Grift - Hawker Brownlow Education
GAVIN GRIFT Saturday 23 May Teachers as Architects of Learning: 12 Considerations for Constructing a Successful Learning Experience Session 1 MELBOURNE 03 8558 2444 www.hbconf.com.au 03 8558 2400 [email protected] GAVIN GRIFT SATURDAY 23 MA=Y 2015 SESSION 1 GAVIN GRIFT Gavin is the Director of Professional Learning for Hawker Brownlow Professional Learning Solutions. With experience as a teacher, assistant principal and educational coach, Gavin connects with audiences on topics ranging from Cognitive Coaching and quality teacher practice to Professional Learning Communities, collaboration and learning-centred leadership. A message from Hawker Brownlow Education We hope that you have found these conference papers and the accompanying sessions useful. Please be aware that the contents of these papers are the intellectual property of the speaker and no reproduction for any purpose is authorised. We urge you to take care of this booklet. Replacement copies will not be made available either during or after this conference. Published in Australia by This handout was created by Hawker Brownlow Education for the proceedings of the Hawker Brownlow 12th Annual Thinking & Learning Conference. All rights are reserved by Hawker Brownlow Education. It is a violation of copyright law to duplicate or distribute copies of this handout by any means for any purposes without prior permission in writing from Hawker Brownlow Education. Professors and workshop presenters must first secure written permission for any duplication rights. For copyright questions, permission requests, or information regarding professional development contact: Hawker Brownlow Education P.O. Box 580, Moorabbin, Victoria 3189, Australia Phone: (03) 8558 2444 Fax: (03) 8558 2400 Toll Free Ph: 1800 334 603 Fax: 1800 150 445 Website: www.hbe.com.au Email: [email protected] © 2015 Hawker Brownlow Education Printed in Australia CODE: MELGG0201 0515 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 For learning centered teachers… WĂƌƚŶĞƌWŽƌƚƌĂŝƚƐ ,QWHQGHG2XWFRPHV ¾ ¾ © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 1 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 ^LJŶĞĐƚŝĐƐ dĞĂĐŚĞƌƐĂƌĞůŝŬĞĂƌĐŚŝƚĞĐƚƐďĞĐĂƵƐĞ͙ ƌĐŚŝƚĞĐƚƐ dŽĚĞƐŝŐŶĂŶĚĐŽŶĨŝŐƵƌĞ͙ dŽĚĞƐŝŐŶŝƐƚŽĐƌĞĂƚĞĂŶĚƉůĂŶ dŽĐŽŶĨŝŐƵƌĞŝƐƚŽĂƌƌĂŶŐĞŽƌƉƵƚƚŽŐĞƚŚĞƌ dĞĂĐŚĞƌƐĂƐƌĐŚŝƚĞĐƚƐŽĨ>ĞĂƌŶŝŶŐ dĞĂĐŚĞƌƐĐƌĞĂƚĞ͕ƉůĂŶĂŶĚƉƵƚƚŽŐĞƚŚĞƌ ƚŚĞůĞĂƌŶŝŶŐĞdžƉĞƌŝĞŶĐĞ͘WƵƚƚŝŶŐ ƚŽŐĞƚŚĞƌŝƐƚŚĞƉƌŽĐĞƐƐŽĨƚĞĂĐŚŝŶŐ͘ 2 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 dĞĂĐŚĞƌƐĂƐƌĐŚŝƚĞĐƚƐŽĨ>ĞĂƌŶŝŶŐ ͞DLJďƵŝůĚŝŶŐƐǁŝůůďĞŵLJůĞŐĂĐLJ͙ƚŚĞLJ ǁŝůůƐƉĞĂŬĨŽƌŵĞůŽŶŐĂĨƚĞƌ/͛ŵŐŽŶĞ͘͟ :ƵůŝĂDŽƌŐĂŶ 7HDFKHUVDV$UFKLWHFWVRI /HDUQLQJ0LVVLRQ ͕Ǥ ͖Ǥ ͗Ǥ ǡǡ ,QWHQGHG2XWFRPHV ¾ ¾ © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 3 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 Ȃ ǥ Ȃ ǫ ǫ ǯǫ ǫ Ȃ ȋȌ © Hawker Brownlow Education 2009 ǥ © Hawker Brownlow Education 2009 ^K͘͘͘͘ǁŚĂƚŝƐĂůĞĂƌŶŝŶŐĐĞŶƚĞƌĞĚ ƚĞĂĐŚĞƌŽƌƚĞĂŵ͍ 4 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 >ĞĂƌŶŝŶŐĞŶƚĞƌĞĚdĞĂĐŚĞƌƐ Make a conscious effort to close the gap between what is planned, what is taught and what is learned by: • Being guided by the learner in what is needed to ensure learning success • Focusing on the how as well as the what ,QWHQGHG2XWFRPHV ¾ ¾ © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 5 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 ϭϮĐŽŶƐŝĚĞƌĂƚŝŽŶƐ͘͘͘͘ĂĨŽĐƵƐŽŶƚŚĞ ŚŽǁ ϭ͘ Ϯ͘ ϯ͘ ϰ͘ ϱ͘ YƵĞƐƚŝŽŶŝŶŐ ^ĞůĨƐƐĞƐƐŵĞŶƚĂŶĚ&ĞĞĚďĂĐŬ džƉůŝĐŝƚ/ŶƐƚƌƵĐƚŝŽŶ DŽĚĞůůŝŶŐ ĂŶĚdžĞŵƉůĂƌƐ džƉĞĐƚĂƚŝŽŶƐ ĨŽĐƵƐŽŶŚŽǁ Ͳ ƋƵĞƐƚŝŽŶŝŶŐ <ĞLJƐƚƌĂƚĞŐŝĞƐ͗ • ,ĂǀŝŶŐĂĐůĞĂƌƉƵƌƉŽƐĞ • WƌŽŵŽƚŝŶŐĂƐĂĨĞĂŶĚƐƵƉƉŽƌƚŝǀĞƋƵĞƐƚŝŽŶŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚ • ĞǀĞůŽƉŝŶŐĂƉƌŽĚƵĐƚŝǀĞƋƵĞƐƚŝŽŶŝŶŐƉƌĂĐƚŝĐĞ͗ ¾ ƉƉƌŽĂĐŚĂďůĞǀƐ ŝŶƚĞƌƌŽŐĂƚŝǀĞ ¾ /ŶƚĞƌĞƐƚĞĚǀƐ ĚŝƐŵŝƐƐŝǀĞ ¾ hŶƉƌĞƚĞŶƚŝŽƵƐǀƐ ƉĂƚƌŽŶŝƐŝŶŐ ¾ ŽǁŶͲƚŽͲĞĂƌƚŚǀƐ ĂůŽŽĨ ¾ WŽƐŝƚŝǀĞĐŽŶŶŽƚĂƚŝŽŶǀƐ ŶĞŐĂƚŝǀĞĐŽŶŶŽƚĂƚŝŽŶ ¾ ĨĨĞĐƚŝŽŶĂƚĞǀƐ ĚĞƚĂĐŚĞĚ ¾ ĂůŵǀƐ ƌƵĨĨůĞĚ ¾ ŵƉĂƚŚĞƚŝĐǀƐ ŝŶƐĞŶƐŝƚŝǀĞ ĨŽĐƵƐŽŶŚŽǁ ʹ ƐĞůĨĂƐƐĞƐƐŵĞŶƚ ĂŶĚƌĞĨůĞĐƚŝŽŶ ͚dŚĞĂƌƚŽĨƚĞĂĐŚŝŶŐŝƐƚŚĞĂƌƚŝĨĂƐƐŝƐƚŝŶŐ ĚŝƐĐŽǀĞƌLJ͛ DĂƌŬsĂŶŽƌĞŶ DĂĐŽŶĂůĚϮϬϭϮĨŽƵŶĚĂĐƌŽƐƐƚĞŶƐĞĐŽŶĚĂƌLJƐĞƚƚŝŶŐƐƚŚĂƚ ƐƚƵĚĞŶƚƐǁŚŽŚĂĚďĞĞŶƚĂƵŐŚƚĂŶĚŝŵƉůĞŵĞŶƚĞĚƐĞůĨĂƐƐĞƐƐŵĞŶƚ ƐŬŝůůƐŽƵƚƉĞƌĨŽƌŵĞĚƚŚĞŝƌĐŽƵŶƚĞƌƉĂƌƚƐŽŶĞdžƚĞƌŶĂůĞdžĂŵŝŶĂƚŝŽŶƐ ŝŶĂůůĂƌĞĂƐŽĨƚŚĞĐƵƌƌŝĐƵůƵŵ 6 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 READING Through my learning activities I demonstrate that I can… 5 4 3 • explore and critically analyse key ideas, characters and themes presented in a wide range of imaginative, informative and persuasive texts. • make personal responses to key ideas and issues in oral, dramatic, written and multimodal texts. • identify different perspectives and information used in texts presenting a range of points of view. • Develop a persuasive oral argument on a variety of current topics • discuss and explain features of different types of texts, such as characterisation and plot in narrative, sequence of ideas in persuasive texts, headings or visual information in informative texts. • reflect on ideas and issues relevant to my life that I have read about in imaginative, informative and persuasive texts. • explain how a text can be interpreted from different perspectives. • Debate/argue a topic using the relevant language/vocabulary • identify key ideas by skimming, scanning and using topic sentences. • take notes and record key ideas from a range of texts such as report, narrative, letter, recount, procedure. • use strategies to interpret texts including formulating questions, comparing different texts. • identify cause and effect in a text. • Discuss a text using the relevant vocabulary to the topic • use strategies to figure out more SESSION 1 WRITING Through my learning activities I demonstrate that I can… Compose a sustained narrative showing mastery of the following skills: • control of main plot and sub plots, consistent character development and development of a resolution. • effective use of vocabulary and sentence structure appropriate to the intended purpose of the text. • proof reading and re draft writing for accuracy, clarity, coherence and consistency of style. • using writing to explore, speculate and reflect on complex themes and issues. • • • • • • • • • Confidently write each of the following text types: report, narrative, letter, recount, persuasive procedures, explanations, persuasive text and poetry, showing mastery of the following skills: using strategies for planning, drafting, editing proof reading and revising to make sure my writing is clear and logical. developing topics in coherent ways to suit different purposes and audiences. Using correct tense, appropriate punctuation and subject-verb agreement. using headings, subheadings and graphics to support the text spelling accuracy Write each of the following text types: report, narrative, letter, recount, persuasive, procedure showing development of the following skills. using varied and interesting vocabulary to engage the reader. using punctuation and tense to match the purpose and audience. deleting unnecessary information or adding new information when editing and revising writing. developing knowledge of spelling patterns to spell unfamiliar words. Write a text of more than one paragraph to tell a h i f h f ll i kill ĨŽĐƵƐŽŶŚŽǁ Ͳ ĞdžƉůŝĐŝƚŝŶƐƚƌƵĐƚŝŽŶ ͚>ĞĂƌŶŝŶŐŝƐŶŽƚĂƚƚĂŝŶĞĚďLJĐŚĂŶĐĞ͖ŝƚŵƵƐƚďĞ ƐŽƵŐŚƚĨŽƌǁŝƚŚĂƌĚŽƵƌ ĂŶĚĂƚƚĞŶĚĞĚǁŝƚŚ ĚŝůŝŐĞŶĐĞ͛ ďŝŐĂŝůĚĂŵƐ džƉůŝĐŝƚ/ŶƐƚƌƵĐƚŝŽŶ&ƌĂŵĞǁŽƌŬ ^ƵƉƉŽƌƚŝŶŐůĞĂƌŶĞƌƐƚŽ͗ • • • • ƚƚĞŶĚƚŽǁŚĂƚŝƐŝŵƉŽƌƚĂŶƚ >ĞĂƌŶǁŚĂƚŝƐŝŶƚĞŶĚĞĚ WƌĂĐƚŝĐĞǁŚĂƚŝƐůĞĂƌŶĞĚ ĞŵŽŶƐƚƌĂƚĞǁŚĂƚŚĂƐďĞĞŶůĞĂƌŶĞĚ © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 7 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 ǤǤ Ǥ ǤǤ ǡǡ ǤǤ ǡ ǫ 8 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 Ǥ Ǥ ĨŽĐƵƐŽŶŚŽǁ ʹ ŵŽĚĞůŝŶŐĂŶĚĞdžĞŵƉůĂƌƐ ĨŽĐƵƐŽŶŚŽǁ Ͳ ĞdžƉĞĐƚĂƚŝŽŶƐ • ͚ŵĂƐƚĞƌĐĂŶƚĞůůLJŽƵǁŚĂƚŚĞĞdžƉĞĐƚƐŽĨLJŽƵ͘ ƚĞĂĐŚĞƌƚŚŽƵŐŚ͕ĂǁĂŬĞŶƐLJŽƵƌŽǁŶ ĞdžƉĞĐƚĂƚŝŽŶƐ͛͘ WĂƚƌŝĐŝĂEĞĂů tĞŶĞĞĚƚŽďĞĐůĞĂƌĂďŽƵƚǁŚĂƚŚŝŐŚĞdžƉĞĐƚĂƚŝŽŶƐůŽŽŬ ůŝŬĞŝŶƚĞƌŵƐŽĨůĞĂƌŶŝŶŐ͘ © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 9 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 dĞĂŵ:ŝŐƐĂǁ ϭ͘ ^ŝůĞŶƚůLJƌĞĂĚƚŚĞƌĞůĞǀĂŶƚĐŚĂƉƚĞƌĨƌŽŵ dĞĂĐŚĞƌĂƐƌĐŚŝƚĞĐƚƐŽĨ>ĞĂƌŶŝŶŐ ĂŶĚ ĐŽŵƉůĞƚĞƚŚĞ͚dŚŝŶŬĂŶĚZĞĨůĞĐƚ͛ĞdžĞƌĐŝƐĞĂƚ ƚŚĞĞŶĚŽĨƚŚĞĐŚĂƉƚĞƌŝŶLJŽƵŚĂŶĚŽƵƚ͘ Ϯ͘ ƐĂŐƌŽƵƉ͕ĐŽŵƉůĞƚĞĂ͚&ŝƌƐƚtŽƌĚ͕>ĂƐƚ tŽƌĚ͛ƉƌŽƚŽĐŽůŽŶǁŚĂƚLJŽƵŚĂǀĞƌĞĂĚĂŶĚ ƌĞĨůĞĐƚĞĚŽŶ͘zŽƵĐĂŶĨŝŶĚƚŚĞŝŶƐƚƌƵĐƚŝŽŶƐĨŽƌ ƚŚŝƐƉƌŽƚŽĐŽůŽŶƚŚĞƚĂďůĞ͘ dĞĂŵ:ŝŐƐĂǁ /ŶLJŽƵƌƚĞĂĐŚŝŶŐƚĞĂŵƐ͕ĂůůŽĐĂƚĞĞĂĐŚ ŵĞŵďĞƌƚŽŽŶĞŐƌŽƵƉ͕ŝĨLJŽƵŚĂǀĞŵŽƌĞ ƚŚĂŶĨŝǀĞŵĞŵďĞƌƐĚŽƵďůĞƵƉ͘ ϭ͘ Ϯ͘ ϯ͘ ϰ͘ ϱ͘ YƵĞƐƚŝŽŶŝŶŐ ^ĞůĨƐƐĞƐƐŵĞŶƚĂŶĚ&ĞĞĚďĂĐŬ džƉůŝĐŝƚ/ŶƐƚƌƵĐƚŝŽŶ DŽĚĞůůŝŶŐ ĂŶĚdžĞŵƉůĂƌƐ džƉĞĐƚĂƚŝŽŶƐ &ĞĞĚŝŶŐďĂĐŬƚŽLJŽƵƌƚĞĂŵ ^ŚĂƌĞǁŝƚŚLJŽƵƌĐŽůůĞĂŐƵĞƐ͗ ϭ͘ ŚŝŐŚůŝŐŚƚͬŝŶƐŝŐŚƚĨƌŽŵLJŽƵƌĚŝƐĐƵƐƐŝŽŶ Ϯ͘ dŚŽƵŐŚƚƐŽŶŚŽǁLJŽƵƌƚĞĂŵĐŽƵůĚĨƵƌƚŚĞƌ ƐƚƌĞŶŐƚŚƚŚĞŝƌůĞĂƌŶŝŶŐĚĞƐŝŐŶ 10 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 ^ƵŵŵŝŶŐhƉ /ŶLJŽƵƌƚĞĂŵ͕ƚŚŝŶŬŽĨĂƐŽŶŐĨŽƌĞĂĐŚŽĨ ƚŚĞĨŝǀĞůĞĂƌŶŝŶŐĐŽŶƐŝĚĞƌĂƚŝŽŶƐǁĞŚĂǀĞ ĞdžƉůŽƌĞĚƚŽĚĂLJ͗ 1. 2. 3. 4. 5. Questioning Self assessment and feedback Explicit Instruction Modelling and exemplars Expectations /ŵƉĂĐƚŽĨďĞůŝĞĨƐLJƐƚĞŵƐŽŶƵƐ ƚƚŝƚƵĚĞƐ ĞůŝĞĨƐĂŶĚ WĂƐƚ džƉĞƌŝĞŶĐĞƐ ^ƵďũĞĐƚŝǀĞ EŽƌŵƐ ĞŚĂǀŝŽƵƌ /ŶƚĞŶƚŝŽŶƐ ĞŚĂǀŝŽƵƌ WĞƌĐĞŝǀĞĚ ŽŶƚƌŽů (Ajzen, 1991) © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 11 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 KŶĞDŝŶƵƚĞtƌŝƚĞ )RU\RXZKDWKDVEHHQWKH IURPWRGD\ 6KDUHZLWK\RXUWDEOHJURXS 12 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 Understanding Learning – a personal perspective… Think of something you know really well – you have learn it? What did you have to do to come to learn it? How do you know you’ve learnt it? What evidence have you got? © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 13 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 Twelve Considerations for Learning 14 Consider Modelling and Exemplars Consider Desire Consider Expectations Consider Questioning Consider Resources Consider Existing Knowledge Consider Support and Safety Consider Self Assessment – Reflection and Feedback Consider Explicit Instruction Consider Time Consider Lifeworlds Consider Observing, Listening and Feeling © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 The 12 Considerations - delving deeper Team Jigsaw Focus consideration – Silently read the relevant chapter from Teacher as Architects of Learning and complete the ‘Think and Reflect’ exercise at the end of the chapter in you handout. Think and Reflect Responses: © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 15 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 Feeding back to your team Before heading back to your team to feedback consider : 1. A highlight/insight from your discussion 2. Thoughts on how your team could further strength their learning design 16 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 Provocations for Design Designing Powerful Learning Experiences: Design Provocations Considerations Questioning Design Provocations What questions could you design to ignite thinking and introduce the learning? When and how might these questions be used? How might you encourage learners to generate their own questions around the learning? How and when might this happen? How and when might questions be used to support students assessing their learning? What opportunities might you create when designing the learning experiences for questions to be used to clarify and deepen the thinking? What potential is there for the learners to generate questions for each other? How and when in the learning sequence might his happen? Self-Assessment – Reflection and Feedback In the learning design, how might you create opportunities for students to assess their learning and feedback to the teacher? How might you design explicit opportunities for the learners to assess their learning before, during and after the learning experience? How could reflection be embedded in the learning design? What opportunities could be created for the learners to feedback to the teacher? When and how might these opportunities be provided? How might the teacher feedback to the learners? When might these opportunities be provided? Explicit Instruction How and when could you design explicit instruction opportunities to guide learning? How might you plan to cater for learners with varying needs? How might you personalise the explicit instruction? How might you embed this in your planning? How might you enable time for unplanned explicit instruction? How could you ensure that your design is flexible enough to allow for this? What opportunities might you create for this in your design? Modelling and Exemplars How might the key concepts be modelled in the learning design? How might you plan opportunities for learners to model to each other? What exemplar might you use to support your learners? Where might they fit within the learning design? Expectations In your design, how might you make the learning expectations clear to the learners? When and how might this happen? Will expectations need to be revisited? If so, how might this look in the design? What opportunities will be designed for the learners to set their own learning goals? How and when might this happen? How will they assess how they are going, what they are achieving and whether they are meeting expectations? © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 17 GAVIN GRIFT 18 SATURDAY 23 MAY 2015 SESSION 1 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 SATURDAY 23 MAY 2015 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 19 GAVIN GRIFT 20 SATURDAY 23 MAY 2015 SESSION 1 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 GAVIN GRIFT SATURDAY 23 MAY 2015 SESSION 1 SATURDAY 23 MAY 2015 © 2015 Hawker Brownlow Education. All rights reserved. MELGG0201 Proceedings of the Hawker Brownlow 12th Annual Thinking and Learning Conference, 22–25 May 2015 21 RELATED RESOURCES Available from Hawker Brownlow Education Qty Code Title Price 109037 Protocols for Professional Learning $15.95 SOT4863 Collaborative Teams in PLCs at Work: A Multimedia Kit $200.00 HB1734 Transformative Talk $35.95 CO1628 Lemons to Lemonade $21.95 HB0426 Assessing the Whole Child + CD $59.95 BKD5549 Power Standards $39.95 SOT7177 Learning by Doing, 2nd Edition $35.00 SOT8680 Whatever It Takes $39.95 HB8806 Teachers as Architects of Learning $35.95 CO9237 Explicit Direct Instruction (EDI) $55.95 109037 HB1734 SOT4863 CO1628 HB0426 BKD5549 SOT8680 HB8806 CO9237 Total (plus freight) $ SOT7177 Attention ................................................................ Order Number ...................... Name of School ....................................................................................................... Address ................................................................................................................... .................................................................... State ....................P/Code ............. Country .................................................................................................................. Email: ..................................................................................................................... Yes, I would like to receive emails from Hawker Brownlow Education about future workshops, conferences and the latest publications. 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