Beckenham ps web1


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Staff presentation slides from Beckenham School

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  • An interesting discussion to have with staff would be to look at what we believe about our current pedagogy - and how does our current classroom practice reflect that... I suspect we are further ahead in our heads than we actually are in our practice! Starting to get teachers to consider how they might use their collective skills and expertise to benefit learners across a team in their current learning environments would be a great place to begin.
  • Learner at the centre
  • convergence
  • Agency – Tinorangitiratanga (self determination)Self-efficacy refers to subjective judgements of one’s capabilities to organise and execute courses of action to attain desired goals.
  • Not me, me, me, me – but my my my – Agency and the free agent learner
  • 4 - typical government responses internationally have been to swing between highly centralised, bureaucratic systems at one end, to completely autonomous, self-managing entities at the other - or in some position along that continuum. Instead of yet another round of shifting where the pendulum is, we need a step change or reorientation of our schooling system to embrace the idea of a networked schooling system – where all participants in the system are ‘nodes’ on the network, each with particular strengths and responsibilities, and where each has a symbiotic relationship with the others, where each has a sense of agency that both empowers them in terms of contribution, and makes them co-dependent on others to remain healthy and grow. This is what a third millennium system must be.
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  • Beckenham ps web1

    1. 1. Beckenham Primary School, 29 July 2013 Creating a Future focused school
    2. 2. Ever wondered what the inside of a school looked like in the future-istic world of the Jetsons?
    3. 3. Lots of technology, but not a lot else is different – single point of focus (blackboard), students working in unison, teacher at the front etc…
    4. 4. 1990s The computer room BBC 1985: the standalone school computer A National Education Network? The school network 1995-2010 THE PAST 25 YEARS IN NZ SCHOOLS Adapted from Becta 2004
    5. 5. 1990s The computer room BBC 1985: the standalone school computer A National Education Network? The school network 1995-2010 THE PAST 25 YEARS IN NZ SCHOOLS Adapted from Becta 2004 The existence of ICTs does not transform teacher practices in and of itself… However, ICTs can enable teachers to transform their teacher practices.
    6. 6. EFFECTIVE TEACHING AND LEARNING…Effective teaching and learning occurs when… Student autonomy and initiative accepted and encouraged. Students engage in dialogue with teacher and each other Higher level thinking is encouraged Class uses raw data, primary sources, physical and interactive materials. Knowledge and ideas emerge only from a situation in which learners have to draw them out of experiences that have meaning and importance to them. Teacher asks open-ended questions and allows wait time for response Students are engaged in experiences that challenge hypotheses John Dewey – Constructivist Pedagogy, 1916
    7. 7. UBIQUITY
    8. 8. MOBILE TRENDS • mLearning – in the classroom and workplace • BYOD – Bring your own device • “snack” learning • Location-based integration and workplace training • Cloud computing • Rewind learning
    9. 9. CHALLENGE Have we grasped how significantly student access to technology has changed their expectations as learners?
    10. 10. AGENCY • “The power to act” • “Sense of ownership” • “Executing and controlling one’s own actions” • “Self-efficacy” • “Personalisation”
    11. 11. WE LIVE IN A PERSONALISED WORLD • My watchlist (on Trademe) • My personal banking • My travel planner • MySky • My portfolio • My Youtube channels • My… • AGENCY is key!
    12. 12. STUDENT EXPECTATIONS Washor, E and Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportunities to apply what I am learning in real world settings and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?
    13. 13. CHALLENGES • Do our learners have to adapt to our way of doing things, or do we adapt to theirs? • Are we focused on delivery – or learning experience?
    14. 14. • “Having a sense of being a part of something that is bigger than ones self” • It’s not about the technology, but it’s all about being connected. Devices and gadgets are less important than the ability to be connected • Connectedness is the capacity to benefit from connectivity for personal, social, work or economic purposes • This is having an impact on all areas of human activity CONNECTEDNESS
    15. 15. School A Groups NETWORKED LEARNING Network PLN Federally organised Collections of entities Collaborative Networked knowledge Externally organised Single entity Competitive Knowledge transfer Personally organised Association of entities Connected Personal knowledge The way networks learn is the way individuals learn
    17. 17. CHALLENGES • In what ways do we promote the notion of connectedness for our students? • How do we, as teachers, work in a connected way with colleagues? • What implcations are there for global participation, cybercitizentship, network literacy?
    18. 18. VITTRA TELEFONPLAN, SWEDEN • Cave: for private concentration. • Camp fire: group process. • Watering hole: encounters and impulses. • Sandpit: experimentation and practical work. • Mountaintop: presentation of progress and discoveries.
    20. 20. Derek Wenmoth Email: Blog: Skype: <dwenmoth>