The School Partnership Program experience supports educators in developing their knowledge of concepts and evidence-informed pedagogies in the field of self-regulated learning.
The program works alongside schools for 1-3 years to help educators develop a contextually suitable approach to fostering self-regulated learning in their specific school setting. Furthermore, it ensures that the approach to self-regulated learning has longevity within the school as it evolves with the school's changing system. Sustainability, in this instance, is not about replicating the same behaviour time and time again. It is about ensuring that the self-regulated learning approach is adaptable enough to evolve with the changing school, work and social landscape.
Throughout the course of this Program, we address a range of important educational questions in the areas of motivation, cognition, and metacognition:
What mental processes occur when a student is presented with new information?
What role does attention play in supporting transfer of information to long-term memory stores?
How might we help students to monitor their attention and motivation for learning?
How do student’s metacognitive strategies impact learning?
How might we develop self-regulated learners with an orientation for learning?
This program is designed by Dr Shyam Barr, author of Educate to Self-Regulate: Empowering Learners for Lifelong Success, keynote speaker, consultant, researcher, and Adjunct Associate Professor. The experience combines the rigour of a university course with the practical elements of a school-based professional learning program. Participants will engage in dynamic discussions with like-minded professionals, delve into academic research in cognitive psychology, and begin to conduct their own action research.
We work together to design and deliver integrated solutions that significantly improve performance across culture, leadership, teaching, and learning.
By empowering the educators at your school with an experience that enhances their knowledge and practice of self-regulated learning, we support students to develop the skills required to thrive in a rapidly changing social and work landscape.
The School Partnership Program aims to support educators to actively engage with research literature, enhance their knowledge of concepts in the field of self-regulated learning, develop a repertoire of research-informed strategies and consider application within their own teaching practice and unique school contexts.
This program will create opportunities for educators to critically discuss concepts, theories and strategies as a method of constructing knowledge and developing a shared language amongst practitioners.
Further to that, the program will facilitate educators in conducting independent action research within their own classes, ensuring that they comply with standard ethical guidelines and effectively investigate the effectiveness of their chosen pedagogical approaches.
This partnership includes:
✔️ Conversations about school readiness
✔️ Careful planning to ensure success
✔️ Leaders and teachers developing a deeper knowledge of the science of learning
✔️ Incorporation of self-regulated learning pedagogies into practice
