RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY

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  • 1.   Dr  P  K  Hazlewood  Headteacher,  St  John’s  Marlborough   Visi=ng  Fellow  University  of  Bristol  
  • 2. DfE’s  new  idea........the  English  Baccalaureate!    “Our  future  is  on  the  line.    The  na=onal  that  out-­‐ educates  us  today  is  going  to  out-­‐compete  us   tomorrow”  (Obama  2010)    “We  can’t  go  on  like  this..........nothing  else  will   do:  we  need  big  change  in  the  way  we  do   educa=on  in  our  country”  (Cameron  2010)  
  • 3. ....  is  this  the  last  human  century?                                                                  (Rees,  Astronomer  Royal)    or    is  it  on  the  brink  of  the  next  evolu=onary  step?    or      are  we  on  the  =pping  point  of  ecosystem  disaster?    death  of  civilisa=on__________  techno-­‐humanity  
  • 4. Is  to  prepare  people  for  the  future  –  but  what  future?    “All...........should  become  successful  learners,  confident  and   crea=ve  individuals,  and  ac=ve,  well  informed  ci=zens”    -­‐  successful  learners  -­‐  develop  their  capacity  to  learn  -­‐  are  crea=ve,  innova=on  and  resourceful....enterprising  and   use  their  ini=a=ve  -­‐  are  able  to  plan  ac=vi=es  independently,  collaborate  and   work  in  teams  -­‐  develop  personal  values  and  a]ributes  such  as  resilience   and  empathy                    (Australian  Na=onal  Curriculum)  
  • 5. “The  largest  effect  sizes  on  student  achievement   occur  when  teachers  become  learners  about   their  own  teaching,  and  when  students   become  their  own  teachers”    (Ha`e)            NB:    Building  Agency  in  the  Face  of  Uncertainty  –  Keri  Facer  (2011)  
  • 6. Challenge  1  genera9ons  and  lifecourse        Understanding  trends  in  demographics,  family        structure,  intergenera=onal  rela=onships  and  ageing.    Challenge  2  iden99es,  ci9zenship,  communi9es        Understanding  the  development  of  cultural  iden=ty,      ci=zenship  and  community  in  the  context  of          globalising/localising  forces.    Challenge  3  knowledge,  crea9vity  and  communica9on        Understanding  trends  in  the  crea=on,  circula=on  and      communica=on  of  knowledge.        
  • 7. Challenge  4  work  and  employment        Understanding  trends  in  work  and  employment.    Challenge  5  state/market/third  sector        Understanding  trends  in  rela=onships  between  state,      private  and  third  sector  provision  of  public  services.        (Futurelab  2008)            
  • 8. Crea=ng  highly  confident,  capable,  independent   learners      q  Managing  (Complex)  Informa=on  q  Managing  (Difficult)  Situa=ons  q  Rela=ng  (Extremely  Well)  to  People  q  Learning  how  to  learn  (for  life)  q  Global  par=cipa=on  (making  a  difference)  
  • 9. ¥  Change  lessons  every  hour  25  =mes  a  week    ¥  See  12+  teachers    ¥  Lack  of  con=nuity    ¥  Lack  of  coherence    ¥  The  disintegrated,  disengaging  curriculum  
  • 10. ¥  Developing  the  joy  of  learning  for  its  own  sake  where   learning  has  a  value  in  its  own  right  ¥  Empowering  students  to  explore  and  develop  a  range  of   learning  skills  which  best  suit  them  ¥  Engaging  them  fully  in  their  own  educa=onal  experience  ¥  How  to  work  effec=vely  in  a  variety  of  unfamiliar   situa=ons  and  environments  ¥  To  think  purposefully,  demanding  more  of  themselves   and  others  in  pursuit    of  their  challenges    
  • 11. ¥  Frequent,  con=nuous,  precise  talk  about   teaching  prac=ce  ¥  Frequent  observa=on  of  classroom  prac=ce  ¥  Planning,  designing,  evalua=ng  together  ¥  Teaching  each  other  the  prac=ce  of   teaching  
  • 12.    New  Triplisa,on  Paradigm   Tradi,onal  Site-­‐Bound  Paradigm  Individualised  Student  and  Learning   Reproduced  Students  and  Learning      ¥  student    is  centre  of  educa=on   ¥  student  is  follower  of  teacher  ¥  individualised  programmes   ¥  standard  programmes  ¥  self-­‐learning  with  guidance   ¥  absorbing  knowledge  from  teacher  ¥  self-­‐actualising  process   ¥  receiving  process  ¥  focus  on  how  to  learn   ¥  focus  on  how  to  gain  ¥  self-­‐rewarding  and  enjoyable   ¥  externalised  rewards  
  • 13.    New  Paradigm   Tradi,onal  Site-­‐Bound  Paradigm  Individual  Teacher  and  Teaching   Reproduced  Teacher  and  Teaching      ¥  teacher  is  the  facilitator  to  support   ¥  teacher  is  the  centre  of  educa=on   students’  learning   alidkskljdf  ¥  mul=ple  intelligence  teacher   ¥  par=ally  competent  teacher  ¥  individualised  teaching  style   ¥  standard  teaching  style  ¥  teaching  is  to  arouse  curiosity   ¥  teaching  is  a  disciplinary,  delivering,  ¥  teaching  is  a  process  to  ini=ate,   training  and  socialising  process   facilitate  and  sustain  students’  self-­‐ akjdkldj    jasdlkasdjklsjklsdjklsd     learning  and  self-­‐actualisa=on   lkjadklf  ¥  sharing  joy  with  students   ¥  achieving  standards  in  examina=ons  ¥  teaching  is  a  lifelong  learning  process   ¥  teaching  is  a  transfer  and  applica=on   process  
  • 14. ¥  Distributed  leadership  –  High  trust  team  based  structure  ¥  Rich  dialogue  about  learning  –  Shared  meaning  and  vocabulary  ¥  High  expecta=ons  and  aspira=ons  –  Culture  of  success  and   recogni9on  ¥  Focus  on  rela=onships  and  behaviour  –  Emo9onal  literacy,   consistent  strategies  ¥  Learning  to  learn  –  Cogni9ve  enrichment  ¥  Rich  pormolio  of  learning  and  teaching  strategies  –  Reconciling   teacher,  learner  and  topic  ¥  Personalisa=on  of  learning  –  Learning  styles,  personal  learning   plans  ¥  Assessment  for  learning  -­‐    Forma9ve,  developmental  ¥  Reflec=on,  review,  monitoring  and  evalua=on  
  • 15. ¥  School  leadership  commi]ed  to  individual,  organisa=onal   and  personal  training  ¥  Widely  shared  leadership  based  on  high  trust  ¥  Explicit  leadership  responsibility  for  learning  ¥  Shared  knowledge  crea=on,  learning  focused  research  and   CPD  ¥  High  quality  personal  rela=onships,  networks  ¥  High  levels  of  student,  family  and  community  involvement  ¥  Leadership  underpinned  by  systema=c  management  ¥  A  culture  of  enthusiasm,  energy  and  joy  in  the  learning  of   others  
  • 16. ¥  teaching  and  pedagogy  will  need  to  change  ¥  the  majority  of  teachers  are  not  prepared  ¥  the  majority  of  leaders  in  educa=on  are  not   focussed  on  the  ‘big  picture’  ¥  professionalism  is  in  need  of  redefini=on      h]p://www.youtube.com/watch?v=B4g5M06YyVw&NR=1      
  • 17. If  we  want  our  learners  to  be:  ¥  inquirers   ¥  principled  ¥  knowledgeable     ¥  open-­‐minded  ¥  thinkers   ¥  caring  ¥  communicators   ¥  risk  takers  ¥  reflec=ve     Then  how  do  we  prepare  our  teachers?  
  • 18. ¥  crea=ng  a  system  for  world  class,  globalised   teacher  educa=on  ¥  the  subject  issue  is  irrelevant    ¥  as  with  student  self-­‐learning,  teachers  need  to   be  learning  throughout  their  career.    Inspiring,   challenging  at  the  foremost  of  thinking  
  • 19. ¥  systems  for  teacher  learning  will  be  complex   and  mul=faceted  involving  many  organisa=ons   and  communi=es  ¥  global  networks  for  exchanging  experiences,   ideas  and  accredita=on  ¥  web-­‐based,  interac=ve  environment  as  a   compulsory  forum