Mle session UoC


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Presentation to teachers doing the Transforming Education in Canterbury Special Topic with the Canterbury University.

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Mle session UoC

  1. 1. Westpac Business and Community Hub,– Tuesday 11 March, 2014 Modern Learning Environments and Future Focused Learning
  2. 2. WHAT ARE SCHOOLS FOR? 1.  Get a good job 2.  Learn to be a consumer 3.  Learn to adore technology “We need to address the metaphysical or philosophical purpose of school – if parents,teachers and kids don’t believe in the purpose of school it becomes a place of detention,not attention.”Neil Postman 1931 - 2003
  3. 3. MENTAL MODELS Mental models are the assumptions & stories which we carry in our minds of ourselves, other people, institutions, & every aspect of the world. Differences between mental models explain why two people can observe the same event and describe it differently; they are paying attention to different details.
  4. 4. CHANGING SCHOOLS… “Schools may be the starkest example in modern society of an entire institution modelled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers and parents struggle to this day. If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age school is based” Peter Senge
  5. 5. TESTING ASSUMPTIONS… 1996, Prof. Hedley Beare “egg crate” classroomsset class groups based on age period-based timetablelinear curriculum division of all human knowledge into “subjects” division of staff by “subject” allocation of most school tasks to teachers assumption that learning is geographically bound notion of stand-alone school limiting ‘formal schooling’ to years 0-13 9-3 school day
  6. 6. SHUT THEM DOWN? These are the fundamentals of the futurist Alvin Toffler’s vision for education in the 21st century: •  Open 24 hours a day •  Customized educational experience •  Kids arrive at different times •  Students begin their formalized schooling at different ages •  Curriculum is integrated across disciplines •  Non-teachers work with teachers •  Teachers alternate working in schools and in business world •  Local businesses have offices in the schools •  Increased number of charter schools
  7. 7. Students in physical school, instruction and assessment predominantly on- site Students access formal learning via the network, instruction and assessment provided online Students learning through their online personal learning network, incl. social networking environments Students at home, library or other space, pursuing own interests individually or collaboratively FORMAL   INFORMAL   PHYSICAL   VIRTUAL  
  8. 8. Principle #1 = Ubiquity Any time, any place, any pace, any device…
  9. 9. UBIQUITY
  10. 10. Principles #2 = Agency “the power to act”; informed, enabled, empowered learners
  11. 11. •  Self directed learning •  Un-tethered to traditional institution •  Expert at personal data aggregation •  Power of connections •  Creating new communities •  Not tethered to physical networks •  Experiential learning •  Content developers •  Process as important as knowledge gained FREE AGENT CHARACTERISTICS
  12. 12. Principle #3 Connectedness ‘edgeless schools’, global reach
  13. 13. David Ronfeldt TIMN (Tribal, Institutional, Market, Network)
  14. 14. School A Groups NETWORKED LEARNING Network PLN Federally organised Collections of entities Collaborative Networked knowledge Externally organised Single entity Competitive Knowledge transfer Personally organised Association of entities Connected Personal knowledge The way networks learn is the way individuals learn
  15. 15. PARTICIPANT FEEDBACK #1 •  MLE supports differentiated and student-centred learning. •  MLE produces better teaching and learning. •  Teachers are more accountable and empowered to collaborate through the power of 2 – 5 to provide quality teaching and learning. •  De-privatising practice and having learning spaces that are open, inclusive and accessible is best practice in NZ and beyond. •  And a great quote about MLE architecture: Learning within purposeful de-privatised learning centred  spaces with architecture that “makes you want to learn”:)
  16. 16. PARTICIPANT FEEDBACK #2 •  All members of the school's community have to work together to create a shared vision around learning.  As long as everything that occurs can be true to that vision then teaching and learning can be successful.  This does not mean that everyone has to do everything in exactly the same way. •  The environment is not the most essential part of the process.  There is no one correct plan for what a MLE should look like. •  Learning doesn't stop with the children, teachers are also lifelong learners and are learning to improve their knowledge and practice all the time through use of collaborative teaching and teacher coaching. •  When involved in designing new learning spaces we need to be aware that we are not just planning for ourselves but for the next twenty plus years so spaces need to be able to be arranged in a variety of ways as no one can know what the needs of the learners will be then.
  17. 17. PARTICIPANT FEEDBACK #3 •  Excitement and challenges are two words that come to mind. In a positive way of course! •  I keep coming back to the children and what will best meet their needs. During our great trip, we saw children engaged in their learning. I know we see this in more traditional classrooms too.What I liked was the level of engagement of the teachers in their own learning, in the confidence they displayed, and their conviction that the open spaces created a more dynamic and effective teaching model. •  I also liked the belief the leaders had in that they were making a difference for their students and for their teachers. •  I liked seeing children demonstrating independence in their learning and their ability to self manage.The published league tables affirmed the levels of achievement were to be commended, and that the National Testing did not inhibit the learning in depth and breadth that was taking place.
  18. 18. PARTICIPANT FEEDBACK #4 •  Outstanding, passionate, inspirational leadership - I think that's crucial in setting up a successful MLE. •  Also a clear, collaboratively formed vision is vital. Each successful principal we saw, was passionate about ensuring that the vision was lived and breathed by everyone and that the learning spaces reflected the vision.  •  We have an amazing opportunity in ChCh to create something special. I truly believe that all the 'stakeholders' are keen to make this happen. I feel very grateful that I was on this tour. I only wish everyone involved in our merge could have had the same opportunity.
  19. 19. THOSE KEY WORDS •  Differentiated and student-centred learning. •  Accountable and empowered to collaborate •  De-privatising practice •  Open, inclusive and accessible •  Collaborative teaching •  No one correct plan •  Shared vision •  Dynamic and effective teaching model •  Demonstrating independence •  Outstanding, passionate, inspirational leadership •  Collaboratively formed vision •  Learning spaces reflected the vision. 
  20. 20. WHAT MAKES THE DIFFERENCE? 1.  Dynamic, future-focused leadership 2.  Clear articulation of a collaboratively developed and owned vision, values and beliefs 3.  Primary focus on the learner 4.  Collaborative, de-privatised practice 5.  Learning spaces reflect the vision
  21. 21. UNPACK •  How adequately do our learning spaces cater for the type of learning we are wanting our children to experience? •  Do our current spaces work against the things we’re trying to achieve?
  24. 24. METAPHORS FOR CHANGING THINKING… •  Cave: for private concentration. •  Camp fire: group process. •  Watering hole: encounters and impulses. •  Sandpit: experimentation and practical work. •  Mountaintop: presentation of progress and discoveries. Source: Prakash Nair
  30. 30. SCHOOL SPATIAL TYPOLOGIES tradi&onal  school  plan   separate  classrooms   opening  off  corridors   large,  open   undifferen&ated   space   separate   classrooms   linked  to  shared   central  space   mul&-­‐op&on  space   made  up  of  many  diverse,   discrete  but  connected   spaces  /  se<ngs   SCHOOL SPATIAL TYPOLOGIES Source: Mary Featherstone
  31. 31. Source: Mary Featherstone
  32. 32. duration of activities? documentation of activities? what furniture, equipment, resources? what services are required? what surfaces are required?what floor, levels area? ambience, climate control? degree of enclosure? Source: Mary Featherstone
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  37. 37. Derek Wenmoth Email: Blog: Skype: <dwenmoth>