Modern
Professional
Learning

CORE LwDT facilitators – Auckland, Jan 2014
FOCUS
•  Today is about CORE’s provision of professional
learning services. We’ll be exploring…
•  What is the CORE way? W...
GROUP ACTIVITY

Introduce yourself
with a statement
about you as a
teacher – what
would your students
most remember
about ...
GREAT TEACHERS…
ACTIVITY ONE
CHANGING SCHOOLS…
“Schools may be the starkest example in
modern society of an entire institution
modelled after the assem...
TESTING ASSUMPTIONS…
9-3 school
teachers
day
hool tasks to
t sc
cation of mos
allo
egg crate c
lassrooms
set class groups ...
SO…
•  Form a group of 4-5 people
•  Choose one of the assumptions identified by Beare
•  Brainstorm together the things y...
MENTAL MODELS
Mental models are the
assumptions & stories which we
carry in our minds of ourselves,
other people, institut...
CHANGE
RESPONSE TO CHANGE
Supportive of change

Aligned with
vision

Not aligned with
vision

Not supportive of change
RESPONSE TO CHANGE
Supportive of change

Aligned with
vision

Not aligned with
vision

Not supportive of change
RESPONSE TO CHANGE
Supportive of change
“Rogue” staff –
enthusiasts who are
difficult to harness

Moving ahead
together – ...
COMPETING AGENDAS?
• 
• 
• 
• 
• 

Federated
Ecosystem
Collabetition
3rd
Complexity theory
‘messy’

place

Networked
• 
• ...
COMPLEMENTARY AGENDAS

Networked

Centralised

De-centralised
COMPLEMENTARY AGENDAS

Networked

Centralised

De-centralised
COMPLEMENTARY AGENDAS

Networked

Centralised

De-centralised
COMPLEMENTARY AGENDAS

Networked

Centralised

De-centralised
ACTIVITY TWO
What is concerning you
about the future?
What are some of the
questions you have?
THREE LEVELS OF CONCERN
Concern about self
How will this affect me? What new skills will I need? Who can help me? Where ca...
3 TYPES OF CONCERN
Self

Task

Impact
CBAM
Level of concern

Expression of concern

Refocusing

I have some ideas about something that would
work better

Collab...
ACTIVITY THREE
STEP ONE: LEARNING ACTIVITIES
1.  What sorts of activities do
learners in your classroom
engage in for learning?
2.  What ...
STEP TWO: PLANNING A LEARNING SPACE
1.  Draw the outline of a
desired learning space on
a sheet of paper.
2.  Focus on a p...
LEARNING SETTINGS
LINKING PRINCIPLES TO PLACE
FORMAL	
  

Students at home,
library or other
space, pursuing
own interests
individually or
collaboratively

Students lea...
FORMAL	
  

e.g. Virtual
Learning Network,
online classrooms,
Coursera, virtual
field trips etc.

e.g. Community
library, ...
NETWORKED LEARNING
The way networks learn is the way individuals learn

School A

Network
Federally organised
Collections ...
MLE MATRIX

http://www.core-ed.org/professional-learning/mle-matrix
MODERN LEARNING ENVIRONMENTS

http://bundlr.com/b/core-education-modern-learning-enviroments
ACTIVITY FOUR
REMEMBER THIS…
Self

Task

Impact
CHALLENGE:
•  How do we design professional learning experiences
that address the concerns of people in each of these
area...
CONSIDER THESE SCENARIOS…
A

•  What assumptions might you
make about the school…
•  Leadership?
•  PLD programmes?
•  Age...
WHAT THE RESEARCH SAYS ABOUT PLD:
Is about change
Takes time
Needs to be in-depth
Should be relevant, address
concerns
•  ...
SWIMMING OUT OF OUR DEPTH?
Schools could ensure that a
proportion of their teacher
professional development
programme is d...
Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>
Core LwDT team PD day Jan14
Core LwDT team PD day Jan14
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Slides used for my facilitation of the PD day with CORE's LwDT day on 14 January

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Core LwDT team PD day Jan14

  1. 1. Modern Professional Learning CORE LwDT facilitators – Auckland, Jan 2014
  2. 2. FOCUS •  Today is about CORE’s provision of professional learning services. We’ll be exploring… •  What is the CORE way? What models and frameworks do we promote and use? What makes our approach different and more effective than other providers? •  What facilitation strategies and approaches are required to work effectively with schools and teachers into the future? •  Where does the work of the LwDT team fit within the wider services of CORE – now and into the future? How can we leverage the considerable expertise across the company? •  Where do modern learning environments fit into our thinking and way of doing things – in 2014, 2015…
  3. 3. GROUP ACTIVITY Introduce yourself with a statement about you as a teacher – what would your students most remember about being in your class?
  4. 4. GREAT TEACHERS…
  5. 5. ACTIVITY ONE
  6. 6. CHANGING SCHOOLS… “Schools may be the starkest example in modern society of an entire institution modelled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers and parents struggle to this day. Peter Senge If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age school is based”
  7. 7. TESTING ASSUMPTIONS… 9-3 school teachers day hool tasks to t sc cation of mos allo egg crate c lassrooms set class groups based on age to “subjects” uman knowledge in division of all h notion of stand-alone school division of staff by “subject” bound g is geographically arnin assumption that le linear curriculu m period-based timetab le s 0-13 hooling’ to year sc limiting ‘formal 1996, Prof. Hedley Beare
  8. 8. SO… •  Form a group of 4-5 people •  Choose one of the assumptions identified by Beare •  Brainstorm together the things you know about what happens currently •  Share some of the assumptions you think lie behind the way these things are done/organised currently •  Be ready to report back a brief summary of the 2-3 key ideas that emerged from your discussion.
  9. 9. MENTAL MODELS Mental models are the assumptions & stories which we carry in our minds of ourselves, other people, institutions, & every aspect of the world. Differences between mental models explain why two people can observe the same event and describe it differently; they are paying attention to different details.
  10. 10. CHANGE
  11. 11. RESPONSE TO CHANGE Supportive of change Aligned with vision Not aligned with vision Not supportive of change
  12. 12. RESPONSE TO CHANGE Supportive of change Aligned with vision Not aligned with vision Not supportive of change
  13. 13. RESPONSE TO CHANGE Supportive of change “Rogue” staff – enthusiasts who are difficult to harness Moving ahead together – goals achieved, innovation evident Not aligned with vision Vocal opposition, resisters, underminers Reluctance, silent resisters, grumblers, lacking confidence Not supportive of change Aligned with vision
  14. 14. COMPETING AGENDAS? •  •  •  •  •  Federated Ecosystem Collabetition 3rd Complexity theory ‘messy’ place Networked •  •  •  •  •  •  •  •  •  •  •  Transformation •  •  •  •  •  Quality Achievement Equity Standardised “Same but better” Bureaucratic Compliant Equitable Aggregated Cumbersome ‘National’ Centralised Transformation agenda Improvement Paradigm shift Complete, major change Renewal Metamorphosis “Different and better” Cluster Improvement agenda De-centralised •  •  •  •  •  •  Self-managing Autonomous Customised Competitive Agile ‘Local’
  15. 15. COMPLEMENTARY AGENDAS Networked Centralised De-centralised
  16. 16. COMPLEMENTARY AGENDAS Networked Centralised De-centralised
  17. 17. COMPLEMENTARY AGENDAS Networked Centralised De-centralised
  18. 18. COMPLEMENTARY AGENDAS Networked Centralised De-centralised
  19. 19. ACTIVITY TWO
  20. 20. What is concerning you about the future? What are some of the questions you have?
  21. 21. THREE LEVELS OF CONCERN Concern about self How will this affect me? What new skills will I need? Who can help me? Where can I find the information? Concern about task How will I do this in my class? How will students be organised? How does this link with the curriculum? What about the core competencies? Concern about impact What difference does it make? Are we achieving what we say we want to? Who else can I collaborate with to learn from? I think I know a better way?
  22. 22. 3 TYPES OF CONCERN Self Task Impact
  23. 23. CBAM Level of concern Expression of concern Refocusing I have some ideas about something that would work better Collaboration How can I relate what I am doing to what others are doing? Consequence How is my use affecting learners? How can I refine it to have more impact? Management I seem to be spending all my time getting materials ready Personal How will using it affect me? Informational I would like to know more about it Awareness I am not concerned about it
  24. 24. ACTIVITY THREE
  25. 25. STEP ONE: LEARNING ACTIVITIES 1.  What sorts of activities do learners in your classroom engage in for learning? 2.  What is the purpose of each? 3.  How are learners organised or arranged? 4.  What is the teacher doing? 5.  What resources are required, and how are these made available?
  26. 26. STEP TWO: PLANNING A LEARNING SPACE 1.  Draw the outline of a desired learning space on a sheet of paper. 2.  Focus on a particular learning activity/lesson, and draw the arrangement of learners, furniture and resources. 3.  Create a ‘story’ to explain what is happening in your learning space, and why you have arranged things this way.
  27. 27. LEARNING SETTINGS
  28. 28. LINKING PRINCIPLES TO PLACE
  29. 29. FORMAL   Students at home, library or other space, pursuing own interests individually or collaboratively Students learning through their online personal learning network, incl. social networking environments PHYSICAL   Students access formal learning via the network, instruction and assessment provided online INFORMAL   VIRTUAL   Students in physical school, instruction and assessment predominantly onsite
  30. 30. FORMAL   e.g. Virtual Learning Network, online classrooms, Coursera, virtual field trips etc. e.g. Community library, sports organisations, after school clubs etc. e.g. PLN comprising Facebook, Twitter, Khan academy, YouTube etc. VIRTUAL   PHYSICAL   e.g. Classrooms, field trips, music exams, sports awards etc. INFORMAL  
  31. 31. NETWORKED LEARNING The way networks learn is the way individuals learn School A Network Federally organised Collections of entities Collaborative Networked knowledge Groups Externally organised Single entity Competitive Knowledge transfer PLN Personally organised Association of entities Connected Personal knowledge
  32. 32. MLE MATRIX http://www.core-ed.org/professional-learning/mle-matrix
  33. 33. MODERN LEARNING ENVIRONMENTS http://bundlr.com/b/core-education-modern-learning-enviroments
  34. 34. ACTIVITY FOUR
  35. 35. REMEMBER THIS… Self Task Impact
  36. 36. CHALLENGE: •  How do we design professional learning experiences that address the concerns of people in each of these areas/ •  What are the consequences of a ‘one-size-fits-all’ approach?
  37. 37. CONSIDER THESE SCENARIOS… A •  What assumptions might you make about the school… •  Leadership? •  PLD programmes? •  Age/stage of staff? B C •  What sorts of things do you anticipate staff are wanting to know? •  What approaches to PLD might be appropriate? •  What evidence of change would you be looking for?
  38. 38. WHAT THE RESEARCH SAYS ABOUT PLD: Is about change Takes time Needs to be in-depth Should be relevant, address concerns •  Should be in context •  Is done with you, not to you or for you •  •  •  • 
  39. 39. SWIMMING OUT OF OUR DEPTH? Schools could ensure that a proportion of their teacher professional development programme is designed to support all teachers’ cognitive growth, while at the same time establishing clusters of experienced teachers who could work together across school sites (possibly online) to develop systems that better meet the needs of today’s students. NZCER 2012
  40. 40. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>

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