How	
  fit	
  for	
  the	
  future	
  is	
  your	
  curriculum?	
  
       Teachers,	
  technology	
  and	
  the	
  design	...
Technology	
  rich…	
  learning	
  lite?	
  




Using	
  technology	
  to	
  develop	
  the	
  deep	
  roots	
  of	
  lea...
Our	
  greatest	
  natural	
  resource…	
  
            …	
  is	
  our	
  people	
  
Positive attitudes - ‘character’
          •  Self-confident
          •  Self-motivated
          •  Adaptable and enterp...
Victorian	
  Britain	
  
                                                                                         Proper5e...
 	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Developing	
  the	
  dearning	
   of	
  learning	
  
                            ...
The	
  
 language	
  
of	
  learning	
  
                     Helping	
  learners	
  to	
  help	
  themselves	
  


      ...
Interna5onal	
  trends	
  in	
  Curriculum	
  Development	
  
                         InternaConal	
  	
  trends	
  
•   ...
The take-away test and	
  
             Find	
  Out	
  
                                     Cri5cal	
  
                 ...
Technology rich and Learning rich

   Change rapidly                 Ongoing
Book, library, Google, Wikis,
WWW            ...
Technology	
  rich…	
  learning	
  lite?	
  	
  deep	
  

•    AuthenCc	
  and	
  real	
  problems	
  
•    Enquiry	
  bas...
Delivery	
  of	
  the	
  curriculum	
  or	
  designers	
  of	
  learning?	
  
ImaginaCve	
  planning	
  and	
  teaching!	
  
               Using	
  technology	
  to	
  open	
  up	
  schooling	
  


 ...
Innovation… what’s working?


                             Pupil voice and choice
                                        ...
School	
  

Being	
  the	
  best	
  
  you	
  can	
  be	
  
      Beliefs
            	
  
     Belonging	
  
Curriculum	
  innova5ons	
  
                                         Learning	
  
                                 •     ...
Curriculum	
  innova5ons	
  
       Learning	
  
•  Learning	
  and	
  assessment	
  
   experiences	
  that	
  develop	
 ...
Curriculum	
  innova5ons	
  
                                                   Learning	
  
                             ...
 I	
  believe	
  I	
  can	
  make	
  a	
          Negative
           Positive
          difference…	
  
                  ...
 We	
  need	
  a	
  connected	
  curriculum…	
  
•  Connected	
  to	
  the	
  development	
  of	
  the	
  whole	
  person....
Thank	
  you	
  
                                         For	
  more	
  informaCon	
  contact:	
  
                      ...
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Gareth Mills Walsall Keynote

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Gareth Mills Walsall Keynote

  1. 1. How  fit  for  the  future  is  your  curriculum?   Teachers,  technology  and  the  design  of  powerful  learning   Walsall  ICT  Conference   Gareth  Mills   www.garethmillsonline.com   1.  What  are  the  Deep  roots  of  learning?   2.  Designing  powerful  learning   3.  InnovaCon  –  what’s  working  and  why?   Compass  Learning   New  direcCons  in  learning  
  2. 2. Technology  rich…  learning  lite?   Using  technology  to  develop  the  deep  roots  of  learning  
  3. 3. Our  greatest  natural  resource…   …  is  our  people  
  4. 4. Positive attitudes - ‘character’ •  Self-confident •  Self-motivated •  Adaptable and enterprising •  Resilient and resourceful •  Act with integrity Fit Skilful for the •  Literate and numerate •  Enquiry skills future? •  Analytical skills •  Creative and imaginative •  Collaborative skills •  Self -management skills Knowledgeable •  Understand main branches of human achievement •  About the ‘best’ (and worst) of the past... accrued ‘wisdom’. •  Informed about contemporary issues
  5. 5. Victorian  Britain   Proper5es  of  materials   The  Egyp5ans   Parts  of  a  plant   Magne5sm   Rivers   Rhythm   The  branches  of  knowledge   ReflecCng  major  areas  of  human     endeavour  and  ways  of  thinking   Enquiry  skills   Thinking  skills   Literacy  and  numeracy  skills   L2L  skills   Social  skills   Personal  skills   Enterprising   CreaCve   Resilient   Compassionate   Confident   Enterprising  
  6. 6.                      Developing  the  dearning   of  learning   Split  screen  l eep  roots   The   language   of  learning   The     ‘deep  learning’   Goal   The  ‘subject  or  discipline’  Goal   “Split  screen”  objecCves  from  an  idea  by  Guy  Claxton  
  7. 7. The   language   of  learning   Helping  learners  to  help  themselves    ‘helping  to  improve  students  learning  by   suppor5ng  their  learning,  is  not  the  same   thing  as  expanding  their  learning   capacity”   •  If  there  a  too  few  opportuniCes  to  develop  this   autonomy  we  teach  dependency,  not  the  skills   for  learning.  
  8. 8. Interna5onal  trends  in  Curriculum  Development   InternaConal    trends   •  Singapore  -­‐      Teach  Less  -­‐  Learn  More     •  Queensland  –      New  Basics  and  Rich  Tasks   •  USA  -­‐        PBL  –  Buck  InsCtute  of  Ed   •  MicrosoP/Futurelab  –    Enquiring  minds  curriculum   •  Apple  -­‐        Challenge  based  learning   •  NZ–          Principles  of  learning  design   •  England       –  Opening  Minds  RSA   –  PLTS/Dimensions  (QCA  Co-­‐development  networks)   –  BLP  
  9. 9. The take-away test and   Find  Out   Cri5cal   Crea5ve   •  Research   •  Select   •  Analyse   •  Gather   •  See  paberns   •  Evaluate   •  Evaluate   •  Verify   •  Generate  ideas   •  Synthesise   •  Explore  opCons   •  Make  and  do   The   language   of  learning   Reflect  and   Communicate   improve   &  Collaborate   •  Improve  things   •  Express  ideas   •  Develop  ideas   •  Persuade   •  Get  unstuck     •  Share   •  Persist   •  Present   •  Rehearse   •  Work  in  a  team   •  PracCce  
  10. 10. Technology rich and Learning rich Change rapidly Ongoing Book, library, Google, Wikis, WWW Finding out Critical and Powerpoint Spreadsheet, graphing package, arts package, games creative thinking Email Rubber, tip-ex, word processor, shared drive Reflecting and improving Wikipedia Letter, Telephone, E Mail, Txt, Social Network, Blog, Shared document, iPhone4, flash, Communicate podcast, tweet, video and collaborate
  11. 11. Technology  rich…  learning  lite?    deep   •  AuthenCc  and  real  problems   •  Enquiry  based,  performance  based,  designed  based   •  Real  audience  and  real  purpose   •  AcCve  learning  -­‐  make,  do,  create,  act   •  Plugged  into  passions   •  CollaboraCve   •  Challenging  –  make  me  ‘sweat’   •  Autonomy  and  choice  
  12. 12. Delivery  of  the  curriculum  or  designers  of  learning?  
  13. 13. ImaginaCve  planning  and  teaching!   Using  technology  to  open  up  schooling   metronomic Flexible use of time: Time? matched to learning   and routine   regular/often and deep/immersive Classroom   Range of Place? locations   permeable school - flexible spaces – cyberspace the class teacher People? 30 -1   School as broker community, employer, artist, experts, peers, vertical groups Wide range of Pedagogy? Small range   approaches to learning   subject based, project based, enquiry based, multidisciplinary, co-constructed, student initiated, mantle of the expert etc
  14. 14. Innovation… what’s working? Pupil voice and choice Learners as… leaders, Time well matched designers, teachers etc… to learning (mantle of the expert, coaches, lecturers) Teachers as researchers... capturing the energy and innovation ideas of users as co- developers The permeable school... are teachers the only ‘Connected learning’ such as teachers? community service’ – seen as relevant real audience and purpose Technology enabled– when, where, who Explicit dialogue about learning e.g. AfL, L2L, thinking skills
  15. 15. School   Being  the  best   you  can  be   Beliefs   Belonging  
  16. 16. Curriculum  innova5ons   Learning   •  Children  as  stakeholders  in   their  own  learning   Belonging •  Informal  –  formal  learning   (space  for  child  ini5ated   •  I’m cared for learning)   •  I’m known and valued •  Children  as…    teachers,   designers,  ac5ve  par5cipants   •  My voice is heard •  Children  with  responsibili5es   •  I have a stake in this •  ‘Human  Scale  Educa5on’  -­‐   community mentors  and  coaches   •  I’m trusted Technology   •  I can make a •  Shared  and  collabora5ve  spaces   contribution   and  projects  –  wiki’s,  blogs,   •  Exhibi5on  spaces  –  on-­‐line   galleries  and  ‘broadcast’  spaces   •  Pupil  voice  –  e.g.  Futurelab’s   million  futures  
  17. 17. Curriculum  innova5ons   Learning   •  Learning  and  assessment   experiences  that  develop  ‘growth   mind  sets’     Beliefs •  Itera5ve  development  –  prac5ce   •  I can succeed makes  perfect   •  Talk  ‘quality’  not  ‘labels’   •  Intelligence is •  L2L  –  explicit  talk  about  thinking   malleable and  learning   •  I can learn through mistakes Technology   •  .... And for teachers •  These children can •  The  malleability  of  digital  content  -­‐   succeed undo,  save  as,  history  =    explore,   experiment,  model,    try-­‐out,  what-­‐ •  Intelligence is if?  =   malleable   •  Peer  assessment  –  online   communi5es  and  feedback  
  18. 18. Curriculum  innova5ons   Learning   •  Working  on  authen5c  problems    in   authen5c  contexts   Being the •  Being  shown  ‘quality’  –  in   schoolwork,  in  learning  in  and  outside   best you can be school   •  Highly  developed  skills  of  cri5cal  and   •  Competence and fluency crea5ve  thinking   •  Finding a talent and being acknowledged as being good Technology   at something •  Working  on  authen5c  problems    in   •  Personal best –progress authen5c  contexts  –  partners,  (ar%sts/ •  Appreciating what ‘quality’ businesses/parents)  showcase  and   looks like celebrate   •  Opening  a  ‘window’  of  the  world  of   •  Being part of something possibility  beyond  place   bigger than yourself
  19. 19.  I  believe  I  can  make  a   Negative Positive difference…   •  Despondency   •  OpCmism  and  hope    to  my  own  life…   •  Helplessness   •  Propensity  to  act   •  OpCng  out   •   tAspiraCons   o  my  community…   •  AlienaCon   •  Generosity  orld.    to  the  w
  20. 20.  We  need  a  connected  curriculum…   •  Connected  to  the  development  of  the  whole  person.   •  Connected  to  local  communiCes  where  young  people   are  valued  as  acCve  contributors   •  Connected  to  the  world  of  work,  enterprise  and   creaCvity   •  Connected  to  the  wider  world  and  the  contemporary   challenges   •  Connected  to  young  people’s  own  talents,  interests  and   passions   •  Connected  to  innovaCon  in  teaching  and  learning   Connected  through  the  imaginaCve  and   discriminaCng  use  of  technology  
  21. 21. Thank  you   For  more  informaCon  contact:   Gareth  Mills   www.garethmillsonline.com   garethmillsonline@googlemail.com   Compass  Learning   New  direcCons  in  learning  

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