« How can widely acknowledged challenges facing regional secondary schools with high concentrations of low SES students, ineffectual curricula, and poor levels of student engagement, attendance, and wellbeing, be addressed? In this book we report on key outcomes of the Bendigo Education Plan that aimed to improve the academic attainment and wellbeing of 3000 regional secondary students. This Plan entailed rebuilding four Years 7-10 colleges, and developing a differentiated and personalised curriculum, with teachers team-teaching in open-plan settings. We analyse how and why teachers and students adapted to these new practices. We focus on both generic changes in the schools, around the use of ICTs and the organisation of the curriculum, and on specific approaches to teaching and learning in English, mathematics, science, social studies and studio arts. This book provides research-based guidelines on how the curriculum can be renewed and enacted effectively in these and like schools. In analysing a large-scale attempt to address the challenge of making learning personalised and meaningful for this cohort of students, our book addresses larger questions about quality secondary curriculum and successful teacher professional learning support. » -- Quatrième de couverture « How can widely acknowledged challenges facing regional secondary schools with high concentrations of low SES students, ineffectual curricula, and poor levels of student engagement, attendance, and wellbeing, be addressed? In this book we report on key outcomes of the Bendigo Education Plan that aimed to improve the academic attainment and wellbeing of 3000 regional secondary students. This Plan entailed rebuilding four Years 7-10 colleges, and developing a differentiated and personalised curriculum, with teachers team-teaching in open-plan settings. We analyse how and why teachers and students adapted to these new practices. We focus on both generic changes in the schools, around the use of ICTs and the organisation of the curriculum, and on specific approaches to teaching and learning in English, mathematics, science, social studies and studio arts. This book provides research-based guidelines on how the curriculum can be renewed and enacted effectively in these and like schools. In analysing a large-scale attempt to address the challenge of making learning personalised and meaningful for this cohort of students, our book addresses larger questions about quality secondary curriculum and successful teacher professional learning support. » -- Quatrième de couverture Front Matter....Pages i-ix Front Matter....Pages 1-1 Characterising Personalising Learning....Pages 3-25 A Model of Teacher Adaptation to Open-Plan Settings....Pages 27-41 Using a Game-Design Project to Afford Teacher and Student Agency....Pages 43-55 A Whole-School Approach to Adolescent Wellbeing in Open-Plan Schools....Pages 57-76 “It’s Not a Plug-In Product”....Pages 77-94 Front Matter....Pages 95-95 Creating and Analysing Multi-Modal Texts in English Classes in Open-Plan Settings....Pages 97-120 Personalising Mathematics for Low Ses Students in Schools with Open-Plan Settings....Pages 121-141 “They Can’t Just Google the Correct Answer”....Pages 143-161 Personalised Learning and Differentiation in Studio Arts....Pages 163-180 Using Student Voice in Social Studies/Humanities to Personalise Learning....Pages 181-203 Developing Student Agency in a Teacher Advisor Program....Pages 205-219 Remaking Schooling through Open-Plan Settings....Pages 221-229 Some Reflections....Pages 231-235 Back Matter....Pages 237-244
