Eduignite preso

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Presentation on opening up a new school in pecha kucha style delivered at EduIgnite at Hobsonville Point School, June 2013. Theme: Asking yourself the big questions...why do what you do, how will you achieve your vision through to what practice may look like.. sharing some of the journey from vision to operation. Key Points: Structuring curriculum to allow for development of dispositions/qualities and skills in your learners Structuring a day to allow for students to self manage and engage in relevant, purposeful and personalised learning

Transcript of Eduignite preso

  • 1. Firstly, ask yourself a bigquestion ... then keep onasking...(P.S We are not a charter school)Amy McCauley & Lisa SquireEduIgnite June 131Thursday, 27 June 13The process of redesign involves asking a lot of questions from the why, what and how...Involves a lot of playersUnlearning then relearning
  • 2. I dont think I would get on verywell in my ideal school because Iam too used to being told what todo. (Frances, fteeen)What is the point ofschool?Guy Claxton,Whats the point of school?2Thursday, 27 June 13FactWe are preparing students for the unpredictableWhat we do know is the skills they may well need.Our school needs to foster and not hinder this.
  • 3. Sometimes it works and other times it doesnt3Thursday, 27 June 13Were having a lot of fun in the process of redesigningCreativity/change is untidy & can be uncomfortableYou take a recipe, adapt, change modify - sometimes you end up with a delicious results and other times a chocolate browniethat could double as a paperweight!
  • 4. 4Thursday, 27 June 13This is were we are at with our learning model..we will share some of lessonsAt the heart is the vision, valuesRelationships, innovative practice, authentic learning, collaboration and personalisation
  • 5. 5Thursday, 27 June 13What do you remember about school? Is it the test taking, the ensuring your size, slope and shape is perfect?Then think about what drives you as a learner? Are these same principles applied in the classroom?
  • 6. 6Thursday, 27 June 13We want our learners to own and drive their learningWe know that many of our learners are disengaged in traditional school settingsBy identifying their passions - sparking interest.Merging their worlds into one - really showing that learning happens all around & growing their understanding of what teaching and learning isModeling life-long learning.Just having knowledge is not enough - you need to be able to do things with your learning
  • 7. structure - student plan7Thursday, 27 June 13We collaborate with our learners, involving them in the planning process by having a one-on-one conference with each learner.From these conferences we develop a learning plan.Learners actively participate in the design of their learningIdentifies goals for their learning plan and benchmarks as they progress along their learning path with guidance from the teacher - falling out of this istheir daily plan.Learners negotiate with us how they will acquire the skills needed to reach these goals - e.g. expert-lead workshop (run by a teacher, another expertlearner, a parent), youtube clip, how to- clips...etc.This informs our teaching and learning....
  • 8. Teachers have morethan enough time toget everything donein the day8Thursday, 27 June 13How does the organisation of the help to facilitate learning?How the the clock impede learning and what can you do about it
  • 9. How Time is Wasted33 hours per year49 hours per yearIf you spent 10 minutes eachday lining up =If you spent 15 minutes eachday waiting for silence andorder in the classroom =If you spent 20 minutes eachday taking the roll =66 hours per year9Thursday, 27 June 13If you think about the amount of time you waste then why do it?Where is the educational value in these things?What if kids were self managing?
  • 10. Personalised Planning10Thursday, 27 June 13Kids arrive to school and plan their day - supported, self managing & self directedDeprivatised - can do at home, with parents - transparent
  • 11. Immersion into The world we dont know, we dont knowMulti-literacies- Inventive Thinking- Digital Age Literacies- Communication(NCREL Research)Personalised LearningInter-disiplinary approach tothe learning areasCore CompentenciesReading, writing & MathematicsDispositions (Theoretical, thinking, organisational, interpersonal self)11Thursday, 27 June 13School wide planning informs personalised planning - talk about world the kids dont knowthey dont yet knowWhat to do with kids to broaden horizonsAllows us to collaborate and be clever about how we use our time
  • 12. Individual Education Meetings(including initial interests survey &goal setting interviews)Project Based LearningIndividual or group basedpassion projectse.g. Sports gear procurement,Urban Journey - school trip,Art - Learning Common visual &space designOtherDiagnostic AssessmentsReading, Writing & Mathematics(including STAR, eAsttle, iKan,GloSS, Strand pre & post tests,Probe)Workshops - CoreCompetenciesLiteracyMathematicsMeasurementBasic FactsLearner ProleLearner Qualities SelfAssessmentReading SkillsWriting SkillsOptionalWorkshopsCultureYrs. 7 & 8 TechnologyInternational FoodsArtMandarinPhysical EducationFitnessCareer Education -integratedL E A R N I N G C O M M O N 3T E R M 212Thursday, 27 June 13Risk of personalising is watering down.Adress the core competencies through a parallel programme
  • 13. 13Thursday, 27 June 13Often dispositions dont happen in schools as we dont provide opportunities realopportunities for our kids to develop them. Sometimes we need to create articial situationshowever ideally they should be happening as a natural part of the day.
  • 14. Student Problem:I can never tell which teacher is which...Amy wears pretty dressesKristyn is the smart oneLisa has brown hairAnon, senior studentSolution Offered14Thursday, 27 June 13Tell the story
  • 15. It is also true that our greatest source of pride in self generallycomes from achievements inspired from within and encouragedand supported by others who expect and demand that we wouldgive our best.- Dr Julia Atkin15Thursday, 27 June 13RelationshipsSee ourselves as critical friends/coachEncourage and challengeAllow self expression - tolerance and opennessUse rst names to break down the barriers - a uniform or using a titles doesnt necessarilybring self pride and respect
  • 16. 16Thursday, 27 June 13Relationships and a high trust modelSome of the things you will see...- Secondary staff involved in learning and collaboration- Young teaching older students- Library within the common no booking system- No bells - eating when hungry,
  • 17. 16Thursday, 27 June 13Relationships and a high trust modelSome of the things you will see...- Secondary staff involved in learning and collaboration- Young teaching older students- Library within the common no booking system- No bells - eating when hungry,
  • 18. 17Thursday, 27 June 13