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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