“Fundamental change,
         or incremental
          improvement;
  the question is not so
much which is right, but
   r...
Where do you see your school?

   1                   2                      3                        4

Incremental Impro...
Emerging Models of Teaching &
          Learning
 Teacher Learner / Learner Teacher




             Deirdre Butler
      ...
Difficult Questions
• What kind of future do we want to create?
• What kind of people do we wish to
  nurture?
• What are ...
Digital Natives / Digital Immigrants




Marc Prensky, Digital Natives, Digital Immigrants, From On the
  Horizon (NCB Uni...
Schools & The Knowledge
              Economy
• In an economy driven by knowledge rather than
  manufacturing, employers a...
The illiterate of the 21st century will not be
 those who cannot read or write but
 those who cannot learn, unlearn and
 r...
The Trinity Knot
We need to empower learners to use and shape the
 world with these “convivial tools” (Illich, 1974), rather
 than be shape...
Invest in people as much as PCs ?
• In order to see change across
  the system, there needs to be
  a shift in thinking ab...
Re-imagining schools
• Shift in kinds of
  investment - People &
  PCs

• Shift in the kinds of
  skills, experiences
  an...
Constructionism
The Learners
• The Learners’ needs, interests and
  experiences are at the forefront of the
  learning experience
• Contro...
Constructed Artefact
• “Object to think with”
• A means by which others can become
  involved in the thinking process as i...
Materials
Challenging
  Addressing personal needs and interests

Conversational
  Inviting contemplation and negotiation

...
Don Quixote
Narrative Context
• Don Quixote –
  Impossible Dreamers
Mind Map - September
Mind Map - November
Mind Map - March
Self-Determined Learning
•   Ownership and control vested in the learner [Dignity]
•   Democratic decision making [Inclusi...
Second Level System – DCC & ISP
 • LASW - “Object to Think with”
 • Embedded in Classroom context / everyday
   reality
 •...
• “One of the most valuable courses I think we did with
  you was the coding of the assignments… because
  you had people ...
Digital Learning Peer Coaching
- “Object to Think with” – Classroom
  practice

- Digital Fluency
- Communication / Collab...
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
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Deirdre Butler- Emerging Models of Teaching & Learning

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  • Such a concept has its ultimate manifestation in W. Edwards Deming’s constant improvement philosophy which became the foundation for much of the quality movement in manufacturing around the world. The parallel to what we look to as incremental improvement in our schools pales by comparison; but many schools have a mission to seek to improve incrementally, building on the successes of their pasthttp://www.deming.org/theman/articles/articles_50influenced02.html
  • Body / Mind / Soul inextricably linked – no beginning and no end
  • For example, if we believe that the learner constructs knowledge and that each individual is an active maker of their own meanings, then we need to empower learners to use and shape the world with these “convivial tools”, rather than be shaped by them (Illich, 1974). We need to ask what these new tools will enable us to do, and what is worth doing? So we can’t consider the question of how digital technologies are to be used in education in isolation, but we must view it according to our definition of the nature of knowledge and the nature of knowing. Concepts of learning and our understandings of knowledge are linked. We cannot possibly have a view of learning without also implying a view of knowledge.
  • Deirdre Butler- Emerging Models of Teaching & Learning

    1. 1. “Fundamental change, or incremental improvement; the question is not so much which is right, but rather why has there been so little discussion about the question”?
    2. 2. Where do you see your school? 1 2 3 4 Incremental Improvement Fundamental Change Incremental improvement. Continual small changes to the way school might function to provide measurable improvement. Fundamental change/transformation looks very different. It is not “tweaking” at the edges; this is not doubling the length of classes or developing cross-curricular programs. Rather than build on the successes of the past, fundamental change requires a complete rethinking of the nature of school and learning from the “ground up”.
    3. 3. Emerging Models of Teaching & Learning Teacher Learner / Learner Teacher Deirdre Butler deirdre.butler@spd.dcu.ie
    4. 4. Difficult Questions • What kind of future do we want to create? • What kind of people do we wish to nurture? • What are the values we want to live by? • How can digital technologies help this happen?
    5. 5. Digital Natives / Digital Immigrants Marc Prensky, Digital Natives, Digital Immigrants, From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001)
    6. 6. Schools & The Knowledge Economy • In an economy driven by knowledge rather than manufacturing, employers are already valuing very different skills, such as creativity, communication, presentation skills and team- building. Schools are at the front line of this change and need to think about how they can prepare young people for the future workplace. (Their Space: Education for a digital generation, Demos, Hannah Green & Celia Hannon, 2007,p.15)
    7. 7. The illiterate of the 21st century will not be those who cannot read or write but those who cannot learn, unlearn and relearn.” (Alvin Toffler) “We must be the change we want to see in the world.” (Gandhi)
    8. 8. The Trinity Knot
    9. 9. We need to empower learners to use and shape the world with these “convivial tools” (Illich, 1974), rather than be shaped by them. Vygotskian principle - that changes in tools will bring about changes in thinking, and that these changes in turn are associated with changes in culture. “untilrecently the narrowness of range of the possible doings severely restricted the implementation of the idea. The educational vocation of the new technology is to remove these restrictions” and enable “a restructuring of knowledge itself” (Papert, 1991, p.22).
    10. 10. Invest in people as much as PCs ? • In order to see change across the system, there needs to be a shift in thinking about investment from hardware towards relationships and networks. In the last ten years we have seen a staggering change in the amount of hardware in schools, but it has not had a significant impact on teaching and learning styles. (Demos p.16)
    11. 11. Re-imagining schools • Shift in kinds of investment - People & PCs • Shift in the kinds of skills, experiences and relationships that schools value
    12. 12. Constructionism
    13. 13. The Learners • The Learners’ needs, interests and experiences are at the forefront of the learning experience • Control / ownership vested in the Learner • The Learner must accept responsibility for setting their own learning goals in order to meet their interests and needs
    14. 14. Constructed Artefact • “Object to think with” • A means by which others can become involved in the thinking process as it develops • Iterative design process • The group dynamic is important as the artefact grows and learners share and reflect.
    15. 15. Materials Challenging Addressing personal needs and interests Conversational Inviting contemplation and negotiation Connective Supporting personal relationships and idea that transcend traditional subject boundaries
    16. 16. Don Quixote Narrative Context • Don Quixote – Impossible Dreamers
    17. 17. Mind Map - September
    18. 18. Mind Map - November
    19. 19. Mind Map - March
    20. 20. Self-Determined Learning • Ownership and control vested in the learner [Dignity] • Democratic decision making [Inclusion] • Provocative, engaging, and challenging computational materials; • Challenging learning experiences in sustained, immersive, Atelier- style learning environments; • Embedding learning in their own experiences (“objects to think with”); • A support framework that addresses each individual needs, interests and experiences; • A supportive community with a diverse range of backgrounds; • Adequate time to allow self directed learning to develop and changes to take place.
    21. 21. Second Level System – DCC & ISP • LASW - “Object to Think with” • Embedded in Classroom context / everyday reality • Set of rubrics that describe 5 key dimensions for Innovative Teaching and Learning – Knowledge Building – Collaboration – Problem Solving and Innovation – Self- regulation – Use of ICT for learning
    22. 22. • “One of the most valuable courses I think we did with you was the coding of the assignments… because you had people sitting around the table who were from all different subject areas. That I felt was very, very beneficial, and I know that they enjoyed it greatly, and there was great feedback from it…with the one-off training people have been thinking how can I use that in my specific subject. But I felt the coding was more universal, it was across the board of what a 21st century learning assignment should look like, and that got people thinking an awful lot”. (Interview_School_Leader, 2009)
    23. 23. Digital Learning Peer Coaching - “Object to Think with” – Classroom practice - Digital Fluency - Communication / Collaboration skills - Deepening understandings of learning - Sustainable / Scalable Framework
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