RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY

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

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RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY

by Learning Emergence network on Jun 22, 2011

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