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Imagine 2.0


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A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences

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Imagine 2.0

  1. 1. IMAGINEThe possibilities of teaching. The possibilities of learning! Reflections on Teaching Ben Roberts
  2. 2. “Children’s Minds, Talking Rabbits & Clockwork Oranges”, Essays on Education by Kieran Egan
  3. 3. Is there another way?• LEARNERS DO NOT move from concrete to abstract thinking!
  4. 4. Is there another way?• THINKING IS POWERFULLY AFFECTIVE.
  8. 8. Is there another way?• LEARNING IS STIMULATED BY RHYME AND RHYTHM.
  11. 11. “School philosophy?”• How are we going to achieve our mission?• What is learning?• Knowledge is power. (IpsaScientiaPotestasEst)• Sir Francis Bacon, MeditationesSacræ. De Hæresibus. (1597)
  12. 12. How I started?Goals for Students engaged in Students constructing Studentsstudent critical thinking. meaning. developing thelearning: skills, attitudes and values of inquiryRole of What do we How best will we How will westudentsand want to learn? learn? know what weteachers is have learned?to engage in 1) Alberta Program 1) Story 1) Broad basedanswering of Studies 2) Provocation assessment....these 2) Inquiry Skills 3) Fertilequestions: 3) Literacy Skills 4) Questions 4) Transdisciplinary 5) Literacy Programs skills 6) Schlechty Quality Student Work 7) Guided Instruction 8) Scaffolding 9) Guided Inquiry 10) School Culture 11) Web 2.0 12) Student created resources
  13. 13. • “And any man who knows a thing knows He knows not a damn, damn thing at all” K’NAAN “Take a Minute”• Copied from
  14. 14. Mission• “Our mission is to empower students to become caring, respectful, responsible and successful members of our community and to foster a sense of achievement, belonging and life-long learning.”
  15. 15. Our VisionTo provide an educational experience: - academicallyrigorous - story, provocation, and fertile questions used to engages learners - inquirymodel - critical thinking & creativity
  16. 16. Our Vision L E A Inquiry N Provocatio E n R S Fertile Questions
  17. 17. Our Philosophy & BeliefsWisdomis the imaginative use of knowledge.
  18. 18. Our Philosophy & BeliefsInquiryactively develop skills to locate, gather, analyse, critique and apply information in a wide range of contexts as understanding is developed.
  19. 19. Our Philosophy & Beliefs• INQUIRY LEARNING – Not always project work – Not here is a question go find the answer – Learners need to work to develop the skills – Not a recipe or step by step process
  20. 20. Our Philosophy & Beliefs• Progressive Inquiry• learning events start with setting up the context, through story, provocation and a fertile question.
  21. 21. Our Philosophy & BeliefsLearners are Intrigued by the Inspiration of Story- Story engages learners in the quest for knowledge and understanding.
  22. 22. Our Philosophy & Beliefs Qualities of LearnersInquires Communicators Risk-TakersWell-Balanced Knowledgeable CaringPrincipled Open-Minded ReflectiveThinkers
  23. 23. Our Philosophy & Beliefs Imagination: - engages learners
  24. 24. Our Philosophy & BeliefsThe Power of Imagination“Information with high emotional colouring within is remembered by humans more than is a random list.”Kieran Egan
  25. 25. Our Philosophy & BeliefsCommunity of Learners- We work together to learn and to help learners.
  26. 26. Our Philosophy & BeliefsMotivation- Biological Drives – hunger – thirst- Reward and Punishment Drive - “stick and carrot”- Intrinsic motivation – the joy of the task itself
  27. 27. Our Philosophy & BeliefsStimulating Learners with the Unfamiliar- classic fair tales – taking rabbits drinking tea in Peter Rabbit – Little Red Riding Hood – wolf takes place of the grandmother – Sesame Street – talking stuffed toys that live along side the people
  28. 28. Our Philosophy & BeliefsDialogue
  29. 29. Our Philosophy & BeliefsGreat Cultural ConversationsMichael Oakeshott(1962) “ We are the inheritors, neither of a inquiry aboutourselves and the world, nor of an accumulating body of information, but of aconversation, began in the primeval forests and extended and made morearticulate in the course of centuries. It is a conversation which goes on both inpublic and within each of ourselves….Education, properly speaking, is an initiationinto the skill and partnership of this conversation.Culture can provide us with “words” of the conversation, but our individualinterpretation and use of them is crucial. How do we individuals learn to determinewhat is of value? (Is it an individual choice or mandated by society?)Learners become aware of how to question and judge the appropriateness of thevalues, norms, beliefs and practises of society.
  30. 30. Our Philosophy & BeliefsInterdisciplinary StudyFertile questions require examination through different disciplines. P.E. Complementary Science Health L.A. Math S.S. Fertile Questions
  31. 31. Our Philosophy & Beliefs We evaluate the activities we use to engage learners: Rich Recursive Learning Activities Relevant RigorousTransnational Curriculum Inquiry 1 (1) 2004
  32. 32. Our Philosophy & BeliefsAssessmentAssignments, tests, and other paper and pencil based activities are only one part of a balanced, broad based program of student assessment.
  33. 33. Our Philosophy & Beliefs Role of the TEACHER LearnerFertile Questions-Provocation-Story-Inquiry Converge and Diverge Sage on the stage Guide on the side Intellectuality Ambitious Instruction
  34. 34. Our Philosophy & Beliefs Fertile Questions1) Significant2) Relevant3) Engaging4) Challenging5) Generative
  35. 35. Our Philosophy & Beliefs StoryHumanizing KnowledgeStory engages cognitive and affective, word and image, storyteller and listener, context-setting and meaning-making
  36. 36. Our Philosophy & Beliefs ProvocationChallenge the learner’s beliefsChallenge the learner’s understandingCreate cognitive dissonance
  37. 37. Our Philosophy & Beliefs KnowledgeLearners explore knowledge which is of genuine importance in understanding the human condition
  38. 38. What do we want to learn? Learners ConstructingHow will we Meaningknow what How best we have will we learned? learn?
  39. 39. Why Story?
  40. 40. What do we want to LEARN?
  41. 41. “If any of theelack wisdom, let Wisdom thou ask of Wisdom is the ultimate level of Google” understanding. We achieve this level when we see enough patterns and meta-patterns in our knowledge base that we are able to synthesize and then use them in novel ways. (Wurman, 2001)
  42. 42. What do we want to learn? WisdomInquiry Skills Knowledge Alberta Education TransdisciplinaryLiteracy Outcomes Skills
  43. 43. Concepts of knowledge Knowledge is often found hidden in the shadows between truth and our beliefs.
  44. 44. Concepts of KnowledgeCommunities of Practice share and create a body of knowledge.
  45. 45. Concepts of Knowledge • Kieran Egan “Knowledge is not an object it is a process, it is not a noun it is a verb. It is not something that one discovers and ships to the four corners of the earth. Knowledge is something that leads a life of change in the context of the human mind.”
  46. 46. Concepts of KnowledgeKieran Egan….• What we know we can forget, what we have learned we can change, what we come to understand we can share….”
  47. 47. Concepts of KnowledgeKNOWLEDGE is a product of doubt. When we have asked ourselves seriously whether we really know anything at all, we are naturally led into an examination of knowing, in the hope of being able to distinguish trustworthy beliefs from such as are untrustworthy. Bertrand Russell (1926)
  48. 48. Knowledge is not fixedDewey always talked about the fact that knowledge isn’t simply experience, it is reflection on experience that enables individuals to understand. (Ayers and Miller)
  49. 49. Dewey: Knowledge Is Not Fixed
  50. 50. VISIONAll students are inspired to achieve success and fulfillment as engaged thinkers and ethical citizens with an entrepreneurial spirit.
  51. 51. Transdisciplinary Skills Social Communication Skills Skills Thinking Skills Self- Research Management Skills SkillsIn order to conduct purposeful inquiry and to be well prepared forlifelong learning, learners need to master a whole range of skills. (Making the PYP Happen: A curriculum framework for international primary education © 2007, 2009)
  52. 52. Self Management SkillsSpatial awareness Fine motor skills Gross motor skillsOrganization Time management SafetyHealthy lifestyle Codes of behaviour Informed choices
  53. 53. Communication SkillsListening Writing Non-verbal communicationSpeaking ViewingReading Presenting
  54. 54. Social SkillsAccepting responsibility CooperatingRespecting others Group decision-makingResolving conflict Adopting a variety of group roles
  55. 55. Thinking SkillsComprehension Acquisition of Synthesis knowledgeApplication Evaluation DialecticalAnalysis thought Metacognition
  56. 56. Research SkillsFormulating questions Collecting data Interpreting dataPlanning Recording data Presenting research findingsObserving Organizing data
  57. 57. THE ROLE OF SOCIAL STUDIESSocial studies develops the key values and attitudes, knowledge and understanding, and skills and processes necessary for students to become active and responsible citizens, engaged in the democratic process and aware of their capacity to effect change in their communities, society and world.
  58. 58. Qualities that we wish to develop at D.T.S.Inquires - Engaging the learners natural curiosity - helped to acquire skills necessary to conduct purposeful researchThinkers - Learners who use initiative in applying critical thinking skills to creatively solve problems and make decisionsCommunicators - Learners express their ideas confidently in different media.Risk-Takers - Learners develop the confidence to approach unfamiliar situations with confidence and independence to explore new roles, ideas and strategies.Knowledgeable - Learners having spent time at school will develop a critical mass of significant knowledge.Principled - Learners will develop a sound grasp of the principles of integrity, honesty and a sense of fairness and justice.Caring - Learners will show sensitivity towards the needs and feelings of others.Open-Minded - Learners will respect the views, values and traditions of other individuals and cultures as they consider a range of points of view.Well-Balanced - Learners will understand the importance of physical and mental balance and personal well-being.Reflective - Learners will learn to consider their own learning and analyze their personal strengths and weaknesses.
  59. 59. How Do We Intrigue Learners?Using story, provocation, and fertile questions we release the learner’s imagination and get them to explore, discover and create knowledge.
  60. 60. Why Do We Intrigue Learners?We want our learners to gain the ability to think, understand, analyze, critique and make decisions that will change the world they live in for the better.
  61. 61. Concepts of Knowledge • Dewey said it best when he “talked about thinking as the idea that knowledge involves participation in which the individual goes beyond, breaking through structures, trying to build new structures.” (Ayers and Miller).
  62. 62. ALBERTA EDUCATION MISSIONCollaborate to inspire every student to engagein high quality, inclusive learningopportunities needed to developcompetencies required to contribute to anenriched society and a sustainable economy.
  63. 63. Student Learning OutcomesStudents are expected to develop within a global context (p) know how to workthe knowledge, skills and attitudes (h) respect the cultural diversity independently and as part of athat will prepare them for life after and common values of Canada teamhigh school. A basic education will (i)demonstrate desirable personal (q) manage time and otherallow students to: characteristics, such as respect, resources needed to complete a(a) read for information, responsibility, fairness, honesty, taskunderstanding and enjoyment caring, loyalty and commitment to (r) demonstrate initiative,(b) write and speak clearly, democratic ideals leadership, flexibility andaccurately and (j) recognize the importance of persistenceappropriately for the context personal well-being and appreciate (s) evaluate their own endeavours(c) use mathematics to solve how family and others contribute and continually strive to improveproblems in business, science and to that well-being (t) have the desire and realize thedaily-life situations (k) know the basic requirements of need for lifelong learning.(d) understand the physical world, an active, healthful lifestyleecology and the diversity of life(e) understand the scientific (l) understand and appreciate literature, the arts and the creative No small task formethod, the nature of science and process mere humans totechnology, and their application (m) research an issue thoroughlyto daily life and evaluate the credibility and accomplish. But(f) know the history and geography reliability of information sources,of Canada and have a general demonstrate critical and creative most humansunderstanding of world history and thinking skills in problem solving achieve this in 12geography and decision making(g) understand Canada’s political, (o) demonstrate competence in years!social and economic systems using information technologies
  64. 64. Patterns of WisdomGoal— represent objectivesCommunication — describe communicativeinteractionsInformation— conceptualize knowledgeobtained from knowledge analysis activitiesTask— define which information patterns areassociated with particular steps in a processMeta-patterns — are conceptual in natureand used for interpreting, validating, linking,and assessing the quality of other patterns