• Save
Prof Erica McWilliam Presentation @ IB
Upcoming SlideShare
Loading in...5
×
 

Prof Erica McWilliam Presentation @ IB

on

  • 1,054 views

Presented at the Asia-Pacific IB Pre-Conference Workshop 2011

Presented at the Asia-Pacific IB Pre-Conference Workshop 2011

Statistics

Views

Total Views
1,054
Views on SlideShare
1,012
Embed Views
42

Actions

Likes
1
Downloads
0
Comments
0

2 Embeds 42

http://www.scoop.it 39
http://www.mefeedia.com 3

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

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
  • Vooks: E-novels with videos embedded – a break with the linearity of the book

Prof Erica McWilliam Presentation @ IB Prof Erica McWilliam Presentation @ IB Presentation Transcript

  • Erica McWilliam 25 th IB Annual Conference, Convention Centre, Melbourne, 16 March, 2011  
    • sage on the stage
    • guide on the side
    • meddler in the middle
  •   View slide
    • ‘ A sage steers by the bright light of confusion and doubt’
    • Chuang Tzu – Taoist, 4AD
    View slide
  • In three sentences or less, explain your educational role to others at your table.
  • Simple Complexity Complex Short-term Time Long-term
  • Complexity Time
    • Trainer
    • Build routines and habits
    • Drilling
    • Template applications
    • Simple rules
    • Repetition and memorisation
    • Testing basic knowledge and skills
    • Procedures manager
    • Curriculum supervision
    • Programme leadership
    • Credentialled and experienced
    • School-wide responsibilities
  • complexity Time
    • Crisis leader/manager
    • All other quadrants +
    • Good judgment
    • Quick action
    • Sound monitoring
    • Capacity to adapt
    • Innovative Leader
    • Creative generative thinker
    • Lead learner
    • Ruthlessly curious
    • Calculated risk-taking
    • Active Networker
    • Creative broker
    • Trainer
    • Build routines and habits
    • Drilling
    • Template applications
    • Simple rules
    • Repetition and memorisation
    • Testing basic knowledge and skills
    • Procedures manager
    • Curriculum supervision
    • Programme leadership
    • Credentialled and experienced
    • School-wide responsibilities
  • How has your professional work changed in this century? What is good or bad about these changes?
  • Learning and Performing: The Difference
    • Performance goals
      • winning positive judgment of their
      • competence and avoiding negative ones
    • Learning goals
      • a desire to acquire new skills, master new tasks or understand new things
    Learning, performing or both?
    • judgment on achievement of performance goals is made by others
    • while
    • learning goals require meta-cognition & self-regulation
    Learning or Performing ?
    • A 50/50 ratio of attention to learning and to performing is ideal
  • Too much performing, too little learning?
  • Do the schools in your group have the learning/performing balance right?
    • Everyone finds 3 individuals from 3 different countries and reports the main points of their discussion.
    • One-to-one reporting for 5 minutes, then change.
    • Need to talk about what learning is (it is not just preparing for exams!)
    • Can be done through goal setting with students and with staff (eg, in staff appraisal)
    • Students can and should monitor both sets of goals by editing and evaluating their own progress at key intervals
    • Can be available to parents and be the basis of parent-teacher meetings
    • A template for the student to customise is a useful start
    • Can be stored on-line as a word document
  •  
  •  
  •  
  •  
  •  
  • Silent singular reader Reading as a team sport Reading for enlightenment Reading for belonging Books Vooks Page-turning Key-tapping In-depth reading Power browsing Linear texts Linked fragments Single focus technologies Interruption technologies Oasis of bookish tranquillity Space of digital interactivity Correct answers Better questions
    • ‘ Coverage’ culture
    • Content-driven
    • Test-oriented
    • Packaged in advance
    • Pencil and paper
    • Imitative routines
    • Credential is the prize
    • Learning culture
    • Capacity building
    • Personalised
    • Self-managed
    • Focus is on the journey
    • Virtual and ‘real’ have equal status
    • Open-ended
    • Creative
    • When was this picture taken?
    • 1960s (1 finger)
    • 1970s (2 fingers)
    • 1980s (3 fingers)
    • 1990s (4 fingers)
    • 2000s (5 fingers)
  •  
    • Mandated Knowledge
    • certain
    • agreed
    • evidence-base strong
    • largely an individual process
    • social context largely irrelevant
    • Dynamic Knowledge
    • tentative
    • often contested
    • evidence-base is weak
    • collaborative in production
    • social context is relevant
    • Knowledge is an accumulation of known facts and concepts
    • Facts are best organised through disciplines
    • Instruction is the most promising strategy
    • Memory and imitation are useful
    • Answers are right or wrong
    • Test results measure success
    • Best evidence of learning = exam results
  • Taking play seriously
    • What is this idea good for?
    • What does it do and fail to do?
    • Does it have a future?
    • How could it be improved?
    • What is the value-add?
    • Discuss in your group (3 minutes):
    • Consider the idea of cutting the legs off a table.
    • What is this idea good for?
    • What does it do and fail to do?
    • Does it have a future?
    • How could it be improved?
    • What is the value-add?
  •  
    • High cognitive demand environment
    • Clarify and share explicit learning intentions
    • Obligatory engagement – no opting out, no ‘hands up’ except to question
    • Questions/statements that ‘cause’ thinking
    • Practise designing tests, not just doing them
    • Formative assessment to feed forward
    • Students work harder than teachers
    • Broad and deep learning tasks – e-portfolios
  •  
    • High cognitive demand environment
    • Clarify and share explicit learning intentions
    • Obligatory engagement – no opting out, no ‘hands up’ except to question
    • Questions/statements that ‘cause’ thinking
    • *Practise designing tests, not just doing them
    • *Formative assessment to feed forward
    • Students work harder than teachers
    • *Broad and deep learning tasks – e-portfolios
    • If the Answer is 27, what is the question?
    • Design one star question, then a two star question, then a three star question
    • an extended, transdisciplinary investigation of a topic of interest
    • student-led by negotiation with teacher - involves active engagement with peers and experts
    • unfolds as a series of responses to initial questions and the development of new questions prompted by that knowledge – evidence of a student’s capacity to develop new questions is as important as the capacity to respond
    • each response moves from the known to the unknown – begins with a brief statement of what the student already knows about the question without reference to any source (this statement is not assessed – it is a reference point for the learning that follows)
    • allows incorporation of mandated learning into larger whole.
    • a tightly edited documentation of the learning journey that demonstrates growing complexity of thought and skills of editorship – not a simply repository, nor a folio of internet downloads
    • amenable to assessment/evaluation.
  •  
    • Students are told they are Rangers for a National Park experiencing a dramatic increase in the population of hares that threatens the ecology of the park. They are asked to decide whether or not to introduce more lynx into the system, and if so, how many?
    • Students:
    • receive, respond to, and initiate simulated communications with other Rangers who are working on the project, and have specialised knowledge of the situation;
    • search the WWW to find relevant information on both hares and lynxes;
    • organise and analyse this information and evaluate its quality;
    • make predictions on the basis of this analysis, test their predictions with modeling software;
    • analyse the results, as represented in graphs, tables and charts.
    • integrate these findings with information from other resources and create a multimedia presentation in which they make and defend recommendations, and communicate these to others.
    • (from Quellmalz and Kosma, 2003)
    • What sort of pedagogy would best equip students for doing this 21 st century assessment task?
  • Less Rote Memorisation Mandated Curriculum Compliance Imitation Teacher-driven activity Control and command Competitive individualism More Problem-solving Learning to learn Co-creation Risk-taking Self-management Direction and support Dynamic team-based activity
    • ‘ [The 21st century]…is a world in which comfort with ideas and abstractions is the passport to a good job, in which creativity and innovation are the keys to the good life, in which high levels of education – a very different kind of education than most of us have had – are going to be the only security there is.’
    • US National Center on Education and Economy Report 2007
  •  
    • Vision
    • Mental Models
    • Systemic Organisation
    • Behaviours
    • Events
    • ( Bill Martin, 2007)
    • Vision
    • Mental Models
    • Systemic Organisation
    • ____________________
    • Behaviours
    • Events
    • (Bill Martin, 2007)
  •  
    • What adjustments do you need to make to your attentional economy as a leader?
    • How might you go about doing this?
    • Final Questions and Comments