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Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014


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My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.

Published in: Education, Business, Technology
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Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014

  1. 1. Now is the time! LYN HAY Director, Leading Learning Institute Head of Professional Learning, Syba Academy Adjunct Lecturer, Charles Sturt University(CC BY-SA 2.0)
  2. 2. Rediscover yourself reframe your thinking taste the unknown
  3. 3. It’s time to paint your Picasso
  4. 4. “Don’t let your company or your job description determine where your drops of paint fall from here on out. You determine them. You determine what is surrendered to the canvas each day… Let it be your own vision.”
  5. 5. Our challenge Educating for the now and next §  How  to  we  educate  our  students  to  meet  the  high  levels  of  literacy  in   the  technological  workplace?   §  How  do  we  prepare  our  students  to  navigate  and  make  sense  of  the   global  informa:on  environment?   §  How  do  we  enable  our  students  to  draw  on  the  knowledge  and   wisdom  of  the  past  while  using  the  technology  of  the  present  to   advance  new  discoveries  for  the  future?   §  How  do  we  prepare  our  students  to  think  for  themselves,  make  good   decisions,  develop  exper:se,  and  learn  through  life?     Many teachers are turning to inquiry learning in subjects across the curriculum to meet the challenge of educating their students for lifelong learning
  6. 6. Seven Survival Skills as defined by business leaders in their own words CRITICAL THINKING AND PROBLEM SOLVING “The idea that a company’s senior leaders have all the answers and can solve problems by themselves has gone completely by the wayside…The person who’s close to the work has to have strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value, don’t go in with preconceived ideas that you’re trying to prove.” —Ellen Kumata, consultant to Fortune 200 companies COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE “The biggest problem we have in the company as a whole is finding people capable of exerting leadership across the board…Our mantra is that you lead by influence, rather than authority.” —Mark Chandler, Senior Vice President and General Counsel at Cisco AGILITY AND ADAPTABILITY “I’ve been here four years, and we’ve done fundamental reorganization every year because of changes in the business…I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” —Clay Parker, President of Chemical Management Division of BOC Edwards
  7. 7. Seven Survival Skills INITIATIVE AND ENTREPRENEURSHIP “For our production and crafts staff, the hourly workers, we need self-directed people…who can find creative solutions to some very tough, challenging problems.” —Mark Maddox, Human Resources Manager at Unilever Foods North America EFFECTIVE ORAL AND WRITTEN COMMUNICATION “The biggest skill people are missing is the ability to communicate: both written and oral presentations. It’s a huge problem for us.” —Annmarie Neal, Vice President for Talent Management at Cisco Systems ACCESSING AND ANALYZING INFORMATION “There is so much information available that it is almost too much, and if people aren’t prepared to process the information effectively, it almost freezes them in their steps.” —Mike Summers, Vice President for Global Talent Management at Dell CURIOSITY AND IMAGINATION “Our old idea is that work is defined by employers and that employees have to do whatever the employer wants…but actually, you would like him to come up with an interpretation that you like —he’s adding something personal—a creative element.” —Michael Jung, Senior Consultant at McKinsey and Company
  8. 8. Meta-analyses of educational research shows that the most significant impacts on student learning and achievement are: §  role of teacher and quality of instruction §  developing a supportive learning environment §  engaging students in discovery, inquiry, thinking, metacognition and knowledge building (Hattie, 2009) Visible Learning
  9. 9. Qualities not measured by most tests
  10. 10. (CC BY 2.0)
  11. 11. The inquiring mind as a key dynamic Authentic and powerful pedagogy instructional designs that support intellectual engagement, deep knowledge, creativity, problem solving and innovation Intellectual quality developing higher-order thinking (critical and creative thinking), deep understanding, substantive conversations, critique of knowledge, and engaging with problematic knowledge Social, cultural and personal agency respect for different values, cultural knowledges, global awareness, social and ethical values, self-confidence, risk-taking, independence, interdependence, 21C life skills (careers and living) digital competence – critical & creative thinking – ethical behaviour
  12. 12. Inquiry underpins 21C learning §  Critical thinking and problem solving expert thinking §  Communication and collaboration complex communicating §  Creativity and innovation applied imagination and invention
  13. 13. Digital literacy §  Information literacy access information efficiently/effectively, evaluate information critically/competently, use information accurately/creatively §  Media literacy analyse media, ethically/legally access and use media, create media products by effectively using media tools §  ICT literacy use technology as a tool to research, organise, evaluate, communicate, social networking, ethically/legally use technologies
  14. 14. Life and career skills §  Flexibility and adaptability adapt to varied roles/job responsibilities/schedules/ contexts, understand, negotiate, balance diverse views/beliefs, find workable solutions §  Initiative and self-direction manage goals/time, work independently, be self-directed learners, go beyond basic mastery, reflect critically on past experiences to inform future progress §  Social and cross-cultural interaction know when to listen/when to speak, be respectful interacting with others, work effectively in diverse teams, be open-minded to different ideas/ values, leverage social/cultural difference to create new ideas, innovate& improve quality of own/group work
  15. 15. Inquiry helps us expand our reach §  Productivity and accountability manage projects, set/meet goals, deal with obstacles/ pressures, prioritise/plan/manage to achieve intended result, produce results through multitasking, managing time effectively, respect/appreciate team diversity §  Leadership and responsibility project-based, studio model of work more prevalent now, guide and lead others, use interpersonal/ problem-solving skills to influence/guide others towards a goal, inspire other to accomplish, lead by example, selflessness, acting responsibly with interests of larger community in mind
  16. 16. The challenge: frame schooling around questions developed and shaped by kids through inquiry across the curriculum
  17. 17. (CC BY-SA 2.0) Inquiry opens up the curriculum… and we are there
  18. 18. Inquiry underpins disciplinary thinking Inquiry is interdisciplinary
  19. 19. History historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively is the process of investigation undertaken in order to understand the past
  20. 20. Historical inquiry Steps  in  the  inquiry   process  include  posing   ques3ons,  loca3ng  and   analysing  sources  and   using  evidence  from   sources  to  develop  an   informed  explana3on   about  the  past    
  21. 21. Science ability  to  use  a  range  of  scien3fic  inquiry  methods,  including   ques3oning;  collec3ng  and  analysing  data;  evalua3ng  results;  and   drawing  cri3cal,  evidence-­‐based  conclusions     ability  to  communicate  scien3fic  understanding  and  findings  to  a  range   of  audiences,  to  jus3fy  ideas  on  the  basis  of  evidence,  and  to  evaluate   and  debate  scien3fic  arguments  and  claims       ability  to  solve  problems  and  make  informed,  evidence-­‐based   decisions  about  current  and  future     applica3ons  of  science     while  taking  into  account     ethical  and  social   implica3ons  of  decisions    
  22. 22. Inquiry skills Ques3oning  and  predic3ng:  Iden:fying  and  construc:ng  ques:ons,   proposing  hypotheses  and  sugges:ng  possible  outcomes.   Planning  and  conduc3ng:  Making  decisions  regarding  how  to  inves:gate   or  solve  a  problem  and  carrying  out  an  inves:ga:on,  including  the   collec:on  of  data.   Processing  and  analysing  data  and  informa3on:  Represen:ng  data  in   meaningful  and  useful  ways;  iden:fying  trends,  paDerns  and   rela:onships  in  data,  and  using  this  evidence  to  jus:fy  conclusions.   Evalua3ng:  Considering  the  quality  of  available  evidence  and  the  merit   or  significance  of  a  claim,  proposi:on  or  conclusion  with  reference  to   that  evidence.   Communica3ng:  Conveying  informa:on  or  ideas  to  others  through   appropriate  representa:ons,  text  types  and  modes.    
  23. 23. Maths developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently help students become self- motivated, confident learners through inquiry and active participation in challenging and engaging experiences
  24. 24. Proficiency strands Understanding Students build a robust knowledge of adaptable and transferable mathematical concepts. Make connections between related concepts and develop new ideas. Understand the relationship between the ‘why’ and the ‘how’ of mathematics... describe their thinking mathematically... Fluency Students develop skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately... are fluent when they calculate answers efficiently, when they recognise robust ways of answering questions, when they choose appropriate methods and approximations...when manipulate expressions and equations to find solutions. Problem Solving Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable. Reasoning Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached, when they adapt the known to the unknown, when they transfer learning from one context to another, when they prove that something is true or false and when they compare and contrast related ideas and explain their choices.
  25. 25. Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability to think critically and creatively skills can be applied in everyday life and at work
  26. 26. General capabilities
  27. 27. Explore and make connections
  28. 28. Thinking underpins the generation of ideas
  29. 29. Generation of ideas Critical thinking is at the core of most intellectual activity that involves students in learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems. Creative thinking involves students in learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations... combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition.
  30. 30. Mistakes underpin genius Learning to be critical requires a lot of practice (CC BY-SA 2.0)
  31. 31.
  32. 32. Creative and critical ideas Museum of Old and New Art
  33. 33. Dare  to  Dream   Creative and critical ideas Top Gear
  34. 34. Creative and critical ideas
  35. 35. Inquiry cultivates innovative and industrious thinking §  Discover  that  produc:ve  explora:on  is  rewarding  and  enjoyable   §  Know  there  are  unending  posi:ve  and  exci:ng  inquiries  to   uncover   §  Develop  thinking  skills  and  disposi:on  that  can  be  applied  to  the   success  of  any  endeavour   §  Transfer  their  learning  from  other     instruc:onal  or  ac:vity  arenas  in  orders  to     personalise  and  strengthen  their     understandings   §  Build  team  skills   §  Ac:vely  contribute  their  abili:es  and  insights   §  Experience  the  adventure  and  promise  of     innova:ve  and  industrious  thinking  
  36. 36. Innovative and industrious thinking
  37. 37. Innovative & industrious thinking
  38. 38. Think, act, be… a scientist
  39. 39. Observe, wonder and ask big questions 2014/04/28/5-sky-events-this-week-penguin-solar- eclipse-comet-encounters-whirlpool/
  40. 40. Observe, make comparisons, wonder, create, and share london-film-lets-you-see-1924-and-2014_n_5288708.html? ir=Arts
  41. 41. Resilience as the 4th R Intellectual courage and curiosity Perseverance Learning from mistakes Tolerating failure Persistence Growth mindset Emotional intelligence Social and emotional empathy
  42. 42. Thinking global Developing knowledge, skills and dispositions to understand and act creatively and innovatively on issues of global significance: §  Investigate the World §  Recognise Perspectives §  Communicate Ideas §  Take Action
  43. 43. Explore what others are doing to make their world sustainable http:// 2014/02/city-aims-car- free-20-years.html
  44. 44. Think, act, be... a GENIUS
  45. 45. RFF as GENIUS hour passion-into-your-classroom.html
  46. 46. Your challenge is to work with teachers and students to make connections between different inquiry models across the #auscurr
  47. 47. Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the 21st Century. Santa Barbara, CA: Libraries Unlimited. Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. Or consider a generic inquiry model
  48. 48. Strategies for guiding inquiry Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.
  49. 49. Zone of Intervention: the critical point / need for instruction Open Immerse Explore Identify Gather Create Share Evaluate Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. Information Search Process    Tasks Initiation Selection Exploration Formulation Collection Presentation Assessment --------------------------------------------------------------------------------------------------------------------------------------------------------------- Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughts vague----------------------------------------→focused (cognitive) ----------------------------------------------→ increased interest Actions seeking relevant information-------------------------------→seeking pertinent information (physical) exploring documenting
  50. 50. Source: Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. The language of GI design
  51. 51. Inquiry strategies and digital tools can be used in different ways depending on purpose of inquiry unit: §  Exploration §  Collaboration §  Integration §  Invention §  Consolidation Purpose of inquiry design
  52. 52. ?? 2013 2014
  53. 53. year-with-final-portfolios-joshua-block
  54. 54. marinate-reflection-closing-joshua-block
  55. 55. Key ideas underpinning Technology Learning Area § systems thinking (creating preferred futures) § project management § computational thinking ICT capability (one of the 7 general capabilities)
  56. 56. Inquiry in Digital Technologies 2.5 Explore how people safely use common information systems to meet information, communication and recreation needs 2.6 Work with others to create and organise ideas and information using information systems, and share these in safe online environments 4.3 Collect, access and present different types of data using simple software to create information and solve problems 4.7 Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols 8.5 Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints 10.3 Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements 10.10 Create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities
  57. 57. Inquiry in Design and Technologies 2.1 Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs 2.3 Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating 4.8 Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment 6.3 Investigate how and why food and fibre are produced in managed environments 6.10 Develop project plans that include consideration of resources when making designed solutions individually and collaboratively 8.2 Investigate the ways in which products, services and environments evolve locally, regionally and globally through the creativity, innovation and enterprise of individuals and groups 10.9 Critically evaluate how well developed solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
  58. 58. Now is the time For you to take control
  59. 59. Don’t let your paints dry. Use them immediately. Now. A world of possibilities is available to you. Unthink: Rediscover Your Creative Genius by Erik Wahl (2013, p. 204)
  60. 60. Rediscover yourself §  Australian curriculum is an opportunity to introduce or reinforce your teaching role as a TL §  Become a resourcing leader for the Australian Curriculum and take the lead... curate, curate, curate for your school, for the nation §  Work with teachers to design inquiry units across learning areas and year levels §  Consider inquiry approaches within and across disciplines...– how can you connect the dots? §  Facilitate the integration of a generic inquiry model in your school §  Collaborate with teachers and students to “be explorers of the world” and provide time to “paint your Picasso”’ §  Explore and play with digital tools that can make teachers’ work easier and enhance students’ inquiry learning experiences §  Use this opportunity to reinvent or reinvigorate your role §  Have fun!
  61. 61. Now IS the time! LYN HAY Director, Leading Learning Institute Head of Professional Learning, Syba Academy Adjunct Lecturer, Charles Sturt University(CC BY-SA 2.0)
  62. 62.
  63. 63.