Barker Institute

LEARNING IN PRACTICE 2025 // Article 8 of 17
Self-directed Learning Using AI: An Expanded Case Study of an Italian Learning Journey
Dr Andy Mifsud - Director of Digital Learning Innovation

This single case study evaluates the effectiveness of a large language model (LLM) tutor (ChatGPT) for self -directed learning in a secondary school context. The learner (Andy) intentionally adopted the role of a conscientious high school student, using
ChatGPT to study Italian through short, focused micro sessions . Using dated excerpts from the chat archive (17 sessions across 16 days), we analyse study patterns (session frequency, duration, task mix), learning processes (retrieval practice, memorisation, guided Translation), and tutoring dynamics (pacing control, feedback strictness, continuity). Findings indicate that an LLM tutor can support efficient self -study when (i) the learner specifies a clear operating protocol (e.g., one question at a time, strict marking),
(ii) content is sufficiently rich (poetry/song memorisation; literary
Translation), and (iii) brief sessions are chained through rolling error logs. Strengths included immediacy, adaptable pacing, and sustained motivation via micro wins; limitations concerned occasional leniency, session continuity, and phonetic feedback.
We discuss implications for secondary teachers seeking to incorporate AI into homework, independent practice, and flipped models, and we offer a practical protocol suitable for Years 9 – 12.

Go to: https://bit.ly/4daPJMe for the full article

LEARNING IN PRACTICE 2025 // Article 7 of 17

Reflection on Integration of the Alexander Technique in Instrumental Learning: Involvement in Music Ensemble in Enhancing Student’s Well-Being
Sheau-Fang Low -Violin Pedagogue, Alexander Technique Teacher

Success in school begin from ensuring the well-being of the student is met (Schnell et al., 2025). This article is a retrospective account of how weekly violin lesson that incorporated Alexander Technique (AT) and involvement in string ensemble positively
changed the school experience of a student who almost dropped out of school in Year 7. AT is a form of somatic training, where the neuroplasticity of learning is being modified, and it often includes body mapping and constructive thought processes to assist in enhancing coordination (Alexander, 1985; De Alcantara, 2013; Roig-Francoli, 2023). The incorporation of the AT complimented the more conventional instrumental teaching approaches and met the unorthodox learning needs of the student. These private violin lessons were necessary in scaffolding the student’s instrumental skills for him to meet the challenges of the string ensemble repertoire. Senior students who shared a mutual violin teacher with Andy (name has been changed) were encouraged to befriend him, which offered additional peer- support and mentorship in string
ensemble. These was crucial in offering him a sense of belonging (Harrington, 2021; Marrick, 2024).
Go to: https://bit.ly/4ulBzP6 for the full article

LEARNING IN PRACTICE 2025 // Article 9 of 17
The “GT AID”: A Rubric for Evaluating the Suitability of Assessments for Gifted Learners
Amanda Eastman

The GT AID is a rubric that teachers can use to test the effectiveness of summative assessments for intellectually gifted learners. It was developed as part of a research projectfor a Master in Gifted Education, to evaluate how successfully our assessment program
meets the individual needs of the School’s diverse cohort. The title of the rubric, the “GT AID”, is an acronym drawn from five essential components of effective assessment (Goalsdriven, Thought-provoking, Authentic, Interests- and strengths-based, Diagnostic). These components were drawn from a synthesis of literature on gifted education, differentiation and assessment. The resulting rubric can be used by teachers to ensure their assessments
adequately engage, extend and enrich all students.

Go to https://bit.ly/4eZrByk for the full article

BARKER INSTITUTE EVENT: Wednesday 10 June 2026
Maths Mindset Matters! A celebration of Mathematics at Barker
From 5:30pm - Mathematics Building, Barker College Secondary School

Additional spaces available!

An evening of family fun, inspiration and hands-on mathematical activities, followed by helpful advice to promote positive thinking around maths.

Suitable for K-12 students and families.

For more information & to reserve your place, GO TO : bit.ly/MathsMindsetMatters

Maths activities will begin at 5:45pm; all with helpful guidance of the Mathematics teachers.

At 7:00pm join us for a 'spot of mathematical magic' and a presentation around promoting positive thinking, performing at your peak, and managing anxiety around maths assessments.

LEARNING IN PRACTICE 2025 // Article 6 of 17
Can AI Do My Trial Marking? Investigating Accuracy, Consistency, and Practical Affordances in School Assessment
Dr Matthew Hill - Director Barker Institute

Artificial Intelligence (AI) offers compelling efficiencies for marking assessments such as rapid processing, scalable workflows, and the potential to reduce inter ‑marker variability. Yet the central question remains: is it accurate? This article reports on a school-based investigation in the NSW Year 12 Science Extension context, where human marks were compared with outputs from Copilot (M365), and, in contrast, Google Gemini. Using the syllabus, question rubrics and student scripts (n=14), Copilot produced individual question marks, descriptive statistics, and personalised feedback within minute s. In this small study, Copilot’s total marks showed a high correlation (~0.91) with the human marker and strong alignment on many short ‑answer items; by contrast, Gemini ’s totals were substantially more generous and showed little to no correlation with either the human marks or Copilot ’s. The discussion surfaces how differences in rubric interpretation (e.g., “explicit links to Source 7”) and holistic marking practices shape agreement, and how a short, iterative “training” regimen can improve convergence. It is concluded that while AI will not replace school ‑based formal assessment in the near term, it possesses specific affordances , especially at scale, for accuracy, consistency and rapid feedback, and it can serve as a powerful tool for teacher development and student formative feedback. This brief exploratory case study also presents opportunities for thorough research into the accuracy of AI for marking student assessment.

Go to https://bit.ly/48GbRfX for the full article

LEARNING IN PRACTICE 2025 // Article 5 of 17
Learning in the Digital Age with AI-powered Feedback on
Primary School Writing
Chantelle Denyer

This study examines the integration of Microsoft Copilot, an AI-powered feedback assistant, into primary school writing instruction. Effective feedback is essential for better learning outcomes, yet traditional methods often reach their limits due to factors such as lack of time, class sizes, and students’ limited feedback skills. Drawing on current research and classroom examples, this article explores how generative AI can deliver instant, tailored feedback, help differentiate learning goals, and foster student agency and independence. While the benefits include reduced teacher workload to focus on other important aspects of learning and improved student engagement, limitations such as reliability, academic integrity, and the need to develop feedback literacy are discussed. The recommendations emphasise the need for clear guidelines and ethical practices to ensure teacher oversight such that AI tools enhance learning without compromising creativity or critical thinking.

Go to: https://bit.ly/4d0jL51 for more

LEARNING IN PRACTICE 2025 // Article 4 of 17
Language and Access: Reflections on using AI to Enable Translanguaging for Refugee Students in the History Classroom

Dr Timothy Scott - Principal Research Fellow Barker Institute

Generative AI is a powerful tool in enabl ing a translanguaging pedagogy in a multilingual History classroom for refugee -background students. One of a pair from this volume that reflects on practice in a refugee education setting (see: Scott, 2025b),
this article focuses on how AI -supported translanguaging expanded access to disciplinary knowledge, strengthened students’ linguistic confidence and fostered a sense of belonging grounded in the recognition of their home languages. While translanguaging has long been understood a s an ethical and relational approach to
learning, its implementation in classrooms with multiple first languages is often constrained by time, expertise and resource limitations. The article argues that AI helped overcome these
barriers in in the secondary History classroom by generating
multilingual scaffolds, differentiated materials and culturally responsive supports that were not previously feasible. At the same time, it highlights the limits and risks of AI and emphasises the continuing responsibility of teachers to veri fy accuracy, curate
meaning and uphold relational pedagogy. The article concludes that AI can meaningfully enhance translanguaging across various academic disciplines and student ages and backgrounds when guided by intentional, ethical and student - centred practice. Rather than replacing pedagogical translanguaging, AI enabled it to take place.
Go to https://bit.ly/4tZjOW3 for more.

BARKER INSTITUTE EVENT: Monday 18 May 2026
Diverse Minds, Deep Learning
7:00pm - Kurrajong Piazza, Barker College Junior School
How does cognitive science research apply to gifted learners? To recognise 'Gifted Awareness Week 2026', the Barker Institute, guided by Susanna Matters, Director of Gifted Education at Barker, is delighted to welcome Professor Penny Van Bergen who will explore how insights from cognitive science can be applied to support gifted learners.
We warmly invite parents, educators, and members of the community to join us for this engaging and informative event.
For more information go to : https://bit.ly/2026GiftedSeminar

LEARNING IN PRACTICE 2025 // Article 3 of 17
The Importance of Indigenous Data Sovereignty to
Contemporary Research
Susanna Matters - Gifted & Talented Coordinator
Maggie Walter, a Palawa woman from Lutruwita, has contributed seminal research to the academy about Indigenous Data Sovereignty throughout her career. As a founding member of Maiam nayri Wingara (Maiam nayri Wingara, 2018), a collective which advocates for Indigenous Data Sovereignty in Australia, Walter personifies a transformative research paradigm in her demonstration of the nexus between Critical Indigenous Studies and activism for self-determination (McKinley & Tuhiwai Smith, 2019).
The initial part of this paper will explore Walter’s justification of Indigenous Data Sovereignty as based upon the connection between Indigenous data and policy, and it will be contextualised with examples from Australia as an Anglo-colonised nation
state (Walter et al., 2022). The latter part of this paper will discuss the alignment between data sovereignty and an Indigenous Research Paradigm, asserting the need for both in contemporary research.
Go to: https://bit.ly/3PjARD9 for the full article

LEARNING IN PRACTICE 2025 // Article 2 of 17
AI in Action: Practical Tools for Teachers with examples from Health and Movement Science
Sarah Clifton
Teachers face many challenges including balancing curriculum coverage, assessment demands and diverse learner needs within limited time. AI is not a substitute for teaching; rather, this article demonstrates how it can serve as a drafting partner that reduces preparation load for practices already supported by research.
Go to: https://bit.ly/42wJjSJ for the full article