Core LwDT team PD day Jan14
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Transcript of Core LwDT team PD day Jan14
CORE LwDT facilitators – Auckland, Jan 2014
Modern Professional
Learning
FOCUS
• Today is about CORE’s provision of professional learning services. We’ll be exploring… • What is the CORE way? What models and frameworks do we
promote and use? What makes our approach different and more effective than other providers?
• What facilitation strategies and approaches are required to work effectively with schools and teachers into the future?
• Where does the work of the LwDT team fit within the wider services of CORE – now and into the future? How can we leverage the considerable expertise across the company?
• Where do modern learning environments fit into our thinking and way of doing things – in 2014, 2015…
GROUP ACTIVITY
Introduce yourself with a statement about you as a teacher – what
would your students most remember
about being in your class?
GREAT TEACHERS…
ACTIVITY ONE
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 school is based”
Peter Senge
TESTING ASSUMPTIONS…
1996, Prof. Hedley Beare
egg crate classrooms set class groups based on age
period-based timetable linear curriculum
division of all human knowledge into “subjects”
division of staff by “subject”
allocation of most school tasks to teachers
assumption that learning is geographically bound
notion of stand-alone school
limiting ‘formal schooling’ to years 0-13
9-3 school day
SO…
• Form a group of 4-5 people • Choose one of the assumptions identified by Beare • Brainstorm together the things you know about what
happens currently • Share some of the assumptions you think lie behind the
way these things are done/organised currently • Be ready to report back a brief summary of the 2-3 key
ideas that emerged from your discussion.
MENTAL MODELS
Mental models are the assumptions & stories which we carry in our minds of ourselves, other people, institutions, & every aspect of the world. Differences between mental models explain why two people can observe the same event and describe it differently; they are paying attention to different details.
CHANGE
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with vision
Aligned with vision
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with vision
Aligned with vision
RESPONSE TO CHANGE
Supportive of change
Not supportive of change
Not aligned with vision
Aligned with vision
Moving ahead together – goals achieved, innovation evident
“Rogue” staff – enthusiasts who are difficult to harness
Reluctance, silent resisters, grumblers, lacking confidence
Vocal opposition, resisters, underminers
3rd place
COMPETING AGENDAS?
Centralised De-centralised
Networked
• Self-managing • Autonomous • Customised • Competitive • Agile • ‘Local’
• Bureaucratic • Compliant • Equitable • Aggregated • Cumbersome • ‘National’
• Federated • Ecosystem • Collabetition • Complexity theory • ‘messy’
Cluster
Improvement agenda
Improvement • Quality • Achievement • Equity • Standardised • “Same but better”
Tran
sfor
mat
ion
agen
da
Transformation • Paradigm shift • Complete, major change • Renewal • Metamorphosis • “Different and better”
COMPLEMENTARY AGENDAS
Centralised De-centralised
Networked
COMPLEMENTARY AGENDAS
Centralised De-centralised
Networked
COMPLEMENTARY AGENDAS
Centralised De-centralised
Networked
COMPLEMENTARY AGENDAS
Centralised De-centralised
Networked
ACTIVITY TWO
What is concerning you about the future?
What are some of the questions you have?
THREE LEVELS OF CONCERN
Concern about self How will this affect me? What new skills will I need? Who can help me? Where can I find the information?
Concern about task How will I do this in my class? How will students be organised? How does this link with the curriculum? What about the core competencies?
Concern about impact What difference does it make? Are we achieving what we say we want to? Who else can I collaborate with to learn from? I think I know a better way?
3 TYPES OF CONCERN
Self Task Impact
CBAM
Level of concern Expression of concern
Refocusing I have some ideas about something that would work better
Collaboration How can I relate what I am doing to what others are doing?
Consequence How is my use affecting learners? How can I refine it to have more impact?
Management I seem to be spending all my time getting materials ready
Personal How will using it affect me?
Informational I would like to know more about it
Awareness I am not concerned about it
ACTIVITY THREE
STEP ONE: LEARNING ACTIVITIES
1. What sorts of activities do learners in your classroom engage in for learning?
2. What is the purpose of each? 3. How are learners organised
or arranged? 4. What is the teacher doing? 5. What resources are required,
and how are these made available?
STEP TWO: PLANNING A LEARNING SPACE
1. Draw the outline of a desired learning space on a sheet of paper.
2. Focus on a particular learning activity/lesson, and draw the arrangement of learners, furniture and resources.
3. Create a ‘story’ to explain what is happening in your learning space, and why you have arranged things this way.
LEARNING SETTINGS
LINKING PRINCIPLES TO PLACE
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
e.g. Classrooms, field trips, music
exams, sports awards etc.
e.g. Virtual Learning Network, online classrooms, Coursera, virtual
field trips etc.
e.g. PLN comprising
Facebook, Twitter, Khan academy, YouTube etc.
e.g. Community library, sports
organisations, after school clubs etc.
FORMAL
INFORMAL
PHYSICAL
VIRTUAL
School A
Groups
NETWORKED LEARNING
Network PLN
Federally organised Collections of entities Collaborative Networked knowledge
Externally organised Single entity Competitive Knowledge transfer
Personally organised Association of entities Connected Personal knowledge
The way networks learn is the way individuals learn
MLE MATRIX
http://www.core-ed.org/professional-learning/mle-matrix
MODERN LEARNING ENVIRONMENTS
http://bundlr.com/b/core-education-modern-learning-enviroments
ACTIVITY FOUR
REMEMBER THIS…
Self Task Impact
CHALLENGE:
• How do we design professional learning experiences that address the concerns of people in each of these areas/
• What are the consequences of a ‘one-size-fits-all’ approach?
CONSIDER THESE SCENARIOS…
• What assumptions might you make about the school…
• Leadership? • PLD programmes? • Age/stage of staff?
• What sorts of things do you anticipate staff are wanting to know?
• What approaches to PLD might be appropriate?
• What evidence of change would you be looking for?
A
B
C
WHAT THE RESEARCH SAYS ABOUT PLD:
• Is about change • Takes time • Needs to be in-depth • Should be relevant, address
concerns • Should be in context • Is done with you, not to you
or for you
SWIMMING OUT OF OUR DEPTH?
Schools could ensure that a proportion of their teacher professional development programme is designed to support all teachers’ cognitive growth, while at the same time establishing clusters of experienced teachers who could work together across school sites (possibly online) to develop systems that better meet the needs of today’s students.
NZCER 2012
Derek Wenmoth Email: [email protected]
Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>