This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants collaboratively identify needs, practices, and outcomes. It challenges participants to redefine terms and goals. Analytic tools make assumptions and indicators visible to guide goal-setting. The program aims to produce a clear change plan for schools with measurable success indicators and a shared understanding of effective teaching and learning.

1. Introducing the
A 2-day Intensive Futuring
Program tailored for any
stakeholder group
The following presentation is designed to introduce education
stakeholders to the purpose and structure of the Dialogue and its
unique elements.

2. Dialogue
Elements
about the

3. 1. Provocations 3. Futuring Sequence2. Analytic Tools
Need
Practice
Outcome
The Incept Dialogues are designed
for participants to reflect on their
practice and work collaboratively
to identify the following elements
…

4. 1. Provocations 3. Futuring Sequence2. Analytic Tools
Need
Practice
Outcome
To achieve this, the Dialogue
format has been designed to
include 3 essential features to
guide participants towards
forming and achieving their goals
…

5. 1. Provocations 3. Futuring Sequence2. Analytic Tools
Need
Practice
Outcome
Participants will be challenged
with research-based provocations
to re-contextualise, re-define (or
re-affirm) their purpose and their
goal(s). They will be challenged to
reflect on their teaching and
learning practice with the use of
analytic tools in order to complete
an integrated futuring sequence
that will identify a purposeful,
rigorous, and sustainable
intervention..

6. Re-contextualise global trends
through a leadership lens and to
reconsider possible future scenarios
Re-define terms; (re)define practice;
(re)define systemic goals, (re)define
socio-cultural and soci-economic
needs (re)define the essential
elements of quality education and
quality learning
IGET
Visualising,
Contextualising
and Prioritising
1. Identify goals
2. Backwards
map goals to
identify and
connect to
outcomes
Re-assess the realities of teaching
and learning practices as revealed
in new and extensive research
against the fundamentals of
education reform globally and the
measurement of student
engagement and wellbeing.
IDAPT
Deep
consideration
of one’s own
practice and
the practice of
others
3. Identify
assumptions
Re-identify learning analytics that
have pedagogical and ethical
integrity in a turbulent landscape.
Re-consider futures for social
learning analytics and the nature
of solutions to some of the
concerns that institution-centric
learning analytics provoke
CLARA
Highlighting
one’s own
learning
dimemsion
and
correlating to
practice
4. Developing
indicators
4. Identifying
interventions
Need
Practice
Outcome
1. Provocations 3. Futuring Sequence2. Analytic Tools

7. Futuring
Sequence
about the

8. Indicator Indicator
Intervention(s)
The second phase of the Dialogue uses
two analytic tools to help participants to
make visible their assumptions and
effective indicators of intervention
impact.
CLARA
Makes visible the learning orientation of
the participants and provides an
individual learning profile.
IDAPT
Makes visible both assumptions and
indicators. Makes visible participants’
teacher worldview; what influences their
teaching priorities and practices
The first part of the Dialogue helps
participants to develop an important goal and
to view their goals and desired outcomes
beyond the school and through a 21C global
lens.
Assumptions Assumptions Assumptions Assumptions
Outcomes Outcomes
Goal
IGET
This survey is a research-based set of current
global trends that have direct implications for
teachers. The survey is used to make visible
the priorities of the group so as to begin the
futuring process.

9. Assumptions

10. The Incept Dialogue recognises
that any initiative or approach
is only ever as sound as its
assumptions …
Unfortunately, these
assumptions are too often
unvoiced or erroneously
presumed …
To address this, the Dialogue
uses analytic tools that make
visible participants’ worldview
and learning and practice
orientation.

11. For example, consider your
orientation as a teacher. What is
most important in directing your
practice?

12. Consider what this
might mean for
the planning
assumptions that
you make …
Recent research suggests that a
great majority of teachers have a
‘script’ based practice orientation.
IDAPT will make visible the
orientation of participants.

13. Analytic
Tools
about the

14. Constant and significant change at
both local and global levels is
often difficult to recognise,
quantify and understand …
… even more difficult is to make the
connection between a global trend
and your classroom practice …
… in order to plan for this, the IGET
survey makes visible research
identified trends and allows
participants to prioritise the
education context of the Dialogue

16. The IGET survey identifies a
set of 35 research identified
trends …
The trends all have
implications for teachers,
institutions and education
systems…
The IGET survey helps
participants to make
connections between global
trends, education
imperatives and classroom
practice
It empowers participants to
set the direction of the
Dialogue

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Associetiesbecomemoreurbanised,…
IThasdevelopedveryrapidlyover…
Globally,therehasbeenatrendof…
Thereisacontinuingperceptionof…
Familyandworkbalanceisoneofthe…
Developednationsareaging,with…
Sharingexperiencesandconstructing…
Educationsystemsarerecognising…
Children‰Ûªslifechancesare…
Teacherprofessionallearningisoften…
Migrationisincreasing,particularly…
Sincethelate20thcenturytherehas…
Researchintothecharacteristicsof…
Skillsareincreasinglybecomingthe…
GovernmentsacrosstheOECDare…
Theglobalcommunityisbecoming…
Theeaseandspeedatwhichvery…
InmanyOECDcountries,improving…
Transport‰ÛÒofgoodsbutalsoof…
WealthhasincreasedinOECD…
Thedemandsofthe‰Û÷knowledge…
Datarevealsthegrowinginequality…
Globalisationbringspeopletogether.…
Thereisanincreasinglycompetitive…
Freetradeisincreasingthrough…
Nationalsecurityissuesare…
Nationalsecurityisreinforcedby…
Higherlevelsofcivicandsocial…
Oneofthemostsignificanttrendsof…
Manycountrieshavedeveloped…
Trendsinresearchanddevelopment…
Despiteincreasingwealth,income…
Children‰Ûªsexpectationsof…
Oneofthemostsignificanttrendsof…
Englishwaslongthedominant…
Despitethehugepotentialofthe…
AmajorityofEuropeangovernments…
Ineducation,theneedfor…
Inuniversitysystemsaroundthe…
Theglobalmobilityofstudentsand…
The participants’ responses
are calculated and the trends
considered to be most
important are identified and
provide the contexts for the
Dialogue
… along with a trend that has
the greatest variance.

18. Incept Dispositional Analysis
for Practicing Teachers

19. When it comes to supporting the development
of higher order learning outcomes in students
such as skills in learning to learn, dealing with
complexity and problem solving - what counts
most?
The research evidence is clear. Factors like
experience and education count for only a
small difference in teacher’s ability to de-
sign and deliver for deep learning. Most
important is what teachers assume about
the nature of knowledge and learning –
their teaching and learning worldview.
These assumptions influence how they de-
sign learning and what they actually do in
engaging learners.
The Dialogue employs a sophisticated tool
for helping participants identify and
evaluate the implications of their own and
shared assumptions about knowledge and
learning. IDAPT has been shown to support
reflection on how to teach. The data that
results allows teachers and leaders to
explore similarities and differences in
assumptions which impact on site practice.
Together these accelerate individual and
team learning about how to improve the
depth and quality of teaching and learning
for students.
Together these accelerate individual and
team learning about how to improve the
depth and quality of teaching and learning
for students.

20. Participants reflect on their practice from
multiple perspectives based on different
elements

21. Participants click and drag to represent
themselves in each element.

22. Participant
reflections
contribute to a set
on underlying
constructs such as

23. … which is
mapped as a 3D
dispositional
profile necessary
for a successful
futuring process …
… the 3D profile is
constructed both
as individual
profiles and also a
group /
institutional
profile …
So! What would your IDAPT profile suggest about you as a
learner? This question is critical in understanding your
teacher profile …

24. CLARA
Crick’s LeArning for Resilient Agency
PROFILE

25. The CLARA
survey helps us
to understand
ourselves as
teachers by
understanding
our learning
orientation
It is a survey
that represents
your learning
attitudes and
dispositions
across 7
dimensions
… and makes a
critical rating

26. 26
Mindful Agency
Sense making
Creativity
CuriosityBelonging
Collaboration
Hope and optimism
1
Dependent/fragile Closed/BrittleOpenness to learning
Taking responsibility for my own learning over time through defining my purposes, understanding and
managing my feelings, knowing how I go about learning & planning my learning journey carefully.
Making connections between what I
already know & new information &
experience. Making meaning by
linking my story, my new learning &
my purpose.
Wanting to get beneath the
surface & find out more.
Always wondering why and
how.
An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to
persist & manage any self-doubt. A necessary pre-requisite for developing resilience in learning
Using my intuition &
imagination to generate new
ideas & knowledge. Taking
risks & playing with ideas and
artefacts to arrive at new
solutions.
Being part of a learning community at
work, at home, in education & in my
social networks. Knowing I have
social resources to draw on when I
need them
Being able to work with others, to
collaborate and co-generate new
ideas and artefacts. Being able to
listen and contribute productively
to a team.
Having the optimism & hope that I can
learn & achieve over time. Having a
growth mindset; believing I can generate
my own new knowledge for what I need
to achieve

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90
100
critical curiosity
C&L
Creativity
ResilienceLR
MM
SA
Series1
Series2
Series3
Series4
Series5
Curiosity
Hope and Optimism
Creativity
BelongingCollaboration
Mindful Agency
Sense making
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Teacher 5
5 teachers at one
school …
5 very different
learners…

28. Dialogue
Outcomes
about the

29. … So what can you expect
from the Incept Dialogue? …
The Incept Education
Leadership Dialogue
experience offers:
• Deep professional dialogue
• Based on research
• The use of cutting edge
analytic tools
• Facilitated by ‘practitioners
as researchers’
Beyond the 2-Day Program, it offers:
• A clear plan about how change will occur at
your school. Consisting of:
• A visual map of the change you want to see in
your school and how you expect to achieve it
• An evaluation plan with clear and measurable
indicators of success
• A shared understanding about what defines
effective teaching and learning practices and
outcomes
• A powerful tool with which inspire colleagues
and the broader community.

30. A 2-day Intensive Futuring
Program tailored for any
stakeholder group
For more information contact
Dr Chris Goldspink or Mr Adam Usher
email: education@inceptlabs.com.au
Tel: +61 2 9392 8060