Keynote presentation to the Independent Schools Association of New Zealand - focusing on where the innovation really lies - with our practice. The environments enable a greater variety of practices to emerge, and encourage more participation and collaboration on the part of both teachers and students.
4. www.core-ed.orgwww.core-ed.org
CHANGING SCHOOLSâŚ
âSchools 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 basedâ
Peter Senge
5. www.core-ed.orgwww.core-ed.org
TESTING ASSUMPTIONSâŚ
1996, Prof. Hedley Beare
âegg crateâ classroomsset class groups based on age
period-based timetablelinear curriculum
division of all human knowledge into âsubjectsâ
division of staff by âsubjectâ
allocation of most school tasks to teachers
assumption that learning is geographically bound
notion of stand-alone school
limiting âformal schoolingâ to years 0-13
9-3 school day
14. www.core-ed.orgwww.core-ed.org
HOW IS IT IMPORTANT TO LEARN?
Student autonomy
and initiative
accepted and
encouraged.
Students engage in
dialogue with teacher
and each other
Higher level thinking
is encouraged Class uses raw data, primary
sources, physical and
interactive materials.
Knowledge and ideas emerge only from a
situation in which learners have to draw
them out of experiences that have
meaning and importance to them.
Teacher asks open-
ended questions
and allows wait
time for response
Students are engaged in
experiences that
challenge hypotheses
John Dewey â Constructivist Pedagogy, 1916
18. www.core-ed.orgwww.core-ed.org
1.⯠Computer rooms
2.⯠Isolated classrooms
3.⯠Schools that donât have WiFi
4.âŻBanning phones and tablets
5.⯠Tech director with an admin
access
6.⯠Teachers that donât share
what they do
7.⯠Schools that donât have
Facebook or Twitter
8.⯠Unhealthy cafeteria food
9.⯠Starting school at 8am for
teenagers
10.âŻBuying poster, website and
pamphlet design for school
11.âŻTraditional libraries
12.âŻAll students get the same
13.âŻOne-PD-workshop-fits-all
14.âŻStandardized tests to
measure the quality of
education
20. www.core-ed.orgwww.core-ed.org
HORIZON REPORT - 2014
â˘âŻ Rethinking role of teachers
â˘âŻ Shift to deeper learning
approaches
â˘âŻ Increasing use of OERs
â˘âŻ Increasing hybrid learning
designs
â˘âŻ Rethinking how schools work
http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf
24. www.core-ed.orgwww.core-ed.org
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
Â
INFORMAL
Â
PHYSICAL
Â
VIRTUAL
Â
Location
Purpose
26. www.core-ed.orgwww.core-ed.org
â˘âŻ Strong support for creating and
sharing
â˘âŻ Some type of informal mentorship
â˘âŻ Members believe that their
contributions matter
â˘âŻ Members feel some degree of social
connection with one another
â˘âŻ Relatively low barriers to artistic
expression and civic engagement
Participatory cultureâŚ
28. www.core-ed.orgwww.core-ed.org
Play the capacity to experiment with oneâs 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 oneâs environment and shift focus as needed to
salient details.
Distributed
cognition
the ability to interact meaningfully with tools that expand mental
capacities
http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf
29. www.core-ed.orgwww.core-ed.org
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
http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf
30. www.core-ed.orgwww.core-ed.org
UNPACK
â˘âŻ How adequately do our learning
spaces cater for the type of
learning we are wanting our
children to experience?
â˘âŻ Do our current spaces work
against the things weâre trying
to achieve?
31. www.core-ed.orgwww.core-ed.org
MODERN WORK SPACES
â˘âŻ ASB building, Auckland waterfront
â˘âŻ Open, shared spaces
â˘âŻ Visibility at all levels
â˘âŻ Connectedness throughout
â˘âŻ Collaborative approaches
prominent
â˘âŻ Are our schools preparing young
people to work in these sorts of
environments
32. www.core-ed.orgwww.core-ed.org
INNOVATIVE LEARNING PRINCIPLES
â˘âŻ Make learning and engagement central
â˘âŻ Ensure that learning is social and often collaborative
â˘âŻ Be highly attuned to learning motivations and
emotions
â˘âŻ Be acutely sensitive to individual differences
â˘âŻ Be demanding for each learning but without
excessive overload
â˘âŻ Use assessments consistent with learning aims, with a
strong emphasis on formative feedback
â˘âŻ Promote horizontal connectedness across activities
and subjects , in and out of school
Educational Research
and Innovation
Innovative Learning
Environments
OECD Publishing , Â
24 Oct 2013
33. www.core-ed.orgwww.core-ed.org
MODERN LEARNING ENVIRONMENTS
â˘âŻ Albany Senior High School
â˘âŻ Whole school in one building
â˘âŻ Learning commons â 130
students, five teachers
â˘âŻ Designed with/by students in
mind
â˘âŻ Flexibility â small group/large
group
â˘âŻ Lots of technology evident
34. www.core-ed.orgwww.core-ed.org
Image credit: JISC 'Designing Spaces for Effective Learning'
Outdoor
learning
Increases social cooperation,
creativity, engagement and
achievement
Prototyping &
experimentation
Active learning, learning by doing,
develops spatial and mathematical
awareness
Collaboration
space
Increases learning faster than
competitive or individualistic
learning.
'One-to-many'
space
Direct instruction, reciprocal
teaching, not lectures
Multimedia
studio
Digital creation increases
cognitive growth, multimedia
increases retention
Peer tutoring
space
Increases learning for both
parties
Independent
practice space
Short to long-term memory
Reflection
space
Improves creativity, analysis
and prediction skills; raises
achievement
Choices in
learning
Choice & agency increases
engagement, learning,
creativity & graduation rates.
Informal
learning space
Play can increase attention
span, making mistakes
increases creativty
LEARNING SETTINGS:
36. www.core-ed.orgwww.core-ed.org
EDUCATIONAL POSITIONING SYSTEM
http://eps.core-ed.org
â˘âŻ Provides a âmapâ of where
your school is âatâ in terms of:
â˘âŻ Philosophical frameworks
(incl. moral purpose)
â˘âŻ Strategies and structures
â˘âŻ Community and culture
â˘âŻ Builds on input from staff,
students and community
â˘âŻ Provides key insights to
inform strategic decisions.