How do I plan the training so that it helps participants to retain the material? How do I get feedback on the training and whether it has helped participants in their panel work? Retention We know that much of the knowledge and skills learned on a training event is lost very quickly unless it is put into use straightaway on a day-to-day basis. We noted in section 4.
Some of the most prominent experts in the sector tackle key questions, including why we are not seeing much progress; whether we are assessing children in the most effective way; why parents need to listen to what the evidence tells us, and much more. In the wider public, this can spiral quickly into blaming students and families, or gives schools and teachers permission to find some comfort in the status quo.
These inequalities for Aboriginal and Torres Strait Islander students have compounded over the years and, as such, many have been denied access to quality education.
You could argue that this is a form of institutionally sanctioned discrimination. OECD research has shown that the opportunity to learn is connected with student achievement in multiple ways.
It is a complex idea that involves both school systems and classrooms. At the systems level, opportunity to learn plays out through whether students are able to attend school and what is available in the way of curriculum, teaching staff stability, teaching quality, tracking practices, and school resources.
At the classroom level, it involves resources and teaching practices. The educational resources at both of these levels have failed to help Indigenous students improve their knowledge and skills, contributing to poor educational outcomes. Many Indigenous students, even those who are achieving some success, do not have adequate support to engage with a rigorous curriculum.
What impact can this have on learning? An implication of this is that they are only able to complete a narrow part of the assessed curriculum compared to their peers in other schools.
The quality of the texts students read were lower, with students being given shorter texts and ones targeted at youth rather than adult readers.
As a result, students were found to be diverted into a low track curriculum with limited exposure to the content necessary to enter higher education.
Teaching approaches were observed to be highly structured and teacher directed. Some districts and schools in California have gone further and proposed standards and measures around opportunity to learn to ascertain true outcomes for students. Examples of measures include whether or not students have access to qualified teachers, access to advanced classes and the amount of time spent with the subject matter, and whether the teachers have the knowledge and training to be effective in the context they are teaching.
These sorts of measures would give governments a truer picture of the distribution of resources in education and enable them to make decisions that are more equitable. Students would benefit from a more equitable distribution of resources and there would be greater transparency in learning progress against performance standards.
Something needs to change. We need to understand there are opportunity costs associated with poor educational outcomes for Australian Indigenous students. The greatest cost is borne by students through low achievement. But they are also by the school in the provision of remedial interventions, retention rates, repeated years, special education, and disciplinary problems that are often tied to school failure.
Society further bears the cost of students dropping out, incarceration, and low productivity in the workforce. In the case of Aboriginal and Torres Strait Islander peoples, it is a cost borne by successive generations — and hence the community as a whole.
Opportunity to learn is not the panacea of what is not working in Australian Indigenous education.
Achievement gap data is a poor guide for policy to improve Aboriginal and Torres Strait Islander education. We need more comprehensive data that scrutinises schools and their practices, including what occurs in the classrooms.
One key data strategy to bring about change is to use it to create a culture of inquiry in our schools. We must have a willingness to ask questions and not be afraid of the answers.
Where is our school at with Indigenous students? Why are we there? And what needs to change to improve achievement?When we need to clarify a piece of information, get a status update on a deal, or determine whether we got a job.
Request a Meeting We generally want to meet with a contact to pick their brain, give a pitch, ask for a favor, or receive feedback. Do We Really Need to Learn to Code? By Gary Marcus and Ernest Davis.
June 6, but it remains to be seen whether the vision of the self-programming computer will become a reality anytime soon. May 24, · Whether you're a student, a parent, a businessperson, or the president of the United States, you face problems every day that need solving.
Maybe you're trying to . 'We live in a pressure cooker and need to learn to live together' - Education Minister and we need to do all that we can to get it right for everyone’s sake.
as they did not know whether. Learning a language – 10 things you need to know regardless of whether it’s a computer or book or a teacher in front of you.” As children we learn languages organically and.
Stop focusing on ‘the problem’ in Indigenous education, and start looking at learning opportunities whether we are assessing children in the most effective way; why parents need to listen.