Shared Understandings to Create the FuturePresentation Transcript
Shared Understandings to Create the FutureGrowing shared understandings, language and expectations Dr Cheryl Doig Integrating new technologies to empower learning and transform leadership
THE URGENT IMPERATIVE… Christmas…
Welcome to High School….2011 • 2 periods of health over the last 4 days = 5 pages of written RULES copied from an overhead projector. • The learning intention is “become familiar with health class routines.” • Success Criteria – “completed all overheads” – thereafter follows the 5 pages with headlines such as: Not prepared – “copy out the lack of Be prepared equipment essay in your own from Get ready fast from the window in C4 and hand to Be quiet your teacher at the end of the next Behave lunchtime. NO equipment will be loaned to students.”http://blog.core-ed.org/derek/2011/02/professional-standards.html
David Rock – Iceberg ModelObservable RESULTS The Outcomes BEHAVIOURS Our Habits EMOTIONS What we feelInvisible THINKING What we think
The flipped classroom: reversed instructionIf kids can get the lectures, can get the contentdelivery and skill modeling as well (or oftenbetter) by computer lecture than in person, whydo we have use precious class-time for thispurpose? Why do we, in the status quo,replicate in person in our classrooms what iseasily available elsewhere, the content delivery/skill modeling, and then have kids apply theirlearning to difficult problems at home, withoutus there to help?
Herrmann’s Whole Brain Processing Model… What is the big Where does this picture of this idea come from? change? How will my team How will I organise feel about all this? resources & planning?Co-creation
Shaking Up Christchurch Education• Learner focused• Future focused• System coherent• Sustainable To be a teacher you need to be a prophet – we are preparing children for a world that does not exist yet. – Peter Senge ACEL Conference, Adelaide 2011
Learning Practices Congruency Wheel School-wide Programmes Governance and policy Core value or beliefCongruence
Involved in setting evaluation criteria Why is this Now what? Congruency Wheel important? Student Knowledge Council cafesCongruence NZC Learner Voice School Policy Class wiki on Learning Termly feedback surveyWhat does not Are you sure it isalign with this? really happening?
Articulating the Vision • Where are we going? • Why are we going there? • Who is going with us? • How are we goingConsistency to get there? Susan Scott’s Stump Speech
Differentiated learning Students will… Teachers will… The differentiated learning space will have… Have personalised Report to, celebrate & Habits of mind learning goals, learning share with students, displayed & used. pathways, learning parents & the wider Rubrics displayed & preferences school community the understood by acknowledged and indiv students learning students. student can articulate progress on the 3 parts these of the school’s learning model Be in groups with Provide flexible Celebrate through different learning grouping based on the inquiry presentations, intentions & success current focus &/or LI / learning conferences,Consistency critieria based on SC emails home and or a evidence of next steps quick chat to parents and students as the opportunity arises Adapted from Cashmere Primary School, Christchurch, NZ
“You cannot learn anything if you have not made any mistakes.”
he future learning walk process
CHAOS Death of the organisation DISAGREEMENT Dialogue and discussion Breaking with the past THE EDGE OF CHAOS Avoidance Adaptive leadership Disintegration Certainty on how to achieve the outcomes THE CHALLENGE No shared vision on what outcomes are important- ZONE Persuade/influence/ negotiate/coalitions Co-creation of the future ChallengeAGREEMENT STATUS QUO Complexity and diversity Shared vision Group think Moving towards a We’re doing well future state but no pre- Self-organising systems Nothing needs to change determined plan to get Operationalised processes there Technical/rational CERTAINTY UNCERTAINTY
What is the difference between talking toChallenge each other and sharing practice, and participating in a learning conversation? From Louise Stoll
Here’s What! So What? Now What? Learning to What did you What actions Observe Data make of the might you take – what did you data? this year to see, not infer? What were the develop this? What evidence patterns? How could you was collected? Meanings? extend it? What Connections to What would it surprises? other learning? take for you to What was Inferences? do more of unexpected? this? Reflections? Dig deep into Possibilities to What do youChallenge the data. extend & make of this? This is what challenge…. happened…
Your turn What is a good question you could ask students to see whether they are engaged in their learning?Challenge http://todaysmeet.com/doig11
Powerful QuestionsCHALLENGES AHEAD What kind ofNO DETOUR school would teenagers fight to get in to not fight to stay out? The Studio School
It’s not just shared understandings about anything… Liu Bolin- The Invisible Man
Next steps What is one powerful difference you have made in developing shared understandings that improve future focused student learning? What is the evidence? What would it take for you to do more of this?
What are you waiting for?
References• https://www.facebook.com/ parentsopposedtopointlesshomework? sk=wall• http://answergarden.ch/view/17791 on students• www.thinkbeyond.co.nz• email@example.com