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21st century futures
 

21st century futures

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    21st century futures 21st century futures Presentation Transcript

    • 21st Century Futures David Wall-Jones Senior Mental health Advisor Education Bradford
    • –If you want to know what the future is, be part of its development. Peter Drucker
    • Learning the skills we need for being and sucess Objectives Explore how social and emotional skills are central to 21st century schools Model and co-create methods of effective learning and teaching Outline that this transformation can only be achieved with effective leadership
    • Future schools-- we cant predict 5 years let alone adult working life. Retirement in 2065
    • -Think about what helped you learn to succeed
    • Something's that might have helped Be excited by books when your parents read to you Concentrate on playing Knowing what we need is more important Become confident because our family wouldn’t let us give up Be responsible because we were trusted to leave home in the morning and play all day long, as long as we were back by dark Make good decisions because we made lots of bad ones and learnt from the consequences Be healthy because we had to walk everywhere Respect ourselves and others because our family continually showed they cared for us Copy our family by watching and listening to them Have far less electronic stimulation no internet no twitter etc
    • Characteristics of Personalised learning Personal enjoyment in content. How children learn instead of performance. Focus on individual improvement and what has been learned rather than making judgments or comparisons Emphasise progress over time Provide informative Attribute failure to the nature of the task or something changeable in the student. Make it clear that mistakes are a valuable part of learning.
    • Here is a remarkable fact. When atoms and molecules are organized in a suitably complicated way, the result is something that perceives, knows, believes, desires, fears, feels pain, and so on—in other words, an organism with a psychologyorganism with a psychology. Alex Byrne, 2006
    • the problem (Nam June Paik)
    • "When work becomes play, and play becomes your work, your life unfolds." Robert Frost (
    • How would you teach your students the following learning objectives Identify the effect of puberty on human thinking and social and emotional development Understand how the brain explains this effect Demonstrate the difficulties in decision making
    • Answer all the questions below 1 - Puberty has had a great affect on our body but has a much greater effecton our what 2 - What I are adolescents particularly known to be 3- Recognising emotions is more difficult before or after puberty? 4 – Which F is the lobe of the brain responsible for recognising emotions 5 The poor understanding of what other people’s F is explained by confused and disrupted new pathways between neurons in the brain? 6. What F is the type of expressionthat teenages are particularly poor at detecting 7-What F is part of the brain’s stages of development occurs at the end of the teenage years 8- Which part of the brain is where the rewiring begins 9 – Which F is the region of the brain associated with planning Insight, Anticipation and Judgement 10 - Which part of the brain controls or inhibits the rest of the brain 11- Adolescents tend to respond to stimuli without how much use of frontal region of the brain to repond What type of response are teenages more likely to respond to problems resonse than using judgement or insight
    • Answer 1- 2- 3- 4- 5- 6- 7- 8- 9- 10- 11- 12- 13-
    • In a team with some hints Full Full Frontal Feelings Fear Final Frontal Front Back Mind Insensitive After Gut
    • Video’s about brain development
    • Some are destroyed by the storm life throws us, yet some harness the wind, rain and lightning to create an advantage. If we can create good things out of dire circumstances then really there is no problem in life, just situations which lead us closer to happiness. Allen Steble 2007
    • Action/constructionist Inquiry What did you feel when given the questions, how did it show How did you contribute towards the teams answers? Do you prefer working individually or in a team What was your best experience of this experience
    • Ofsted and the new framework and evaluation criteria for September 2009 Skills needed Effective learning skills Communication skills Self awareness Managing feeling Self motivation Empathy Social skills Personal, learning and thinking skills Independent enquirers Creative thinkers Reflective learners Team Workers Self Managers Effective participators
    • identity (David Hockney)
    • disembodied dialogues mindless bodies
    • When ideas become radically separated from embodied practices, the sensuous activities of everyday life tend to be subordinated to disembodied abstractdisembodied abstract differences. John Lannamann, 1998
    • new solutions (Marcel Duchamp)
    • [There is the] temptation to see a profound philosophical problem in a place where there is really none. As the philosopher Ludwig WittgensteinLudwig Wittgenstein emphasised, such philosophical mirages are often produced by an apparently inevitable but erroneous picture of the phenomenon under investigation… Alex Byrne, 2006
    • A good lesson the use of assessment to support learning The teaching is consistently effective in ensuring that pupils are motivated and engaged Majority of teaching is securing good progress Good and imaginative use of resources, including new technology to enhance learning Other adult support is well focussed As a result of good assessment procedures teachers and other adults plan well to meet the needs of the pupil Pupils are provided with detailed feedback Teachers listen to observe and question groups of pupils during lessons to reshape tasks and explanations to improve learning
    • … it’s in these acts, as actsacts rather than meremere movementsmovements, that our experience of the surrounding environment is embodied, that things get for us an immediate meaning. … the acting brainacting brain is also, and first of all, an understanding brainunderstanding brain. Giacomo Rizzolatti and Corrado Sinigaglia, 2006
    • Descriptors for an outstanding lesson Teaching is good and much is outstanding with the result that the pupils are making exceptional progress It is highly inspiring pupils and ensuring that they learn extremely well Excellent subject knowledge is applied consistently to challenge and inspire pupils Resources including new technology, make a marked contribution to the quality of learning as does the precisely targeted support provided by adults Teacher and pupils are acutely aware of their capabilities and of their prior learning and plan very effectively to build on these Marking an dialogue between teachers and other adults and pupils are consistently of a very high quality Pupils understand in detail how to improve their work and a re consistently supported in doing so Teacher systematically and effectively check pupils understanding throughout lessons anticipating where they may need to intervene and doing so with striking impact on quality of learning.
    • Not all words for just anyone submit equally easy. … Forcing [language] to submit to one’s own intentions and accents, is a difficult and complicateddifficult and complicated process. Mikhail Bakhtin, 1935
    • Verbal communication can never be understood and explained outside of … a concreteconcrete situation. Voloshinov/Bakhtin, 1929