt_wB*Y3>B ppt_w<*D' =+4 8?dCB2/3*#ppt_hBCB#ppt_hB*Y3>B ppt_h<*+8+0+0 +    0  @ (   l   C VrP0]  r    C pXrPp@$ 0 rPH___PPT2001$q$ H   0޽h ? T3f3fia___PPT10A.+} <D' = @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<* >h%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* h%(+8+0+ 0 +   0 bZ`(  r  S tnrP   r r  S hvrP r   3 A p$D 0PH___PPT2001$q$H  0޽h ? T3f3f___PPT10+1D' = @B D' = @BA?%,( < +O%,( < +D' =%(Do' =%(D' =4@BBB B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*+  ! 0 $(  r  S rP   r r  S \rP r H  0޽h ? T3f3f  " 0 $(  r  S rP   r r  S rP0 r H  0޽h ? T3f3f  # 0 $(  $+% r  S prP   r r  S 4rP r H  0޽h ? T3f3f^   $ 0 bZ( %AO%9% r  S rP   r r  S ܻrPPp r   3 A $D 0PH___PPT2001$q$H  0޽h ? T3f3f___PPT10|+|,D`' = @B D' = @BA?%,( < +O%,( < +DR' =%(D' =%(D' =4@BBBB%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*+  % 0  0<(  <l < C rP    r  < C xrP $ 0 rPH___PPT2001$q$ H < 0޽h ? T3f3f ___PPT10.+} <D' = @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<J%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<J%(+8+0+<0 +  ( 0 &d(  dl d C rP   r   d C ^P$ 0 rPH___PPT2001$q$ &x.ZbH d 0޽h ? T3f3f ___PPT10.+} <D' = @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*d%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*d%(+8+0+d0 +  ) 0 2*0h( | hr h S P     h S  P$ 0 PH___PPT2001$q$ &x.ZbH h 0޽h ? T3f3f ___PPT10.+} <D' = @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*h%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*h%(+8+0+h0 + 0 Px&(  xR x 3 L   r x C ,#^L @  r 4 In this third section, I want to focus on lessons from the local implementation of Student Action Teams in two areas of Melbourne. These provide some information about appropriate topics, location within the school and common steps that define these teams implementation.H x 0޽h ? 33 0 &(  R  3 L     C Le^L @   4 The first example took place in Melbourne s northern suburbs, over two rounds. It is still happening in 2006. It builds upon a group of schools with a long history of working together. These were mainly primary schools, but some secondary colleges joined for the SAT work. This is largely supported through a state government initiative: Schools Innovations and Excellence (SIE) Strategy and funding.H  0޽h ? 33d 0 $(  R  3 L   ^"  C ^L @  ^ The other cluster is a relatively new one - six Catholic primary schools in the City of Manningham. These came together initially around SRC support; then a Student Welfare Coordinator at one school developed a successful submission around Values Education on behalf of the schools. Again,we re half way through this SAT work.X H  0޽h ? 33 0 ME(  R  3 L   ^K  C =\L @  ^ There are strong reasons for working as part of a cluster. The role of Student Forums in both these groups in Melbourne has been vital in driving the work, and these are the events in which students from different schools come together to share their work. We should stress that it is VERY possible for a single school to operate a SAT, but it would need to create its own events along the line of these Student Forums.,m(H  0޽h ? 33 0 F>(  R  3 L   \D  C Y\L @  \ However, there are difficulties and many clusters fall apart. They tend to be more expensive and to do them well requires commitment to making them work and to developing shared frames of reference for staff.H  0޽h ? 33 0 ^V(  R  3 L   \\  C y\L @  \ The topic for a SAT is very important - it has to be something that resonates with students (they want to do it, they see it as relevant), something with achievable outcomes, and also something that students and others see as important within the broader community. Also something that students are seen to have an  expertise on ie they are REALLY contributing something that isn t available otherwise. Before the Values SAT, I would have also said that the topic needs to be concrete & now not sure. The topic can come from a community group, from the school s definition or from a search process by students. There s a danger in making it too broad (eg  something in the community ) as it then isn t REAL for students or seen as something important or VALUED - strangely, if there s  open choice , students will see that they re not being taken seriously.,J@H  0޽h ? 33 0 PL(  R  3 L   \  C \L @  \ Z$We re also learning more about how to do it within a school. The more successful SATs are now located within a grade or subject class, as a way of meeting subject goals - that provides them time and resources. Otherwise they are easily marginalised within a school and don t continue. However, we need to consciously think about ways in which such a SAT can then make an impact across the whole school.H  0޽h ? 33 0 YQp(  R  3 L   W  C ،L @   While every SAT is different and responds to local circumstances (topic, school organisation etc), some common phases and steps seem to be emerging. These include the big PHASES and the events that mark their beginning and end.H  0޽h ? 33 0 5(  R  3 L     C 3 H  0޽h ? 33 0 c[(  R  3 L   a  C L @   So these are the steps we find ourselves going through, and the critical questions for participants. Firstly, the questions are for teachers and community people - aimed at developing a shared understanding of the issue and the approach.H  0޽h ? 33 0 B(  R  3 L     C L @   P<This engagement happens in a cluster at a Student Forum, where information is presented to students about the topic and they are asked if they want to pursue it. Typically, we have had 6-9 students from each school. For an individual school, some starting event with community groups would still be highly important.H  0޽h ? 33  0 vn0(  R  3 L   t  C L @   Having accepted the challenge, students then define the research phase - what do they want or need to find out? Sometimes the first part of this is a  search question eg  what is the traffic safety issue of most concern to our community? EH  0޽h ? 33  0 Pl(  R  3 L     C L @   zfStudents then plan research. In one case, we held a  research workshop to assist this and to  teach students about what research means. We can deal with questions of sampling, randomness, the value of observations, the differences between qualitative and quantitative data, how to record observations etc.H  0޽h ? 33  0 {p(  R  3 L     C L @   !This happens within classes or between classes eg students survey others, carry out observations within the community (traffic flow), measurements (water pollution), interview various members of communities (definitions of values) etc./H  0޽h ? 338  0 (  R  3 L     C xL @   We also conducted some training of students about analysis and presentation of data. They wanted to know: How do we summarise comments? How can we show figures? So we taught ways of graphing results using spreadsheets. It might be useful to ask specific questions here, or to float hypotheses for students to investigate. While the research process should be as rigorous as possible, we also recognise that students are learning research; and also recognise that students may come up with very different research methods & which is part of the reason WHY we want them involved!H  0޽h ? 33  0 (  R  3 L     C L @   &At the mid-way point, it is useful to hold another event & a Student Forum in a cluster, or some occasion where student are required to present research results. This  forced deadline is valuable for pulling results together, for providing a time framework for school-based work, but mostly for indicating that external bodies are interested in what students are finding out.3AH  0޽h ? 33z 0 :2(  R  3 L   8  C drL @   In reflecting on what is being discovered, it is important that students engage with this emotionally & not just report research, but also think about what SHOULD be (and argue about that) and what others think should be. One way we tried was doing a  visioning exercise, where students looked in their minds at the world their research was revealing, and then  dreamed of the world they would like. We provoked them to complete the statement:  A world where &  about their topic.H  0޽h ? 33 0 RJ(  R  3 L   rP  C PrL @  r This then enables students to focus on areas where they think change is needed - and also consider what they can realistically achieve within the timeframe of the project and the external reality of the school/community.H  0޽h ? 33 0 (  R  3 L   r  C 0/rL @  r *And this then leads to a prioritising of action to be taken - against some  touchstones of it being appropriate, achievable and effective.H  0޽h ? 33 0 |0(  R  3 L     C HrL @  r "When we did this initially, students started demanding all sorts of large solutions to traffic safety - roundabouts and street closures etc. They then asked who would pay for this. Apart from the difficulties involved, this was disempowering, because it merely asked students to call on others to act, shifted the focus for decision-making away from them, was long-term, and devalued students own capacities for action. We didn t want to discount such calls for action, but then realised that action had broader possibilities and so developed this structure, suggesting that students look at possible actions they could take under these headings.H  0޽h ? 33b 0 "P(  R  3 L   r   C jrL @  r Students also indicated that they saw their capacity to take action as being under these three headings. The first were, unfortunately, usually relatively trivial examples; the second merely maintained decision-making power in others hands; while the third was the more hopeful where it brought students into realistic negotiation and shared action with others. It was valuable for students to think about matching these forms of action to the specific issues involved.H  0޽h ? 33 0 E=p(  R  3 L   rC  C prL @  r We then ran action planning sessions, either at the second Student Forum, or in classes or at special training events. We introduced the ideas of action planning and timelines and provided practice examples.H  0޽h ? 33 0 f^(  R  3 L   rd  C rL @  r These actions were then carried out within or between classes. One year, we added in an extra event part-way through this phase, for interim reporting, at least partly to maintain motivation, but also to review and share ideas about action.H  0޽h ? 33 0 VN(  R  3 L   rT  C ,rL @  r If we are being serious, we want to know whether the action has made any change or had any other impact. This means that students will need to collect data/information both before and after the action. We should also be cautious that we are working within relatively short time-frames and perhaps will not expect to see large differences. Students are often very aware of that:  Well, if we had an extra 3 months, maybe &   What do you think, then, you might be able to achieve within one month? H  0޽h ? 33 0 z (   R   3 L   r   C rL @  r  The semi-final step involves a further report on action taken and outcomes. This can point to achievements or to work in progress. It should again involve the commissioning body who  holds the SAT accountable and asks what has been achieved. This is often our Final Student Forum for the project, but can be a time when a SAT presents to a school assembly, reports to local newspapers etc.H   0޽h ? 33 0 $n(  $R $ 3 L   r $ C @rL @  r |4Finally, this occasion is also one of celebration and reflection. See the earlier comments on credit = students should receive something for their work. Shout them food (we held a BBQ at the LaTrobe Uni Wildlife Reserve), present certificates& but also ask (within smaller groups perhaps) about what was learnt. Evaluation of the individual work and of the overall project then leads to further planning. We tried to build simple evaluation tools into all events and also summatively at the end of the year - for both students and adults.,   8H $ 0޽h ? 33V 0 @(  @R @ 3 L   r @ C lrL @  r These are some additional resources where you can read about these projects - worksheets, stories, teacher accounts, community worker accounts, evaluations etc.H @ 0޽h ? 33 0 JB0l(   lR l 3 L   H l C (\L @   This is what one teacher said about SATs very early on. It emphasises that SATs are successful when they become part of the normal teaching and learning approach of the school - not a special  project that is set up.; H l 0޽h ? 33 0 pj(  pR p 3 L    p C jL @   xdThis is what one student said to us at the end of the first Student Forum on Traffic Safety. Yes!!!!H p 0޽h ? 33 0  tl(  tR t 3 L   ^ t C ^L @  ^ zfFinally, here are some teachers in primary schools reflecting on what they learnt by using this teaching and learning approach. It has changed the way they teach & not only in this area, but more generally in all classes. Or it has reinforced and enabled teaching intentions that have previously been there.H t 0޽h ? 33  0 @xc(  xR x 3 L   ^ x C ^L @  ^ q]This from a teacher who initially was very anxious about the implementation of this approach.H x 0޽h ? 33r05 ˶ͼ:D htpG` s$4d`mboy{}~jQ,V^}bS+/  Hl|7"w(G-2c578?mDFIFOTV6ZNq\&`Hblfh1Oh+'00) px  < H T `ltStudent Action TeamsYRCXMacintosh HD:Applications:Microsoft Office X:Templates:Presentations:Designs:Dad's Tie 32Microsoft PowerPoint@ va@L 1@v&'@4)]\ G'g  <  y--$yy----$xx--'--$ww--'T--,$ !"$$%$ $$%%%%%--'--$   --'T--.$    --'--*$    --'3f--,$         --'3f--:$         --'T--,$DEFGHJKLLL LLLLLLLDDD--'--$ =EEE E EEEE===--'3f--.$*... / //...***** * *****--'--*$8=>> > >>>>=888 8 8 8888--'3f--,$3345789:::: 9 9::::333--'--:$.333 3 3 333333..... . .........--'--,$WWXYZ\]^^^ ^^^^^^^WWW--'3f--$ OWWW W WWWWOOO--'--0$dghh h hhhhgdccccc c cccdd--'--$ qwwqrr r r rrqq--'3f--,$llmnpqrstss s sssstlll--'3f--:$glmm m l lmmmmlggggg g ggggggggg--'&&---$yy----$yy----$yy----$yy----$yy----$yy----$yy----$yy----$y y ----$ y y --yyy--$ y y ----$ y y ---V&&&--&&- && &4$ !'-4;BKOTY_djpww& &&-4$ !'-4;BKOTY_djpww-&&&&&-&&&TNPP---$yy----$yy----$yy----$yy----$yy----$yy----$yy----$yy----$y y ----$ y y --yyy--$ y y ----$ y y --- '&&TNPP''&&-|||--$ y y ----$ yy ----$yy----$yy----$yy----$yy----$yy---&&&--&&- && &<$   *3=FOX`dhknqs u ww& &&-<$   *3=FOX`dhknqs u ww-&&&&&-&&&TNPP-|||--$ y y ----$ yy ----$yy----$yy----$yy----$yy----$yy--- '&&TNPP''@Arial-. 72 s Student Action Teams C: Practice."System:-@Arial-. 3f 2 r1.-@Chalkboard-. 3f2 Part C:.-@Chalkboard-. 3f'2 6Student Action Teams:.-@Chalkboard-. 3f2 6 In Practice.-@Chalkboard-. 3f 2 h .-@Wingdings-.  2 1n.-@Arial-. !2 1Local initiativesa.-@Wingdings-.  2 An.-@Arial-. 2 AChoosing a topic.-@Wingdings-.  2 Qn.-@Arial-. %2 QCurriculum placement.-@Wingdings-.  2 an.-@Arial-. -2 aCommon steps and elementsr.-՜.+,0    $ BOn-screen ShowThe University of MelbourneA   'Times ChalkboardTimes New RomanArial Wingdings Marker Felt Dad's Tie,Part C: Student Action Teams: In PracticeLocal implementation 1: 2003-6Local implementation 2: 2005-6Value of a cluster Problems of a cluster Choosing a topicOne teachers view Location within schoolOverall StructureSAT Flow Chart#Role of community or external bodyStep 1: Teacher PreparationStep 2: EngagementOne Students ResponseStep 3: Research QuestionsStep 4: Research PlanningStep 5: Conducting ResearchStep 6: Analysing Research$Step 7: Presenting Research ResultsStep 8: Need for ActionStep 9: Setting Goals Step 10: Defining Action NeededForms of Action:$Ways in which students take action:Step 11: Planning ActionStep 12: Taking ActionStep 13: Assessing ActionStep 14: Presenting Outcomes!Step 15: Celebrating & Reviewing ResourcesChanging teachers tooChanging teachers too  Fonts UsedDesign Template Slide Titles _i0    !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijkmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesCurrent UserSummaryInformation(`)PowerPoint Document(liDocumentSummaryInformation8