islPAL - International Society for Leadership in Pedagogy and Learning

Pedagogies and Learning

Volume 1 Issue 1 2012

Story Catchers

From Walkerville to Kenya - written by Shauna Petersen

From Taiwan to Australia and Asia - Chinese Language Learning Links - by Dr Shirley O'Neill


Teaching Strategies and Resources

The following were provided by Mrs Jennifer Riggs

Can you improve this?

Auditory processing - Strategies

False Knowledge

Making questions work


The following were provided by Dr Jennifer Fisher

These items can be used as a template for planning days or as a stimulus for professional dialogue.The diagram - Action Learning Cycle  - was generated during the introduction of an innovation at a school. It provided a structure to the learning process while the innovation was being implemented.  

Action learning cycle

The following diagram, Dialogue diagram and guidelines, has been generated by drawing from the work of W. Isaccs, The Art of Thinking Together. An understanding of the dynamics of dialogue may be helpful when colleagues are collaborating to improve the outcomes for students. An increased awareness can assist participants to engage in more effective communication. New insights are gained because knowledge is shared respectfully and valuable diverse perspectives are heard.

Dialogue diagram and guidelines

The model below has been developed by drawing upon theory and practice. It can be used as a guide for embedding the collection of data into program delivery.

Differentiating classroom instruction - a model


Feature Articles

Teacher Leadership, co-constructed meanings and collective action

Author:- Dr Jennifer Fisher

This paper relates how a teacher leader, using Participatory Action Research, sought to improve her leadership practices through a process of critical inquiry and reflection on action. The findings emerging from the doctoral research provide an understanding of how, through increased reciprocity grounded in a shared purpose, teacher leadership contributes to the collective co-construction of shared understandings for improved outcomes for students. This paper delves into the more subtle meaning making processes that build shared understandings for collective action.