VCAA Bulletin
No.96 – March 2024

 

Lauren Sayer presents at the Academy’s workshop on Artificial Intelligence

Artificial Intelligence (AI) is revolutionising education in the way teachers teach and students learn. Educational games, adaptive learning platforms, chatbots and intelligent tutoring systems are some of the elements of AI that have the potential to empower educators, accelerate learning and personalise educational experiences for students, quickly and easily, in a way never experienced before today.

Lauren Sayer, Director Curriculum at the VCAA was recently invited by the Victorian Academy of Teaching and Leadership to present 4 workshop-style sessions focusing on the use of generative artificial intelligence in unpacking the Victorian Curriculum for differentiation purposes.

The Academy’s Teaching Excellence Program (TEP) Term 1 Conference Days featured two keynotes, and 6 workshops from subject matter experts. Lauren was approached by Anam Javed Master Teacher in the technologies space at the Academy to co-design and curate one of the workshops.

Lauren shared some of the key details of her presentation on this transformative technology.

‘The workshops kicked off the 2024 TEP for 438 teachers from across Victoria on the 21 and 22 February.

‘There are rapid developments occurring in the generative artificial intelligence arena in schools, and with the release of the National AI Framework for Schools, it is becoming increasingly important to provide our educators with the insight and tools they need to make the most effective use of AI in the classroom, Lauren said.

The workshop Lauren delivered catered to this need, while also aligning with the theme of the Conference Days which focused on “equity and inclusion/exclusion”.

‘The workshops enabled the teachers at the conference to engage with the Victorian Curriculum F–10 Version 2.0 in a more rigorous manner, while simultaneously using generative artificial intelligence to synthesise and unpack it better for differentiation purposes.’

‘I thoroughly enjoyed the opportunity to participate because the workshop embodied the skillsets that characterise my work foci and personal areas of interest and was curated by the Learning Team within the Teaching Excellence Division of the Academy.’

‘The workshop was very well-received, with many teachers using it to bolster their knowledge and understanding of generative artificial intelligence in relation to the Victorian Curriculum. Soon after the Conference Days concluded, several teachers reached out to me, and to the Master Teachers at the Academy, to seek further guidance on the effective use of AI, along with further resources to guide their learning journey.’

‘The Academy has disseminated the workshop resources to the TEP teachers, so that they can access them at their own pace later and share them with their school colleagues.’

‘The leveraging of the National AI Framework of Schools – linking the framework to the Victorian Curriculum will go a long way in supporting TEP teachers to see the connections between the two and forging their own shared understanding of how to engage with these resources to get the best possible outcomes for their students.’

The Academy offers evidence-informed professional learning programs and events including Lauren’s artificial intelligence workshop to take Victoria’s highly skilled teachers and school leaders from great to exceptional. Subscribe to the Academy Connect monthly newsletter to stay up to date with education news and professional learning opportunities.

Teaching Victorian Pathways Certificate (VPC) is a journey of personal discovery and professional fulfilment

Debbie Mantzanidis VPC teacher, Wantirna College has been inspired to make a positive difference to students better suited to VCE alternatives.

Why are you involved in teaching the VPC?

‘When I heard about my school’s idea of creating a specialised VPC class with a team of incredible mentors and dynamic leaders, I knew I had to be involved.’

‘My experience in the Middle Years Literacy and Numeracy Support Program and my prior work with many of these students in a small group setting enabled me to really understand their learning needs and develop the trust needed.’

Why did students choose the VPC?

'The students had a range of personal reasons and learning preferences for choosing to study VPC.'

‘Although Year 11 students, some of them were behind in their learning, particularly in Literacy.’

‘The individualised VPC program enabled them to study at their own pace and provided support towards their career aspirations in Building and Construction, Nursing and Early Childcare, Outdoor and Gardening/Landscaping and Carpentry.’

How did you set up students for success?

‘I was a little hesitant at the start as it was the first year of VPC. My approach was informed by my previous knowledge of applied learning.’

‘My first priority was to establish positive relationships and create a safe learning environment. Our classroom overlooked an open space and provided a tranquil atmosphere.’

‘I also made sure the students knew they were an important part of the senior school community.’

‘I introduced them to the work of Carol Dweck and the concept of Positive Mindset, encouraging them to adopt a growth mindset. We discussed the importance of routines and created some achievable goals.’

How did the students perform?

‘The students have performed well and responded in a positive way. The achievement I am most proud of is the consistency in their school attendance. They are enjoying coming to school and now a year later, feel part of the community. They help out and volunteer with school events such as open days and swimming sports. They have formed strong bonds with each other both in and outside school and are now together in the Year 12 VCE VM classroom.’

‘After explicitly teaching them literacy concepts, they began to use that metalanguage in classroom discussions. That is when I noticed the difference we were making.’

‘One student got into a Building and Construction apprenticeship. The others are now part of Year 12 VM/VPC classroom and continuing their placements.’

What were the key success factors?

‘I contribute our success to:

• A strong and cohesive core teaching team that provided empathy and care for the students
• Individualised support and chunking work
• Use of Visual Diaries, teaching Critical Thinking and using metacognitive strategies to create curriculum related to goals.
• Celebrating achievements big and small
• Brain food to keep energy levels up when they were not in the mood to concentrate.’

What do you like most about teaching VPC?

‘Teaching VPC is really rewarding for me. I felt my experience has allowed me to grow as a teacher. I love the flexibility of the course and the chance to be innovative.’

‘The small class and individualised learning meant that I was able to really get to know my students and their backgrounds as well as their current needs.’

‘Their enthusiasm and positive feedback have been infectious.’

‘It is fulfilling to see how far the students had developed by the end of the year and I was quite moved to see how thrilled the parents were when they were presented with a special honorary award.’

Next steps for you?

‘I have been sharing my knowledge as an expert teacher with VCAA Senior Secondary Reform to support other teachers in the VM/VPC setting. It would be great to have forums for students to connect and celebration/learning community days that promote networking and support both teachers and students.’