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Future focused Schools

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Derek Wenmoth
Derek Wenmoth

Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past! Presentation at the CORE Breakfast, Auckland

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Future Focused Education: What does it look like in your school? CORE Breakfast presentation, Friday 7 November, Auckland
Future focused Schools
• How will learning occur? • What about the role of teachers? • What sorts of environments? • What will we learn about? • What will we learn with? EDUCATION IN THE FUTURE
A future vision of school?
Nothing dif f erent on the inside?
EDUCATION FOR THE FUTURE What skills/ knowledge/ competencies do we need to be developing now in order to cope with what the future might hold?
FUTURE FOCUSED – WHICH FUTURE? Picture from a reading book for the primary school (8 year olds) in Sweden, 1903
The surprising jobs you’ll be doing by the 2030s http://io9.com/these-are-the-surprising-jobs-youll-be-doing-by-the-203-1577363367
• 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
Why School?
Future focused Schools
COMPETING PHILOSOPHIES Philosophy A 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
Practices Principles Core Values & beliefs Lived expression of your values Derived from values and beliefs – captured in policy statements Mutually agreed upon and owned by the school community – provides a common sense of purpose. Made explicit in vision/mission statement WHY WHAT HOW
WHAT IS FUTURE-FOCUSED EDUCATION? How can schooling change to meet meet the opportunities and challenges of the 21st century?
The world of today’s student is diff erent…
CHANGING SCHOOLS… “Schools may be the starkest example in modern society of an entire institution modelled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers and parents struggle to this day. If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age Peter Senge school is based”
TESTING ASSUMPTIONS… allocation of most school tasks to teachers “egg crate” classrooms 1996, Prof. Hedley Beare set class groups based on age division of all human knowledge into “subjects” period-based timetable notion of stand-alone school linear curriculum division of staff by “subject” assumption that learning is geographically bound limiting ‘formal schooling’ to years 0-13 9-3 school day
PROJECTED SECONDARY SCHOOL POPULATION 390,000 380,000 370,000 360,000 350,000 340,000 330,000 320,000 2011 2016 2021 2026 2031 2036 2041 2046 2051 2056 2061 Number 13-18 years Need to be vigilant about this space Statistics New Zealand National Population Projections by Age and Sex, 2011(base)-2061
NZ: 28,000 FEWER SCHOOL LEAVERS OVER 30,000 20,000 10,000 0 -10,000 -20,000 2011-2016 2016-2021 THE NEXT 10 YEARS 2021-2026 2026-2031 2031-2036 2036-2041 1041-2046 2046-2051 2051-2056 2056-2061 Projected change in numbers at 15-19 years (Total NZ) Source: Statistics NZ 2012 Projected population of New Zealand by age and sex, 2011(base)-2061
IT IS HAPPENING – CENSUS 2013 325,119 369,090 353,091 380,000 370,000 360,000 350,000 340,000 330,000 320,000 310,000 300,000 2001 2006 2013 Number Actual Numbers 13-18 Years 2001, 2006, 2013 (Total NZ) Source: Statistics NZ 2012 Projected population of New Zealand by age and sex, 2011(base)-2061
SUMMARY • Every year for the next 19 years a successively larger cohort will reach the retirement zone • Every year for the next 15 years they will be replaced by a successively smaller cohort • 2021-26 will see a brief respite, as the recently-born baby blip arrives at labour market age • A zero unemployment opportunity is here
Students in physical school, instruction and assessment predominantly on-site Students access formal learning via the network, instruction and assessment provided online Students learning through their online personal learning network, incl. social networking environments Students at home, library or other space, pursuing own interests individually or collaboratively FORMAL INFORMAL PHYSICAL VIRTUAL Location Purpose
WHAT IS FUTURE-FOCUSED EDUCATION? How can we prepare students to address "future-focused" issues such as sustainability, globalisation, citizenship, and enterprise?
THINKING 3D
Future focused Schools
• kjb
Future focused Schools
Future focused Schools
WHAT IS FUTURE-FOCUSED EDUCATION? How can education prepare students for living in the 21st century?
C D A B Vision of learning and technology Reproduction Transformation
How do we think about the integration of technology with learning? Is it simply a substitute for existing practice – or does it open up oppor tunities for new things in new ways?
Technology is capable of accelerating lear ning – nothing new here, as the same thinking was used to accelerate the training of pilots in WW2 http://www.bbc.co.uk/news/technology-29063614
Future focused Schools
Modern technologies provide students with the potential for experiences of unprecedented breadth, depth and relevance. .
We now have the conditions for modern learners to tackle projects of a complexity previously unimaginable.
..as a result we 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 .
C D A B Ownership of knowledge Collective Individual Vision of learning and technology Reproduction Transformation
Shifting from thinking of learning and knowledge construction from being an individual endeavour, to where knowledge is created and owned collectively. What are the implications for how we organise learners, learning, curriculum and assessment?
Participatory culture… • Strong support for creating and sharing • Some type of informal mentorship • Members believe that their contributions matter • Members feel some degree of social connection with one another • Relatively low barriers to artistic expression and civic engagement
Play the capacity to experiment with one’s surroundings as a form of problem-solving Performance the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation the ability to interpret and construct dynamic models of real-world processes Appropriation the ability to meaningfully sample and remix media content Multitaskng the ability to scan one’s environment and shift focus as needed to salient details. Distributed cognition the ability to interact meaningfully with tools that expand mental capacities https://mitpress.mit.edu/sites/default/files/titles/free_download/ 9780262513623_Confronting_the_Challenges.pdf
Collective Intelligence The ability to pool knowledge and compare notes with others toward a common goal Judgment The ability to evaluate the reliability and credibility of different information sources Transmedia Navigation The ability to follow the flow of stories and information across multiple modalities Networking The ability to search for, synthesize, and disseminate information Negotiation The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms https://mitpress.mit.edu/sites/default/files/titles/free_download/ 9780262513623_Confronting_the_Challenges.pdf
Potential of 21st Century learning realised C D A B Ownership of knowledge Collective Individual Collective frustration. Personal orientation, innovation resisted Isolated pockets of innovation Vision of learning and technology Reproduction Transformation
WHAT? HOW? WHY? Moral purpose Principles Practices Lived expression of your values. Derived from values/beliefs. Captured in policy statements. What you stand for. Mutually agreed and owned by the school community. Shared beliefs/values. Made explicit in mission/vision statement.
WHAT? HOW? WHY? Moral Purpose Principles Practices Learning is a individual activity. Tradition. Competition. Independence. Academic success is the focus of schooling, and is achieved through personal discipline and effort.
Traditional setup
WHAT? HOW? WHY? Moral purpose Principles Practices Learning is a individual activity. Style, ergonomics and technology must be considered. Academic success is the focus of schooling, and is achieved through personal discipline and effort.
Funky, but traditional setup
WHAT? HOW? WHY? Moral purpose Principles Practices Collaboration. Interaction. Social participation. Flexibility. Choice. Aesthetics. Children are social beings. Knowledge building is the result of social interaction.
New oppor tunities, but still individual at desk
WHAT? HOW? WHY? Moral purpose Principles Practices Collaboration. Interaction. Social participation. Flexibility. Choice. Aesthetics. Informality. Children are social beings. Knowledge building is the result of social interaction.
A complete lear ning ecosystem
How can schooling change to meet meet the opportunities and challenges of the 21st century? How can we prepare students to address future-focused issues such as sustainability, globalisation, citizenship, and enterprise? How can education prepare students for living in the 21st century?
Future focused Schools
Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: dwenmoth

More Related Content

Future focused Schools

  • 1. Future Focused Education: What does it look like in your school? CORE Breakfast presentation, Friday 7 November, Auckland
  • 3. • How will learning occur? • What about the role of teachers? • What sorts of environments? • What will we learn about? • What will we learn with? EDUCATION IN THE FUTURE
  • 4. A future vision of school?
  • 5. Nothing dif f erent on the inside?
  • 6. EDUCATION FOR THE FUTURE What skills/ knowledge/ competencies do we need to be developing now in order to cope with what the future might hold?
  • 7. FUTURE FOCUSED – WHICH FUTURE? Picture from a reading book for the primary school (8 year olds) in Sweden, 1903
  • 8. The surprising jobs you’ll be doing by the 2030s http://io9.com/these-are-the-surprising-jobs-youll-be-doing-by-the-203-1577363367
  • 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
  • 12. COMPETING PHILOSOPHIES Philosophy A 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
  • 13. Practices Principles Core Values & beliefs Lived expression of your values Derived from values and beliefs – captured in policy statements Mutually agreed upon and owned by the school community – provides a common sense of purpose. Made explicit in vision/mission statement WHY WHAT HOW
  • 14. WHAT IS FUTURE-FOCUSED EDUCATION? How can schooling change to meet meet the opportunities and challenges of the 21st century?
  • 15. The world of today’s student is diff erent…
  • 16. CHANGING SCHOOLS… “Schools may be the starkest example in modern society of an entire institution modelled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers and parents struggle to this day. If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age Peter Senge school is based”
  • 17. TESTING ASSUMPTIONS… allocation of most school tasks to teachers “egg crate” classrooms 1996, Prof. Hedley Beare set class groups based on age division of all human knowledge into “subjects” period-based timetable notion of stand-alone school linear curriculum division of staff by “subject” assumption that learning is geographically bound limiting ‘formal schooling’ to years 0-13 9-3 school day
  • 18. PROJECTED SECONDARY SCHOOL POPULATION 390,000 380,000 370,000 360,000 350,000 340,000 330,000 320,000 2011 2016 2021 2026 2031 2036 2041 2046 2051 2056 2061 Number 13-18 years Need to be vigilant about this space Statistics New Zealand National Population Projections by Age and Sex, 2011(base)-2061
  • 19. NZ: 28,000 FEWER SCHOOL LEAVERS OVER 30,000 20,000 10,000 0 -10,000 -20,000 2011-2016 2016-2021 THE NEXT 10 YEARS 2021-2026 2026-2031 2031-2036 2036-2041 1041-2046 2046-2051 2051-2056 2056-2061 Projected change in numbers at 15-19 years (Total NZ) Source: Statistics NZ 2012 Projected population of New Zealand by age and sex, 2011(base)-2061
  • 20. IT IS HAPPENING – CENSUS 2013 325,119 369,090 353,091 380,000 370,000 360,000 350,000 340,000 330,000 320,000 310,000 300,000 2001 2006 2013 Number Actual Numbers 13-18 Years 2001, 2006, 2013 (Total NZ) Source: Statistics NZ 2012 Projected population of New Zealand by age and sex, 2011(base)-2061
  • 21. SUMMARY • Every year for the next 19 years a successively larger cohort will reach the retirement zone • Every year for the next 15 years they will be replaced by a successively smaller cohort • 2021-26 will see a brief respite, as the recently-born baby blip arrives at labour market age • A zero unemployment opportunity is here
  • 22. Students in physical school, instruction and assessment predominantly on-site Students access formal learning via the network, instruction and assessment provided online Students learning through their online personal learning network, incl. social networking environments Students at home, library or other space, pursuing own interests individually or collaboratively FORMAL INFORMAL PHYSICAL VIRTUAL Location Purpose
  • 23. WHAT IS FUTURE-FOCUSED EDUCATION? How can we prepare students to address "future-focused" issues such as sustainability, globalisation, citizenship, and enterprise?
  • 29. WHAT IS FUTURE-FOCUSED EDUCATION? How can education prepare students for living in the 21st century?
  • 30. C D A B Vision of learning and technology Reproduction Transformation
  • 31. How do we think about the integration of technology with learning? Is it simply a substitute for existing practice – or does it open up oppor tunities for new things in new ways?
  • 32. Technology is capable of accelerating lear ning – nothing new here, as the same thinking was used to accelerate the training of pilots in WW2 http://www.bbc.co.uk/news/technology-29063614
  • 34. Modern technologies provide students with the potential for experiences of unprecedented breadth, depth and relevance. .
  • 35. We now have the conditions for modern learners to tackle projects of a complexity previously unimaginable.
  • 36. ..as a result we 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 .
  • 37. C D A B Ownership of knowledge Collective Individual Vision of learning and technology Reproduction Transformation
  • 38. Shifting from thinking of learning and knowledge construction from being an individual endeavour, to where knowledge is created and owned collectively. What are the implications for how we organise learners, learning, curriculum and assessment?
  • 39. Participatory culture… • Strong support for creating and sharing • Some type of informal mentorship • Members believe that their contributions matter • Members feel some degree of social connection with one another • Relatively low barriers to artistic expression and civic engagement
  • 40. Play the capacity to experiment with one’s surroundings as a form of problem-solving Performance the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation the ability to interpret and construct dynamic models of real-world processes Appropriation the ability to meaningfully sample and remix media content Multitaskng the ability to scan one’s environment and shift focus as needed to salient details. Distributed cognition the ability to interact meaningfully with tools that expand mental capacities https://mitpress.mit.edu/sites/default/files/titles/free_download/ 9780262513623_Confronting_the_Challenges.pdf
  • 41. Collective Intelligence The ability to pool knowledge and compare notes with others toward a common goal Judgment The ability to evaluate the reliability and credibility of different information sources Transmedia Navigation The ability to follow the flow of stories and information across multiple modalities Networking The ability to search for, synthesize, and disseminate information Negotiation The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms https://mitpress.mit.edu/sites/default/files/titles/free_download/ 9780262513623_Confronting_the_Challenges.pdf
  • 42. Potential of 21st Century learning realised C D A B Ownership of knowledge Collective Individual Collective frustration. Personal orientation, innovation resisted Isolated pockets of innovation Vision of learning and technology Reproduction Transformation
  • 43. WHAT? HOW? WHY? Moral purpose Principles Practices Lived expression of your values. Derived from values/beliefs. Captured in policy statements. What you stand for. Mutually agreed and owned by the school community. Shared beliefs/values. Made explicit in mission/vision statement.
  • 44. WHAT? HOW? WHY? Moral Purpose Principles Practices Learning is a individual activity. Tradition. Competition. Independence. Academic success is the focus of schooling, and is achieved through personal discipline and effort.
  • 46. WHAT? HOW? WHY? Moral purpose Principles Practices Learning is a individual activity. Style, ergonomics and technology must be considered. Academic success is the focus of schooling, and is achieved through personal discipline and effort.
  • 48. WHAT? HOW? WHY? Moral purpose Principles Practices Collaboration. Interaction. Social participation. Flexibility. Choice. Aesthetics. Children are social beings. Knowledge building is the result of social interaction.
  • 49. New oppor tunities, but still individual at desk
  • 50. WHAT? HOW? WHY? Moral purpose Principles Practices Collaboration. Interaction. Social participation. Flexibility. Choice. Aesthetics. Informality. Children are social beings. Knowledge building is the result of social interaction.
  • 51. A complete lear ning ecosystem
  • 52. How can schooling change to meet meet the opportunities and challenges of the 21st century? How can we prepare students to address future-focused issues such as sustainability, globalisation, citizenship, and enterprise? How can education prepare students for living in the 21st century?
  • 54. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: dwenmoth