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Shared Understandings to Create the Future


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Shared Understandings to Create the Future

  1. 1. Shared Understandings to Create the FutureGrowing shared understandings, language and expectations Dr Cheryl Doig Integrating new technologies to empower learning and transform leadership
  2. 2. THE URGENT IMPERATIVE… Christmas…
  3. 3. Welcome to High School….2011 •  2 periods of health over the last 4 days = 5 pages of written RULES copied from an overhead projector. •  The learning intention is “become familiar with health class routines.” •  Success Criteria – “completed all overheads” – thereafter follows the 5 pages with headlines such as: Not prepared – “copy out the lack of Be prepared equipment essay in your own from Get ready fast from the window in C4 and hand to Be quiet your teacher at the end of the next Behave lunchtime. NO equipment will be loaned to students.”
  4. 4. David Rock – Iceberg ModelObservable RESULTS The Outcomes BEHAVIOURS Our Habits EMOTIONS What we feelInvisible THINKING What we think
  5. 5. The flipped classroom: reversed instructionIf kids can get the lectures, can get the contentdelivery and skill modeling as well (or oftenbetter) by computer lecture than in person, whydo we have use precious class-time for thispurpose? Why do we, in the status quo,replicate in person in our classrooms what iseasily available elsewhere, the content delivery/skill modeling, and then have kids apply theirlearning to difficult problems at home, withoutus there to help?
  6. 6. Liu Bolin- The Invisible Man
  7. 7. Focus •  Co-creation •  Congruence •  Consistency •  Collaboration •  Challenge
  8. 8. Co-creation“Doing the thinking for other people isnot just a waste of our own energy; italso gets in the way of other peopleworking out the right answers." Rock:9
  9. 9. Conversation An exchange of ideas between two or more people Conscious use of language and clarity of purpose through… SocialDiscussion Dialogue tab le• Reach a conclusion U n predic • Exploratory• Kill choice • Suspend• Debate assumptions• Logically explore • Mutual questioning Consensus • Growing of insights and new ideas Advocating Listening InquiringDecision Task AND relationship Understanding © 2011
  10. 10. Herrmann’s Whole Brain Processing Model… What is the big Where does this picture of this idea come from? change? How will my team How will I organise feel about all this? resources & planning?Co-creation
  11. 11. Shaking Up Christchurch Education•  Learner focused•  Future focused•  System coherent•  Sustainable To be a teacher you need to be a prophet – we are preparing children for a world that does not exist yet. – Peter Senge ACEL Conference, Adelaide 2011
  12. 12. Learning Practices Congruency Wheel School-wide Programmes Governance and policy Core value or beliefCongruence
  13. 13. Involved in setting evaluation criteria Why is this Now what? Congruency Wheel important? Student Knowledge Council cafesCongruence NZC Learner Voice School Policy Class wiki on Learning Termly feedback surveyWhat does not Are you sure it isalign with this? really happening?
  14. 14. Consistency
  15. 15. Articulating the Vision •  Where are we going? •  Why are we going there? •  Who is going with us? •  How are we goingConsistency to get there? Susan Scott’s Stump Speech
  16. 16. Consistency
  17. 17. Differentiated learning Students will… Teachers will… The differentiated learning space will have… Have personalised Report to, celebrate & Habits of mind learning goals, learning share with students, displayed & used. pathways, learning parents & the wider Rubrics displayed & preferences school community the understood by acknowledged and indiv students learning students. student can articulate progress on the 3 parts these of the school’s learning model Be in groups with Provide flexible Celebrate through different learning grouping based on the inquiry presentations, intentions & success current focus &/or LI / learning conferences,Consistency critieria based on SC emails home and or a evidence of next steps quick chat to parents and students as the opportunity arises Adapted from Cashmere Primary School, Christchurch, NZ
  18. 18. Consistency
  19. 19. “You cannot learn anything if you have not made any mistakes.”
  20. 20. Collaboration
  21. 21. he future learning walk process
  22. 22. CHAOS Death of the organisation DISAGREEMENT Dialogue and discussion Breaking with the past THE EDGE OF CHAOS Avoidance Adaptive leadership Disintegration Certainty on how to achieve the outcomes THE CHALLENGE No shared vision on what outcomes are important- ZONE Persuade/influence/ negotiate/coalitions Co-creation of the future ChallengeAGREEMENT STATUS QUO Complexity and diversity Shared vision Group think Moving towards a We’re doing well future state but no pre- Self-organising systems Nothing needs to change determined plan to get Operationalised processes there Technical/rational CERTAINTY UNCERTAINTY
  23. 23. What is the difference between talking toChallenge each other and sharing practice, and participating in a learning conversation? From Louise Stoll
  24. 24. Challenge
  25. 25. Challenge
  26. 26. Here’s What! So What? Now What? Learning to What did you What actions Observe Data make of the might you take – what did you data? this year to see, not infer? What were the develop this? What evidence patterns? How could you was collected? Meanings? extend it? What Connections to What would it surprises? other learning? take for you to What was Inferences? do more of unexpected? this? Reflections? Dig deep into Possibilities to What do youChallenge the data. extend & make of this? This is what challenge…. happened…
  27. 27. Your turn What is a good question you could ask students to see whether they are engaged in their learning?Challenge
  28. 28. Powerful QuestionsCHALLENGES AHEAD What kind ofNO DETOUR school would teenagers fight to get in to not fight to stay out? The Studio School
  29. 29. It’s not just shared understandings about anything… Liu Bolin- The Invisible Man
  30. 30. Next steps What is one powerful difference you have made in developing shared understandings that improve future focused student learning? What is the evidence? What would it take for you to do more of this?
  31. 31. What are you waiting for?
  32. 32. References• parentsopposedtopointlesshomework? sk=wall• on students••