RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY
Upcoming SlideShare
Loading in...5
×
 

RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY

on

  • 2,010 views

 

Statistics

Views

Total Views
2,010
Views on SlideShare
1,481
Embed Views
529

Actions

Likes
2
Downloads
14
Comments
0

6 Embeds 529

http://learningemergence.net 523
http://www.learningemergence.com 2
http://www.learningemergence.co.uk 1
http://translate.googleusercontent.com 1
http://learningemergence.net. 1
http://www.learningemergence.net 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY Presentation Transcript

  •   Dr  P  K  Hazlewood  Headteacher,  St  John’s  Marlborough   Visi=ng  Fellow  University  of  Bristol  
  • 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)  
  • ....  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  
  • 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)  
  • “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)  
  • 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.        
  • 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)            
  • 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)  
  • ¥  Change  lessons  every  hour  25  =mes  a  week    ¥  See  12+  teachers    ¥  Lack  of  con=nuity    ¥  Lack  of  coherence    ¥  The  disintegrated,  disengaging  curriculum  
  • ¥  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    
  • ¥  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  
  •    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  
  •    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  
  • ¥  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  
  • ¥  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  
  • ¥  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      
  • 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?  
  • ¥  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  
  • ¥  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