The future of education ACACA conference
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This document discusses using teaching as inquiry to develop e-learning action plans. It explains that professional learning groups will focus on selected students and desired learning outcomes. They will then plan ICT strategies, timeline, and evidence of learning shifts. E-mentors will support this process. The goal is to personalize learning using effective pedagogy and focus on student outcomes rather than technology. Tips include integrating initiatives, allowing curriculum-based groups, providing templates and timelines, and sharing plans.
The future of education ACACA conference
- 2. Teaching as Inquiry to lead future-focused change
- 3. ICT tools and strategies that we will focus on
- 4. Using Teaching as Inquiry to produce an ‘E-learning Action Plan’
- 5. E-learning Action Plan Inquiry Cycle Stage E-learning Action Plan Stage Focusing Inquiry Selecting a group of students to focus on and ‘Desired Student Learning Outcome(s)’ (PLG Focus) Teaching Inquiry ICT/e-learning strategies that will support DSLO Teaching and Learning Who/When (Timeline) Learning Inquiry Evidence that you will collect to measure shift in regards to DSLO
- 6. So how does this work? • E-mentors are Learning Area based • PLGs will have been formed within Learning Areas to suit specific needs of Learning Area • Learning Areas have produced an ‘E-learning Action Plan’ led by LADs and e-mentors • PLGs have developed specific ‘E-learning Action Plans based on desired student learning outcomes’
- 7. E-learning Action Plan 2012 Inquiry Cycle Stage E-learning Action Plan Stage Focusing Inquiry Selecting a group of students to focus on and an area of ‘Thinking’ to focus on (PLG Focus) Teaching Inquiry Collaborative/Differentiated/ICT/e-learning strategies that will support development of ‘Thinking’ Teaching and Learning Who/When (Timeline) Learning Inquiry Evidence that you will collect to measure shift in regards to ‘Thinking’
- 8. Why this works! • It is based on effective pedagogy as outlined in the NZC • It can be personalised to fit personal professional needs • It can be contextualised into any curriculum area • It provides a plan of action with provides a structure and a level of accountability • It puts the focus on the student outcomes, not the technology!
- 9. Tips • Integrate all school initiatives into the one teaching as inquiry cycle – rather than separating out into disparate topics • Allow teachers to work in curriculum based professional learning groups • Provide a common template • Provide a clear timeline for completing each part of the inquiry • Get them to publish and share their plans – this helps with the accountability but also provides opportunities for identifying needs and common foci. • Offer technical and ICT skills PD based on their plans (consider creating online tutorials to do this)
- 10. Why must we change education?
- 11. 'The future is unknowable, but not unimaginable' – Ludwig Lachmann
- 12. Entering the Knowledge Age Agrarian Age Industrial Age Knowledge Age
- 14. More Information More People More Careers Fewer Resources
- 15. The Age of Change
- 16. Moore’s Law
- 17. “The Only Thing That Is Constant Is Change -” ― Heraclitus
- 18. When the rate of change outside of the organisation is faster than the rate of change inside an organisation, the end is in sight. - Jack Welch
- 19. What do we need to change in education?
- 20. 21st Century Skills Complex Communication Collaboration Critical Thinking and Problem Solving Creativity and Innovation Information and Media fluency
- 21. 21st Century Teaching From Low-Level Thinking to High-Level Thinking From Analog to Digital From Teacher-Directed to Student-Directed
- 22. 21st Century Schools Free range learners • Free to choose how they learn • Free to choose where they learn • Free to choose how they process their learning • Free to choose how they evidence their learning • Free to experience learning that is relevant and responsive to their needs not our limitations
- 23. Universal Design for Learning = Equitable access to learning http://www.udlcenter.org/resource_library/articles/udl
- 24. Learning at HPSS Vision The vision for our school is to create a stimulating, inclusive learning environment which empowers learners to contribute confidently and responsibly in our changing world. Principles The foundations of our curriculum decision-making are to: • Innovate through personalising learning • Engage through powerful partnerships • Inspire through deep challenge and inquiry to develop empowered learners • The curriculum and student week is made up of three key components - learning hubs, specialised learning and project learning.
- 25. Learning at HPSS Learning Hubs Project Learning Specialised Learning MyTime With a lot of guided choice!
- 26. Learning at HPSS
- 27. Specialised Learning Specialised Learning Modules: • will enable all students to gain coverage of curriculum areas and fluencies • will include a range of teaching & learning modes: co-constructed, seminar, workshop, flipped, online etc. • will encourage critical and creative thinking • will be framed by inquiry and involve independent learning activities • Learning Coaches will work with the students to create a LearnPath by selecting a range of modules that ensure curriculum and skills coverage. Beyond 2014 students will be able to be placed into modules based on curriculum levels suited to their readiness rather than based on their age.
- 28. Project Learning Big Projects: • larger scale, links with internal or external expertise/mentors, business partnerships, community links, encourage social responsibility & citizenship • apply learning across curriculum areas with focus e.g. Wetlands • exposure to wide range of learning experiences, scope for student participation across range of roles Passion Projects: • individual/team initiated and negotiated interest based projects • encourage curiosity, grow passions and achieve excellence
- 29. Learning Hubs Learning Hubs will: • be small groups where caring relationships are fostered • provide learners with one key person who will connect with family and ensure learners are engaged in a relevant and challenging programme • explore learner interests in order to pursue passions, which can be linked back to learning • track progress and provide structures so learners, with their coaches and families, can maintain a learning portfolio • build on learners' capacities to be Inquirers and Self Directed Learners
- 30. MyTime Four times a week students have 50 minutes of MyTime where they can negotiate how best to spend this time. This is negotiated each week with Learning Coaches. Typical MyTime sessions include: • Literacy or Numeracy Support or Extension • Writing club, Coding, Robotics, Tinkering (MakerEd), Science Club, Enviro group, meditation, Yoga, Gym, Gamers Anonymous etc. • Floor-time with teachers, silent reading, self-directed study
- 31. How can we lead change in our schools?
- 32. “Adaptive experts also know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” (Darling-Hammond 2006: 11)
- 33. NZC Teaching as Inquiry
- 35. How can we be supported to make the necessary changes?
- 36. The future is not something that is done to us, but an ongoing process in which we can intervene. – Keri Facer
- 37. We need the carrot AND the stick! We have the infrastructure We have phenomenal educators We have spectacular students We have a stunning curriculum Have high standards and if you must… …measure results.
- 38. We need recognition AND resourcing! Demand high standards Demand excellent outcomes But mostly, provide generous amounts of ongoing professional learning and support
- 39. Align Professional Learning Explore how the PLD Review, Investing in Educational Success, EDUCANZ work can all promote future focused practices.
- 40. Highlight how Innovation can support Academic Excellence Support and promote the innovative risk-takers!
- 41. Promote innovative and creative assessment practices
- 42. (Re)develop a job description for Principal’s Nominee that sees them promoting future-focused practices
- 43. Could we ‘Qualmark’ and share innovative and creative NCEA tasks free of charge.
- 44. Are National Standards assessment for learning or a tail being used to the wag the dog.
- 45. Are National Standards the right standards for the young people who will live in the future.
- 46. Is NCEA or SSCE measuring the right things?
- 47. Is our current definition of ‘student achievement’ future focused enough?
- 48. You get what you measure. Assessment is the tail that wags the dog.
- 49. If you want the dog to change maybe you need to change the tail…
- 50. When and where will we make the change?
- 51. Here and now… …it’s simply a matter of having a growth mindset. http://www.learning-knowledge. com/self-theories.html
- 52. The Future of Education The educational revolution will not be televised. It will be blogged, tweeted and uploaded to YouTube. Change is happening and change won’t be slowed. So hurry up, build your own map. What ever you do, at least get on the road.
Editor's Notes
- #2: The educational revolution will not be televised, It will be blogged, tweeted, and written collaboratively...in code.
- #3: The educational revolution will not be televised, It will be blogged, tweeted, and written collaboratively...in code.
- #12: German economist Ludwig Lachmann there are many sources that can be used to engage in “future-forecasting”. Looking into what the future holds is overwhelming and as it is yet to be realized it is hard to separate the likely from the fanciful. That said, many themes and patterns do appear throughout a range of readings.
- #13: In the text 21st Century Skills, Bernie Trilling and Charles Fadel look to the recent past to establish predictions for the not too distant future. They, in a sense, establish a timeline: Agrarian Age, Industrial Age and Knowledge Age. Acknowledging that whilst many cultures are still well grounded in the Agrarian and Industrial Age, the most developed are grounded in the Knowledge Age, highlighting also the “complex communication” skills that go along with it. McCain, Jukes and Crockett create a similar timeline in Living on the future Edge, showing the world as moving through Agriculture, Working, Service to Creative in the current day.
- #14: Rachel Bolstad defines The Knowledge Age as a new, advanced form of capitalism in which knowledge and ideas are the main source of economic growth (more important than land, labour, money, or other ‘tangible resources). New patterns of work and new business practices have developed, and, as a result, new kinds of workers, with new and different skills, are required.
- #15: We also know we are entering a world with more information, more people, more careers and fewer resources…
- #17: In Living on the future edge McCain, Jukes and Crockett talk about Moore’s Law which was based on the prediction of Intel founder Gordon E Moore, that computer power, speed and performance would double every year. A prediction of increasing rate of change which remains true nearly 50 years after it was made. We are in the period of hyperchange.
- #18: One thing we actually do know about the future is that the only constant is change
- #21: Skills need to be developed that reach across traditional subjects and siloes
- #22: As Scott McCleod highlights in his blog Dangerously Irrelevant three educational shifts are needed which will have the most impact on our students future and their success within it. There is a need to move from low level thinking such as recall and rote learning to high level thinking and complex problem solving. We must engage shift from analog to Digital and As Sugata Mitra states Unlock the power of new technologies for increasingly self-directed education. Critical thinking, digitally rich and increasing levels of self direction will ensure we are developing learners who can survive in the knowledge age and flourish in the age of hyperchange.
- #23: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #24: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #25: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #26: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #27: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #28: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #29: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #30: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #31: In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- #32: We will need to lead our educators to become adaptive experts who as Linda Darling Hammond states know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” Future focused leadership is about change leadership
- #33: We will need to lead our educators to become adaptive experts who as Linda Darling Hammond states know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” Future focused leadership is about change leadership
- #34: That continuous cycle already exists within the New Zealand Curriculum, the Teaching as Inquiry cycle in a sense represents an effective model of change management on a micro or classroom level.
- #35: It is important that the cycle is continuous so as to build on growth achieved from previous cycles of change management. As the Sigmoid Curve demonstrates long term gains are more likely when transformation happens in periods of growth rather than decline. It is better to be proactive than reactive.
- #36: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #37: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #38: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #39: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #40: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #41: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #42: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #43: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #44: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #45: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #46: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #47: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #48: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #49: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #50: The future is not something that is done to us, but an ongoing process in which we can intervene.
- #51: The educational revolution will not be televised. It will be blogged, tweeted and written in code. The future is unknowable, so build your own map and get on the road.
- #52: The educational revolution will not be televised. It will be blogged, tweeted and written in code. The future is unknowable, so build your own map and get on the road.
- #53: The educational revolution will not be televised. It will be blogged, tweeted and written in code. The future is unknowable, so build your own map and get on the road.