Derht conf.litehouse4skools


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Derht conf.litehouse4skools

  1. 1. Leading Change for 21st Century Learning<br />Mentoring for whole school change toward a paradigm shift & QT using technology <br />
  2. 2. What are we really doing about student engagement? <br /><br />
  3. 3. What our data told us.<br />Students:<br />Teachers were generally not doing a lot of things differently ( although spikes existed). <br />Work was limited to desktop word processing, web searches, (Lower order), 1:1 communication. <br />For teachers<br /><br />Teachers indicated limited experience in online collaborative learning, both synchronous and asynchronous. Time or interest low. <br />Teachers perceived that the hardware computer =engagement. <br />Teachers did not have experiences beyond email, desk top publishing and 1 : 30 communication. Videos were used. NO sense of PLE and PLN..<br />Limited experience in collaborative learning, mainly relied on demonstration instruction ( Always 42.5 %),Sometimes group work was used (50%), Interestingly, students worked often on individual projects,54%, however only sometimes presented individual work to the class 48 %.<br />
  4. 4. Do we need a paradigm shift?<br />What is a Paradigm shift? <br /><br />Initial stages with leadership from the top with emerging technologies.<br />Confronting for many: <br />Students as mentors, in the initial stages. <br />“Everyone is the architect of their own learning.” — Appius Claudius, Roman Politician via @etalbert
7:23 PM Apr 29th from twhirl. <br />
  5. 5. What are the underpinning theories?<br />MENTORS & CHAMPIONS<br />The impact of e-learning champions on embedding e-learning- in organisations, industry & communities.<br />From the Australian Flexible learning framework. <br /><br />
  6. 6. Champions, Communities & Connectivity<br />‘Community of Practice’ (Wenger 1999)<br /><br /><br />Connectivist Theory<br />Modeling and building a foundation for an elearning community that underpins the complex interactions between the individual, their behaviour and the environment.<br /> (Downes, 2006 & Siemens 2004)<br />
  7. 7. Overview structure <br />
  8. 8. QTF<br />
  9. 9. TOOLS<br />
  10. 10. Team formulate teaching Strategies<br />
  11. 11. Mentoring Champions<br />
  12. 12. Back mapping from Syllabus<br />
  13. 13. Reflect Back to the Data<br />
  14. 14. HT’s are the Catalysts in leading change!<br />Leadership behaviours of successful middle managers.<br />1.A focus on learning<br />2.Consistency<br />3.Care<br />4.Commitment<br />5.High Expectations<br />
  15. 15. Strategies to achieve this:<br />Modeling: “Walk the talk”<br />Monitoring: Leadership is strong when informed by data. <br />Dialogue: Use conversation to develop everyone’s understanding about learning.<br />Structures and systems: the work of the team is clear, explicit. Not autocratic, rather the consolidation and formalisation of agreed strategies.<br />
  16. 16. Setting the Scene<br />Learner ( teacher ) readiness<br />Motivation to join the movement <br />Comfort and feeling of support<br />Support in classroom (HTs & Mentors)<br />Ongoing support from systems, dialogue, individual and group.<br />Already existing collaborative space to support the hardware….so that the learning can begin.<br /><br />
  17. 17. Mentoring at RBSC<br />
  18. 18. Collaborative Spaces<br /><br /><br />
  19. 19. Before we begin ‘know our students’<br />STEP 1. Lets Join EDMODO.& the Group “HT'sLeadingChange : code to access this group is: pa4r5o….. <br />
  20. 20. To finish<br />Communities of Practice (Wenger 1999)<br />"Communities are human systems given form by conversations of relatedness." (Block, 2008)<br /><br />Personal learning networks and communities of practice<br /><br />