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Teaching as Inquiry 
to lead future-focused 
change
ICT tools and strategies that we will 
focus on
Using Teaching as Inquiry 
to produce an ‘E-learning Action Plan’
E-learning Action Plan 
Inquiry Cycle Stage E-learning Action Plan Stage 
Focusing Inquiry Selecting a group of students t...
So how does this work? 
• E-mentors are Learning Area based 
• PLGs will have been formed within Learning 
Areas to suit s...
E-learning Action Plan 2012 
Inquiry Cycle Stage E-learning Action Plan Stage 
Focusing Inquiry Selecting a group of stude...
Why this works! 
• It is based on effective pedagogy as outlined in the 
NZC 
• It can be personalised to fit personal pro...
Tips 
• Integrate all school initiatives into the one teaching as inquiry 
cycle – rather than separating out into dispara...
Why must we 
change 
education?
'The future is 
unknowable, but 
not unimaginable' 
– Ludwig Lachmann
Entering the Knowledge Age 
Agrarian Age 
Industrial Age 
Knowledge Age
The Knowledge Age
More Information 
More People 
More Careers 
Fewer Resources
The Age of Change
Moore’s Law
“The Only Thing 
That Is Constant Is 
Change -” 
― Heraclitus
When the rate of change 
outside of the organisation is 
faster than the rate of change 
inside an organisation, the end 
...
What do we need 
to change in 
education?
21st Century Skills 
Complex Communication 
Collaboration 
Critical Thinking and Problem Solving 
Creativity and Innovatio...
21st Century Teaching 
From Low-Level Thinking 
to High-Level Thinking 
From Analog to Digital 
From Teacher-Directed 
to ...
21st Century Schools 
Free range learners 
• Free to choose how they learn 
• Free to choose where they learn 
• Free to c...
Universal Design for Learning 
= 
Equitable access to learning 
http://www.udlcenter.org/resource_library/articles/udl
Learning at HPSS 
Vision 
The vision for our school is to create a stimulating, inclusive 
learning environment which empo...
Learning at HPSS 
Learning 
Hubs 
Project 
Learning 
Specialised 
Learning 
MyTime 
With a lot of guided choice!
Learning at HPSS
Specialised Learning 
Specialised Learning Modules: 
• will enable all students to gain coverage of curriculum areas 
and ...
Project Learning 
Big Projects: 
• larger scale, links with internal or external 
expertise/mentors, business partnerships...
Learning Hubs 
Learning Hubs will: 
• be small groups where caring relationships are fostered 
• provide learners with one...
MyTime 
Four times a week students have 50 minutes of 
MyTime where they can negotiate how best to 
spend this time. This ...
How can we lead 
change in our 
schools?
“Adaptive experts also know how to 
continuously expand their expertise, 
restructuring their knowledge and 
competencies ...
NZC Teaching as Inquiry
Sigmoid Curve Model
How can we be 
supported to make 
the necessary 
changes?
The future is not something 
that is done to us, but an 
ongoing process in which we 
can intervene. 
– Keri Facer
We need the carrot 
AND the stick! 
We have the infrastructure 
We have phenomenal educators 
We have spectacular students...
We need recognition 
AND resourcing! 
Demand high standards 
Demand excellent outcomes 
But mostly, provide generous amoun...
Align Professional 
Learning 
Explore how the PLD Review, Investing 
in Educational Success, EDUCANZ 
work can all promote...
Highlight how 
Innovation can support 
Academic Excellence 
Support and promote the innovative 
risk-takers!
Promote innovative 
and creative 
assessment 
practices
(Re)develop a job 
description for Principal’s 
Nominee that sees them 
promoting future-focused 
practices
Could we ‘Qualmark’ and 
share innovative and 
creative NCEA tasks free 
of charge.
Are National Standards 
assessment for learning 
or a tail being used to the 
wag the dog.
Are National Standards 
the right standards for 
the young people who 
will live in the future.
Is NCEA or SSCE 
measuring the right 
things?
Is our current definition 
of ‘student achievement’ 
future focused enough?
You get what you 
measure. 
Assessment is the tail 
that wags the dog.
If you want the dog to 
change maybe you need 
to change the tail…
When and where 
will we make the 
change?
Here and 
now… 
…it’s simply a 
matter of 
having a 
growth 
mindset. http://www.learning-knowledge. 
com/self-theories.ht...
The Future of Education 
The educational revolution will not be televised. 
It will be blogged, tweeted and uploaded to 
Y...
The future of education ACACA conference
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The future of education ACACA conference

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This is the presentation from my talk at the ACACA conference.

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The future of education ACACA conference

  1. 1. Teaching as Inquiry to lead future-focused change
  2. 2. ICT tools and strategies that we will focus on
  3. 3. Using Teaching as Inquiry to produce an ‘E-learning Action Plan’
  4. 4. E-learning Action Plan Inquiry Cycle Stage E-learning Action Plan Stage Focusing Inquiry Selecting a group of students to focus on and ‘Desired Student Learning Outcome(s)’ (PLG Focus) Teaching Inquiry ICT/e-learning strategies that will support DSLO Teaching and Learning Who/When (Timeline) Learning Inquiry Evidence that you will collect to measure shift in regards to DSLO
  5. 5. So how does this work? • E-mentors are Learning Area based • PLGs will have been formed within Learning Areas to suit specific needs of Learning Area • Learning Areas have produced an ‘E-learning Action Plan’ led by LADs and e-mentors • PLGs have developed specific ‘E-learning Action Plans based on desired student learning outcomes’
  6. 6. E-learning Action Plan 2012 Inquiry Cycle Stage E-learning Action Plan Stage Focusing Inquiry Selecting a group of students to focus on and an area of ‘Thinking’ to focus on (PLG Focus) Teaching Inquiry Collaborative/Differentiated/ICT/e-learning strategies that will support development of ‘Thinking’ Teaching and Learning Who/When (Timeline) Learning Inquiry Evidence that you will collect to measure shift in regards to ‘Thinking’
  7. 7. Why this works! • It is based on effective pedagogy as outlined in the NZC • It can be personalised to fit personal professional needs • It can be contextualised into any curriculum area • It provides a plan of action with provides a structure and a level of accountability • It puts the focus on the student outcomes, not the technology!
  8. 8. Tips • Integrate all school initiatives into the one teaching as inquiry cycle – rather than separating out into disparate topics • Allow teachers to work in curriculum based professional learning groups • Provide a common template • Provide a clear timeline for completing each part of the inquiry • Get them to publish and share their plans – this helps with the accountability but also provides opportunities for identifying needs and common foci. • Offer technical and ICT skills PD based on their plans (consider creating online tutorials to do this)
  9. 9. Why must we change education?
  10. 10. 'The future is unknowable, but not unimaginable' – Ludwig Lachmann
  11. 11. Entering the Knowledge Age Agrarian Age Industrial Age Knowledge Age
  12. 12. The Knowledge Age
  13. 13. More Information More People More Careers Fewer Resources
  14. 14. The Age of Change
  15. 15. Moore’s Law
  16. 16. “The Only Thing That Is Constant Is Change -” ― Heraclitus
  17. 17. When the rate of change outside of the organisation is faster than the rate of change inside an organisation, the end is in sight. - Jack Welch
  18. 18. What do we need to change in education?
  19. 19. 21st Century Skills Complex Communication Collaboration Critical Thinking and Problem Solving Creativity and Innovation Information and Media fluency
  20. 20. 21st Century Teaching From Low-Level Thinking to High-Level Thinking From Analog to Digital From Teacher-Directed to Student-Directed
  21. 21. 21st Century Schools Free range learners • Free to choose how they learn • Free to choose where they learn • Free to choose how they process their learning • Free to choose how they evidence their learning • Free to experience learning that is relevant and responsive to their needs not our limitations
  22. 22. Universal Design for Learning = Equitable access to learning http://www.udlcenter.org/resource_library/articles/udl
  23. 23. Learning at HPSS Vision The vision for our school is to create a stimulating, inclusive learning environment which empowers learners to contribute confidently and responsibly in our changing world. Principles The foundations of our curriculum decision-making are to: • Innovate through personalising learning • Engage through powerful partnerships • Inspire through deep challenge and inquiry to develop empowered learners • The curriculum and student week is made up of three key components - learning hubs, specialised learning and project learning.
  24. 24. Learning at HPSS Learning Hubs Project Learning Specialised Learning MyTime With a lot of guided choice!
  25. 25. Learning at HPSS
  26. 26. Specialised Learning Specialised Learning Modules: • will enable all students to gain coverage of curriculum areas and fluencies • will include a range of teaching & learning modes: co-constructed, seminar, workshop, flipped, online etc. • will encourage critical and creative thinking • will be framed by inquiry and involve independent learning activities • Learning Coaches will work with the students to create a LearnPath by selecting a range of modules that ensure curriculum and skills coverage. Beyond 2014 students will be able to be placed into modules based on curriculum levels suited to their readiness rather than based on their age.
  27. 27. Project Learning Big Projects: • larger scale, links with internal or external expertise/mentors, business partnerships, community links, encourage social responsibility & citizenship • apply learning across curriculum areas with focus e.g. Wetlands • exposure to wide range of learning experiences, scope for student participation across range of roles Passion Projects: • individual/team initiated and negotiated interest based projects • encourage curiosity, grow passions and achieve excellence
  28. 28. Learning Hubs Learning Hubs will: • be small groups where caring relationships are fostered • provide learners with one key person who will connect with family and ensure learners are engaged in a relevant and challenging programme • explore learner interests in order to pursue passions, which can be linked back to learning • track progress and provide structures so learners, with their coaches and families, can maintain a learning portfolio • build on learners' capacities to be Inquirers and Self Directed Learners
  29. 29. MyTime Four times a week students have 50 minutes of MyTime where they can negotiate how best to spend this time. This is negotiated each week with Learning Coaches. Typical MyTime sessions include: • Literacy or Numeracy Support or Extension • Writing club, Coding, Robotics, Tinkering (MakerEd), Science Club, Enviro group, meditation, Yoga, Gym, Gamers Anonymous etc. • Floor-time with teachers, silent reading, self-directed study
  30. 30. How can we lead change in our schools?
  31. 31. “Adaptive experts also know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” (Darling-Hammond 2006: 11)
  32. 32. NZC Teaching as Inquiry
  33. 33. Sigmoid Curve Model
  34. 34. How can we be supported to make the necessary changes?
  35. 35. The future is not something that is done to us, but an ongoing process in which we can intervene. – Keri Facer
  36. 36. We need the carrot AND the stick! We have the infrastructure We have phenomenal educators We have spectacular students We have a stunning curriculum Have high standards and if you must… …measure results.
  37. 37. We need recognition AND resourcing! Demand high standards Demand excellent outcomes But mostly, provide generous amounts of ongoing professional learning and support
  38. 38. Align Professional Learning Explore how the PLD Review, Investing in Educational Success, EDUCANZ work can all promote future focused practices.
  39. 39. Highlight how Innovation can support Academic Excellence Support and promote the innovative risk-takers!
  40. 40. Promote innovative and creative assessment practices
  41. 41. (Re)develop a job description for Principal’s Nominee that sees them promoting future-focused practices
  42. 42. Could we ‘Qualmark’ and share innovative and creative NCEA tasks free of charge.
  43. 43. Are National Standards assessment for learning or a tail being used to the wag the dog.
  44. 44. Are National Standards the right standards for the young people who will live in the future.
  45. 45. Is NCEA or SSCE measuring the right things?
  46. 46. Is our current definition of ‘student achievement’ future focused enough?
  47. 47. You get what you measure. Assessment is the tail that wags the dog.
  48. 48. If you want the dog to change maybe you need to change the tail…
  49. 49. When and where will we make the change?
  50. 50. Here and now… …it’s simply a matter of having a growth mindset. http://www.learning-knowledge. com/self-theories.html
  51. 51. The Future of Education The educational revolution will not be televised. It will be blogged, tweeted and uploaded to YouTube. Change is happening and change won’t be slowed. So hurry up, build your own map. What ever you do, at least get on the road.

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