1. School, Students and Teachers: Future of society is dependant on good schools, good school leaders and good teachers who produce critical thinkers who challenge the ideas between social class, school learning and achievement (Thompson, Wrigley & Lingard, 2012)
2. Students
2.1. Task-based groups: Groups are broken up according to different set tasks that teachers have assigned to students
2.1.1. It is important to allow children to have more autonomy and control over their learning
2.1.1.1. This is done by decentralising the focus on the teacher in the classroom (Dover & Schultz, 2018)
2.1.1.2. Shift of focus to how students can educate each other
2.1.2. Creating task-based groups in classrooms allows students to govern learning through guided discussion and collaboration.
2.1.3. Lithgow Public School
2.1.3.1. Maths class broken down into multiple small groups
2.1.3.2. All groups set task based on topic being learnt in class
2.1.3.3. Activities being completed by students help in engaging and comprehending topic learnt
2.1.3.4. Tasks are play-based to allow topic to relate to students easier
2.2. Skill based groups: Groups are broken up by teachers according to skill level and understanding of the topic being learnt
2.2.1. Eisner (2003) states that one of the biggest misconceptions about effective education is that children must be organised by age
2.2.2. Children need a "learning space that enriches capacity" (Kohn, 1999, p. B3).
2.2.2.1. Children need to be educated in a way that caters towards their specific needs and capabilities
2.2.2.2. If not, they will not continue to be engage or progress in their education.
2.2.3. Bonnyrigg High School
2.2.3.1. Classroom broken down into 3 smaller groups
2.2.3.2. 2 groups that need more assistance with task being taught are working with teachers to understand task
2.2.3.3. Students with more understanding are working with other students to get through set task
3. Schools
3.1. Designing of new curriculums that foster collaboration within the classroom
3.1.1. Schools shouldn't focus on the ideas that it's the goal of that school to get students to the same place at the same time (Eisner, 2003)
3.1.1.1. Although students progression is essential goal for effective teachers, the notion that students are meant to be able to same level all at one time is unrealistic
3.1.1.2. Schools goals should be to foster a collaborative environment that allows students to grow by working with peers, teachers and the school community
3.1.2. There should be curriculum changes as well as changes to running of schools that give students greater control on what and how they learn (Francis & Mills, 2012)
3.1.2.1. If students are given more opportunity to assist in choosing what they learn and design how they learn it, there will be greater student engagement in classes
3.1.2.2. Student engagement is seen to rise in these environments as children are creating curriculums that pertain to their interests and needs
3.1.3. Inner Sydney Montessori
3.1.3.1. Students are given control over learning
3.1.3.2. Children are allowed to choose from materials provided in classroom to learn at own pace
3.1.3.3. Teachers as "experts" to guide in classroom, but are not there to tell students what to do
3.1.3.4. Students are given opportunity to organise their own time
3.1.3.4.1. Students decide what subjects or tasks they want to do
3.1.3.4.2. Given huge range of diversity in activities
3.2. Assessments focusing on teamwork and collaboration rather than competition
3.2.1. Having schools that enforce collaboration and team-work rather than notions of competitions between students
3.2.1.1. Schools that focus on students positions within a year group doesn't assist in knowing how to help that student progress (Eisner, 2003)
3.2.1.2. Rather inclusive and collaborative assessment based learning helps teachers to understand where a child needs them most assistance.
3.2.2. Using evaluation and assessment that emphasises process and promotes learning is critical to creating a postive student-centred classroom (Dover & Schultz, 2018)
3.2.3. Changes to traditional examinations and assessments should be considered in schools to focus on what evaluation methods work best for that class
3.2.3.1. Project-based learning is a way of assessing children's capabilities and understandings in the classroom while using collaboration to benefit learning
3.2.4. Campbelltown Performing Arts High School
3.2.4.1. Schools focus on collaborative practices to deliver project-based learning among classes
3.2.4.2. 3 disciplines work together to co-design and co-deliver content, skills and disciplines
3.2.4.2.1. Skills learnt are aligned with syllabus outcomes
3.2.4.3. STEM: combination of science, TAS and maths
3.2.4.3.1. Assessments are cross-disciplinary: teachers sit and assess as a group
3.2.4.4. There is discussion of collaborations among different disciplines and teachers show how these disciplines tie into projects
3.2.4.5. Assessments task (done through projects) are authentic and done for real audiences
3.2.4.6. Evaluation is essential in assessing how teachers and students have worked as a whole
3.2.4.6.1. Allows for improvement and reflection on positives and negatives for both teachers and students
4. Teachers
4.1. Collaboration among teachers and teachers
4.1.1. The idea that teachers should work in a classroom alone should be challenged (Eisner, 2003)
4.1.1.1. In challenging the idea that teachers need to work, we can see teacher supporting and educating one another inside and outside of the classroom
4.1.2. Co-teaching is becoming more seen within schools as pedagogy is being looked at in a different way and more progressive ideas on how classrooms should be run are considered as benefits are being shown
4.1.2.1. Co-teaching allows teachers to be more attentive towards students needs as there is a smaller teacher to student ratio
4.1.2.2. Co-teaching also allows teachers to move between disciplines, creating a more inclusive and progressive classroom
4.1.3. Campbelltown Performing Arts High School
4.1.3.1. STEM classroom where Science, TAS and Maths teacher work collaboratively with 60 students
4.1.3.2. Teachers work together to analyse classroom and understand which students need more support from them
4.1.3.3. Reflective discussion on what each teacher needs to focus on based on the needs of students
4.1.3.4. Discussion on how class is progressing and how best to keep collaboration of groups on track
4.2. Collaboration among teachers and students
4.2.1. Effective and engaging teaching comes from teachers acknowledging the potential of students
4.2.1.1. Teachers need to acknowledge that children have an immense capacity to learn
4.2.1.2. Best teaching is the acknowledgement that people are active learners: create a learning space that arouses and sustains children's curiosity while allowing students to participate in their own learning (Kohn, 1999)
4.2.2. Meaningful student and teacher inputinto decision-making, in non-authoritarian structured classrooms, is extremely beneficial for students (Francis & Mills, 2012)
4.2.3. The idea of student-centred teaching (Dover & Schultz, 2018)
4.2.3.1. Focus on "nourishing and provoking educational experiences" (p. 199) through the acknowledgment of students as valuable humans
4.2.3.2. Bases pedagogy of teaching by valuing students interests, curiosities and priorities
4.2.3.2.1. Includes focus on personal, academic and educational aspects of students lives
4.2.3.3. Involves deep collaboration among students, teachers and community
4.2.4. Harbord Public School
4.2.4.1. 2 smaller groups among class working with teachers
4.2.4.2. Teachers are there as guides and to model how to complete set activities
4.2.4.3. Teacher-student interaction is a discussion rather than one-way from teacher to student
4.2.5. Anzac Park Public School
4.2.5.1. Class working in pairs and small groups depending on topic for project
4.2.5.2. Children work on assigning different jobs to each other (writing on board, typing ideas, researching)
4.2.5.3. Thought-provoking and respectful discussion is had with teachers to explain and elaborate on ideas
4.2.5.4. Teachers used as base point only to ensure students are on track, not to directly tell them what to do