Trinity College revolutionising the way students learn and teachers teach

​Student Academic Performance and Growth Leader Michael Parker with Trinity College students. ©Brisbane Catholic Education, Trinity College, Beenleigh (2024).

In a compelling interview for the Catholic School Leaders Podcast, Trinity College Beenleigh Principal Allison Elcoate has discussed the transformative learning and teaching practices poised to revolutionise the way students learn and teachers teach. 
Hosted by John Mihalyo CEO of Elementary Advancement Solutions, and featuring panellists from Trinity College, including Student Academic Performance and Growth Leader Michael Parker and Innovative Pedagogy Leader Michael Blundell, the discussion provided unparalleled insights into how educators at Trinity College are moving towards providing an individualised curriculum for all its students. 
Principal Allison Elcoate, a recipient of Dr John Dwyer Excellent Leadership in Teaching and Learning Award, said her teachers were no longer relying on their traditional learning plans, emphasising that this new way of learning and teaching entails a significant departure from traditional teaching methods. 
“We are asking our teachers at Trinity College to take a big step back,” she said. 
“Guided by the University of Melbourne's cutting-edge New Metrics program, we have put students in the planning seat, with students now co-creating their individual learning maps with the support of their teachers. 
“From there, the students can choose to create a criteria sheet and decide how they’ll be assessed, aligning their learning goals with the Queensland Curriculum and Assessment Authority. 
“Whether it is exams or projects, students collaborate to ensure they meet their self-devised learning objectives individually or in groups. 
“As a result, our students become the architects of their learning journeys.” 
Allison said the student-centred approach had not only had transformative impacts on students but also started to reduce some of the workplace intensification for teachers at Trinity College. 
“By relinquishing the traditional saviour complex and adopting a differential individualised curriculum approach, built by students, teachers can devote more time to understanding each student's unique strengths, challenges, and aspirations,” she said. 
“This approach has revitalised classroom dynamics and amplified the impact our educators have on our student learning outcomes. 
“This way of teaching allows us to provide differentiated learning, an individualised curriculum for every student.” 
Trinity College Student Academic Performance and Growth Leader Michael Parker said this new way of learning and teaching allowed him to be “in the moment” with his students in the classroom.  
“I now have more time to plan experiences for them and help them with their assessments and set learning goals,” he said. 
“I’ve also noticed my students are more motivated and able to push themselves under this new model. 
“So far we have rolled out this new way of teaching and learning within science, technology, engineering, arts, design, health and physical education, and our talented athletes’ program.” 
Trinity College now aims to look at what this type of learning and teaching practice would look like for core subjects like English, Mathematics and the Humanities. 
To listen to the podcast click here. 
For more information about Trinity College Beenleigh and to enrol click here.


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