Shared vision for learning

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Shared vision for learning

  1. 1. Learning After a decade of confusion created by curricular changes and assessment demands, it is important to return to the neglected ‘art and craft’ of teaching.
  2. 2. <ul><li>Too much energy has been placed on reforming schools from the outside through policy and mandate. </li></ul><ul><li>Too little value has been given to how schools can be shaped from within. </li></ul>
  3. 3. <ul><li>Schools need to help teachers clarify and articulate their beliefs about teaching and learning and encourage them to continue to share best practice. </li></ul><ul><li>Visiting each others rooms is a very good start, then we reinforce the culture of sharing and wisdom that teachers in schools have. </li></ul>
  4. 4. Teachers influence on learning <ul><li>Teachers are seen as cognitive coaches who believe that all students can learn given appropriate tasks, time and help. </li></ul><ul><li>They need to hold high expectations for all learners with no exceptions. </li></ul><ul><li>Then by using their diagnostic skill, they need to assess the current knowledge and skill base of each learner then negotiate stretch goals to further each student’s ability. </li></ul>
  5. 5. Students as Learners <ul><li>To learn, students need safe, predictable classroom environments to encourage them to develop the confidence to take the risks necessary for learning. </li></ul><ul><li>Teachers need the time to stop and engage in ‘focused teaching’ to help students achieve quality learning. </li></ul><ul><li>Teachers ideally should negotiate with students what they are doing including how when and why or valuable learning time can be lost and worse still behavioural problems occur. </li></ul>
  6. 6. Shallow Learning: <ul><li>Memorisation and replication of information. </li></ul><ul><li>Personal understanding is often directed by teacher understanding and doesn’t last. </li></ul><ul><li>It is the ‘what’ stage. </li></ul>
  7. 7. Deep Learning: <ul><li>Move from replication to creation of knowledge. </li></ul><ul><li>The ‘how’ and ‘why’ stages. </li></ul><ul><li>Students can understand something and also able to do something with that knowledge. </li></ul>
  8. 8. Profound Learning: <ul><li>The creation of personal meaning so behaviour is intuitive. </li></ul>
  9. 9. Traditional assessment of learning <ul><li>Our genetic and evolutionary inheritance means we have a predisposition to speak. We do not have a predisposition to write yet we assess the majority of our learning (product) in written form. </li></ul><ul><li>We also need to recognise the importance of the ‘spoken’ aspect (process) eg how did you. </li></ul>
  10. 10. Learning Future: <ul><li>By allowing students more input into what is learned, how it is learned and when it is learned. Learning programmes become as much the responsibility of the learner as the teacher. Often called co-construction. </li></ul><ul><li>The OECD report identifies one of the key areas for developing peronalised learning is that: </li></ul><ul><li>a curriculum that engages and respects students with </li></ul><ul><li>every student enjoying curriculum choice, a breadth of </li></ul><ul><li>study and a personal relevance with clear pathways through </li></ul><ul><li>the system. </li></ul>
  11. 11. Te Kotahitanga <ul><li>Te Kotahitanga found the relationship between Maori student and their teacher is paramount in increasing achievement. </li></ul><ul><li>Maori students, their parents/whanau and teachers saw that the most important influence on Maori student educational achievement was the quality of the in class face to face relationship and interactions between teachers and Maori students. </li></ul>
  12. 12. Learning is Cool: Students become engaged in their learning when <ul><li>There are shared outcomes. </li></ul><ul><li>They know why they are learning something. </li></ul><ul><li>Their prior learning is acknowledged. </li></ul><ul><li>The use of IT in the learning process is encouraged. </li></ul><ul><li>They see the relevance of today’s learning with tomorrow’s job. </li></ul><ul><li>There are clear pathways for academic progress. </li></ul><ul><li>Alternative courses eg Gateway are available. </li></ul><ul><li>There is regular feedback of achievements. </li></ul><ul><li>Celebrations of success are held regularly. </li></ul><ul><li>They can see relationships with teachers as ok and even vital. </li></ul>
  13. 13. Collective Vision <ul><li>What constitutes Learning in Your Opinion: </li></ul><ul><li>What do you think is necessary for learning to take place at Katikati College: </li></ul><ul><li>What do you see as the challenges facing us in education: </li></ul><ul><li>What do you think the future of learning looks like at Katikati College: </li></ul><ul><li>Ideal school. </li></ul><ul><li>Facilities. </li></ul><ul><li>Staff. </li></ul><ul><li>Students. </li></ul><ul><li>What is your vision for Katikati College 2007-2009: </li></ul>
  14. 14. Katikati College 2007 Journey to Where: <ul><li>Ideal School: </li></ul><ul><li>Curriculum that has been developed in consultation with staff and community so: </li></ul><ul><li>Not imposed. </li></ul><ul><li>Not restricting the learning potential. </li></ul><ul><li>Meets the needs of our students. </li></ul>
  15. 15. <ul><li>Facilities that Enable: </li></ul><ul><li>Rooms to be learner focused not teacher focused. </li></ul><ul><li>Technology used to enhance learning. </li></ul><ul><li>Easy access to knowledge. </li></ul>
  16. 16. <ul><li>Staff That: </li></ul><ul><li>Are involved in learning themselves. </li></ul><ul><li>Can ‘hand over the power’ in learning in classes. </li></ul><ul><li>Recognise students prior learning and contribution. </li></ul><ul><li>Share good practise. </li></ul><ul><li>Are prepared to build relationships with students. </li></ul>

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