The document discusses designing curriculum that develops "deep learning" skills. It advocates for curriculum that focuses on authentic, challenging problems; inquiry-based learning; flexible use of time, location, people and pedagogy; and explicit discussion of thinking skills and learning. Technology is seen as a tool to support this type of flexible, collaborative, student-centered learning approach. The goal is to help students develop skills like critical thinking, creativity, communication and character.

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. Technology
rich…
learning
lite?
Using
technology
to
develop
the
deep
roots
of
learning

3. Our
greatest
natural
resource…
…
is
our
people

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. 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.
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. 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. 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. 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. 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. 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. Delivery
of
the
curriculum
or
designers
of
learning?

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. 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. School
Being
the
best
you
can
be
Beliefs
Belonging

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. 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. 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. 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. 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. Thank
you
For
more
informaCon
contact:
Gareth
Mills
www.garethmillsonline.com
garethmillsonline@googlemail.com
Compass
Learning
New
direcCons
in
learning