Jim Wynn - Developing learning communities
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Jim Wynn - Developing learning communities
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Jim Wynn - Developing learning communities
- 2. “In the future you will NOT get paid for WHAT you know but HOW you apply what you know.” Andreas Schleicher OECD 2015 OECD Changing the nature of learning
- 3. But none of this is new… It ain’t what you do It’s the way that you do it That’s what gets results 1939 US Song 1982 Hit in Europe The original famous phrase of Gestalt psychologist Kurt Koffka "The whole is greater than the sum of its parts“ Should have been translated as "The whole is other than the sum of the parts“
- 4. SITUATION In today’s world the most successful people are highly skilled and able to perform well in many different circumstances with different people. COMPLICATION Traditional approaches to learning and assessment used for acquiring knowledge and skills are inappropriate for developing the behaviours that successful people need. SOLUTION Move from formal courses that assess one-off, isolated demonstrations of skill and knowledge to Point of Learning systems, where competence frameworks are used to observe, develop and measure behaviours in real-time, in different circumstances, within communities of practice. Character The increasing importance of employee behaviour
- 5. Vision: A Smart Nation The coreideas behind Imagine Education’s Smart Nations strategy NEED SKILLS BEHAVIOURS STRATEGY + +=
- 6. Strategy Getting the balance right 2 KcKnowledge Capital 3 LsLearning Society 1 SnSmart Nations A Smart Nation’s economic development and social cohesion rests on the opportunity for every citizen to personalise the way they build their value, realise their potential and interact with others. Smart Nations provide strategies for developing both skills and behaviours which enable citizens to build learning communities across all aspects of the economy and society.
- 7. 1 SnSmart Nations 2 KcKnowledge Capital 3 LsLearning Society 4 VaValue 5 PePeople 6 CoCommunities 7 EeEnabling Environments 8 PnPersonalisation 9 CnCollaboration NEED SKILLS BEHAVIOURS ENABLING ELEMENTS HUMAN ELEMENTS POLICITAL ELEMENTS THE BIG IDEA Identify Key Elements
- 8. BEHAVIOURS Waking up to the need to develop Non-Cognitive skills Communities of practice implies the need to develop behaviours
- 9. Skills enable people. They are capacities to function. Greater levels of skill foster social inclusion and promote economic and social mobility. They generate economic productivity and create social well-being. Skills give agency to people to shape their lives, to create new skills and to flourish. IMPACT The need to develop both Cognitive and Non-Cognitive skills
- 10. LENGO Framework Structure FRAMEWORK LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Descriptors of the observable granules Communities of practice build the bank of exemplars as part of the process Major topic areas that define the framework Topic areas may be skills or behaviours or both Statements that describe natural groups of observable actions Success is reported at this level Statements that describe the observable actions that are captured Actions are planned, carried out and credited at this level
- 11. LENGO Behaviour Frameworks LENGO frameworks organise behaviours in a way they can be navigated and awarded as easily as using an oyster card on the London Underground. Frameworks have been written for the development of behaviours in the following areas: • Teachers • School leaders • School students • Call centre operators • Care home nursing staff • Dentists • Flight Crew • Finance sector Building the LENGO behaviour framework library is in continuous development.
- 12. Two major elements A collaborative space where individuals manage their learning and work with others within communities of practice Capturing evidence of actions and learning, whenever and wherever it happens APP WEB
- 13. Example FRAMEWORK LEVEL 1 LEVEL 2 LEVEL 3 Communicate Listen closely and communicate openly, honestly and directly Debate constructively, decide definitively and support actively I give people time to reflect on new ideas I allow people to express how they feel about things All concerned can express their views I make sure decisions are clear I see various techniques to allow new ideas to be expressed I give people time to explain
- 14. Recording and reporting progress Level 3 Assessment Capture Layer These are the observable behaviours that are captured by Lengo Level 2 Reporting Layer When the learner captures enough self, peer and independent assessments for level 3 actions, they are credited as achieving a level 2 statement. FRAMEWORK LEVEL 1 LEVEL 2 LEVEL 3 Communicate Listen closely and communicate openly, honestly and directly Debate constructively, decide definitively and support actively I give people time to reflect on new ideas I allow people to express how they feel about things All concerned can express their views I make sure decisions are clear I see various techniques to allow new ideas to be expressed I give people time to explain
- 15. Example from a Primary School
- 16. TF ASSESSMENTS Almost 130,000 Assessments to date
- 17. Teaching and learning International Survey 2105 Collaborative approaches do have impact
- 18. BUILDING A COMMUNITY OF PRACTICE Through sharing common ideas about how to behave
- 19. 1 Smart Nations 2 Knowledge Capital 3 Sn Kc LsLearning Society 4 Value 5 KnowledgeBank 6 Va Kb PlLeadership Programme 7 Lengo Platform 8 Behaviour Library 9 Le Bl TfTeachers First 1,000,000 STUDENTS 10,000 TEACHERS 1000-2000 SCHOOLS 18 MONTHS TEACHERS FIRST Egypt Building Communities of Practice
- 20. COMMUNITY OF PRACTICE NETWORK EVIDENCE PORTFOLIOAUTHENTICATION PEER CREDIT FRAMEWORK ASSESSOR CREDIT SELF CREDIT SYSTEM COMPONENTS OF THE SYSTEM
- 21. EFFECTIVENESS/COMPETENCE/ABILITY Citizenship/Willingness LEARNING AMBASSADORS The Heart of the Movement
- 22. Orientation Draw up ideas Build a rapid prototype Exploration How prototype can become systemic Build a pre-production model Consolidation Agree the needs for sustainability Build and deliver roll-out plan Imagine Education’s Approach to change A set of processes to move from ideas to implementation
- 23. Scale requires a new balance between face to face contact, the availability of support materials and community support TRAINERS AND MENTORS LLAs PROFESSIONAL DEVELOPMENT SUPPORT NLAs ON-LINE CONTENT SUPPORT (EKB) COMMUNITY SUPPORT (LENGO) ORIENTATION EXPLORATION CONSOLIDATION PAT LLAs SUPERVISORS NLAs May 2017 May 2019 May 2022
- 24. 100 PD Professional Development Team Building on current TF team and leading all training Building capacity for system wide roll-out Building Sustainability with teachers post TF 300 PAT National & Local Learning Ambassadors 150 TF National & Local Learning Ambassadors 12 Teachers First Centres across Egypt Reaching 10 million Children PHASE 2 STAGE 1: BUILDING NATIONAL CAPACITY
- 25. 20 LIGHTHOUSE SCHOOLS Groups of 12 Schools Building capacity for system wide roll-out Enabling self sustainability alongside Idara’s and Moderia’s 18 site MODERIA NETWORK Driving the National Grid for Learning 1700+ TF WORKSHOPS For Centre Learning Ambassadors PHASE 2 STAGE 2: BUILDING NATIONAL CONNECTIVITY Connecting all schools through local communities to a National Grid for Learning Enabling all programs to take part including: Supervisors, Active Learning Dept, QA Dept, Training Dept, & Follow-up Dept. NEW: ON-LINE PREPARTION COURSE WITH VIDEO SUPPORT MATERIALS
- 26. 5 Creativity, Innovation and Entrepreneurialism UNDERSTANDING The Foundation Layer
Editor's Notes
- I then realized the theory explains different attitudes to work- and it could be used to understand how to deal with people as individuals in their roles.