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Future Focused Learning
The presentation discusses the evolving educational landscape, emphasizing the need for schools to adapt to prepare students for the demands of the 21st century, including developing digital literacy and complex skillsets such as problem-solving and collaboration. It addresses the changing expectations of students and the importance of a student-centered learning environment that fosters autonomy and real-world application of knowledge. Additionally, it challenges common myths about modern learning and highlights the significance of varied learning spaces and teaching strategies to enhance student engagement and achievement.
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Future Focused Learning
- 1. Future Focused Learning Ellesmere community presentation, 27 November
- 2. HOPES FOR OURKIDS What dreams, hopes and aspirations do we have for our kids?
- 3. OUR CHANGING WORLD • Our world is changing and changing rapidly. • What must we do to prepare students for living and working in the 21st century? • How must our schools and teachers change to meet these opportunities and challenges?
- 4. EDUCATION IS THEPOWERHOUSE • Education is the powerhouse of modern societies • We need highly-skilled people • With increasingly sophisticated skills and digital competencies
- 5. THE DIGITAL CHALLENGE • Proud history of education in NZ • Quality teaching and innovation • Digital technologies pose challenges and opportunities
- 6. NEED FOR DIGITALLITERACY We must equip our students with the knowledge, capabilities and values essential to participate fully and safely in an increasingly digital world.
- 7. NEW SKILLSETS REQUIRED New skillsets for the knowledge economy… • Complex problem solving • Innovation and creativity • Communication and collaboration • Designers and creators – not passive consumers
- 8. COMPETING PHILOSOPHIES PhilosophyA Philosophy B Education Broken, but can be fixed (quickly) Long term investment in the future Technology Drives change Enables, supports and accelerates change Teachers Another problem to be fixed Supported professionals Learners The future workforce Future citizens Innovation Flourishes in all directions Must be scalable and sustainable Success Input targets and attainment Wider long-term benefits, personal and society Curriculum Don’t trust teachers - ‘package’ it up Guidance and support for teachers http://blog.core-ed.org/derek/2014/10/the-purpose-of-education-2.html
- 9. • Robot counsellor • Rewilder • Garbage designer • Neighbourhood watch specialist • Simplicity expert • Healthcare navigator • Nostalgist • Telesurgeon • Solar technology specialist • Aquaponic fish farmer http://io9.com/these-are-the-surprising-jobs-youll-be-doing-by-the-203-1577363367
- 10. WHAT IS FUTURE-FOCUSEDEDUCATION? How must schooling change to meet meet the opportunities and challenges of the 21st century?
- 11. What is ourvision of future schooling?
- 12. How is thisdifferent?
- 13.
- 14. STUDENT EXPECTATIONS DoI have opportunities to explore and make mistakes? Do my teachers really know about me and my interests and talents? Do I have opportunities to apply what I am learning in real world settings and contexts? Washor, E and Mohkowski, C (2013) Leaving to learn Do I find what the school is teaching relevant to my interests? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?
- 15. FIVE ESSENTIAL SUPPORTSFOR SUCCESSFUL SCHOOLS • a coherent instructional-guidance system • professional capacity • strong parent-community-school ties • a student-centered learning climate • the leadership to drive change https://ccsr.uchicago.edu/sites/default/files/publications/ EssentialSupports.pdf
- 17. WHAT WILL LEARNINGLOOK LIKE?
- 18. WHAT WILL LEARNINGLOOK LIKE?
- 19. WHAT WILL LEARNINGLOOK LIKE?
- 20. Learning Hubs –130 Students & 5 Teachers
- 21. Small Group IndividualLearning
- 22.
- 23. IMPACT OF TECHNOLOGY… Pre-1980 1984 2000 2012 Typewriter Desktop computer Internet Colour TV Photocopier Laptop Ball point pen VHS recorder Mobile phone Gestetner Library Digital camera Fax EFTPOS YouTube Landline NZ Post Touch Wear Talk Think
- 24.
- 25. CHALLENGE Have wegrasped how significantly student access to technology is changing their expectations as learners?
- 26. MythBusters #1 Technologyis a distraction – students depend too much on technology and will miss out on important learning!
- 27. Beware the seductionof technology
- 28. Modern technologies providestudents with the potential for experiences of unprecedented breadth, depth and relevance. .
- 29. We now havethe conditions for modern learners to tackle projects of a complexity previously unimaginable.
- 30. ..as a resultwe must rethink what we expect of our students. We must stop underestimating what they are now capable of; and above all…set much higher expectations .
- 31. MythBusters #2 Modernlearning is just a fad - there’s no research supporting any of this stuff!
- 32. EFFECTIVEEf TfecEtiAve CteaHchIinNgGan dA leNarDnin LgE ARNING… occurs when… Student autonomy and initiative accepted and encouraged. Students engage in dialogue with teacher and each other Teacher asks open-ended Higher level thinking is encouraged questions and allows wait time for response Class uses raw data, primary sources, physical and interactive materials. Knowledge and ideas emerge only from a situation in which learners have to draw them out of experiences that have meaning and importance to them. Students are engaged in experiences that challenge hypotheses John Dewey – Constructivist Pedagogy, 1916
- 33. Outdoor learning Increasessocial cooperation, creativity, engagement and achievement Image credit: JISC 'Designing Spaces for Effective Learning' LEARNING SETTINGS: Prototyping experimentation Active learning, learning by doing, develops spatial and mathematical awareness Collaboration space Increases learning faster than competitive or individualistic learning. 'One-to-many' space Direct instruction, reciprocal teaching, not lectures Multimedia studio Digital creation increases cognitive growth, multimedia increases retention Peer tutoring space Increases learning for both parties Independent practice space Short to long-term memory Reflection space Improves creativity, analysis and prediction skills; raises achievement Choices in learning Choice agency increases engagement, learning, creativity graduation rates. Informal learning space Play can increase attention span, making mistakes increases creativty
- 34. ASB BUILDING Ifthis is the kind of work environment our young people will be functioning in when they leave school, how well effectively we preparing them for this in the environments we have in our schools?
- 35. MythBusters #3 Thisonly suits some types of learners!
- 36. 21ST CENTURY CHALLENGES • kjh Does this sort of environment suit all learners?
- 37. 21ST CENTURY LEARNERCHARACTERISTICS • Self managed learning • Un-tethered to traditional ‘school’ • Expert at personal data aggregation • Power of connections • Creating new communities • Not tethered to physical networks • Experiential learning • Content developers • Process as important as knowledge gained http://teachthinktech.learningconnective.org/post/1656186536/free-agent-learners
- 38. How many differenttypes of spaces and different types of WHAT WILL LEARNING LOOK LIKE? learning are catered for in this classroom?
- 39. MythBusters #4 Howdo we know our kids will still pass their tests and exams?
- 40.
- 41. THE ASSESSMENT DILEMMA Curriculum content We value what we assess But do we assess what we value? Student engagement Deep learning Many measures Few measures
- 43. Derek Wenmoth Email:derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: dwenmoth