Core LwDT team PD day Jan14
•
1 gefällt mir•858 views
This document summarizes a professional development session for CORE facilitators on modern professional learning. The session focused on: - Explaining CORE's approach to professional development and how it differs from other providers - Discussing facilitation strategies for working effectively with schools and teachers - Exploring how the work of the LwDT team fits within CORE's wider services now and in the future - Considering how modern learning environments fit into CORE's approach The session involved group activities to discuss assumptions about current schooling and responses to change. It also covered frameworks like the Concerns Based Adoption Model to understand concerns about professional development. Participants planned learning spaces and considered scenarios for designing professional development to address
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie Core LwDT team PD day Jan14
Ähnlich wie Core LwDT team PD day Jan14 (20)
Mehr von Derek Wenmoth
Mehr von Derek Wenmoth (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Core LwDT team PD day Jan14
- 1. Modern Professional Learning CORE LwDT facilitators – Auckland, Jan 2014
- 3. 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…
- 4. GROUP ACTIVITY Introduce yourself with a statement about you as a teacher – what would your students most remember about being in your class?
- 6. ACTIVITY ONE
- 7. 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. Peter Senge 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”
- 8. TESTING ASSUMPTIONS… 9-3 school teachers day hool tasks to t sc cation of mos allo egg crate c lassrooms set class groups based on age to “subjects” uman knowledge in division of all h notion of stand-alone school division of staff by “subject” bound g is geographically arnin assumption that le linear curriculu m period-based timetab le s 0-13 hooling’ to year sc limiting ‘formal 1996, Prof. Hedley Beare
- 9. 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.
- 10. 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.
- 11. CHANGE
- 12. RESPONSE TO CHANGE Supportive of change Aligned with vision Not aligned with vision Not supportive of change
- 13. RESPONSE TO CHANGE Supportive of change Aligned with vision Not aligned with vision Not supportive of change
- 14. RESPONSE TO CHANGE Supportive of change “Rogue” staff – enthusiasts who are difficult to harness Moving ahead together – goals achieved, innovation evident Not aligned with vision Vocal opposition, resisters, underminers Reluctance, silent resisters, grumblers, lacking confidence Not supportive of change Aligned with vision
- 15. COMPETING AGENDAS? • • • • • Federated Ecosystem Collabetition 3rd Complexity theory ‘messy’ place Networked • • • • • • • • • • • Transformation • • • • • Quality Achievement Equity Standardised “Same but better” Bureaucratic Compliant Equitable Aggregated Cumbersome ‘National’ Centralised Transformation agenda Improvement Paradigm shift Complete, major change Renewal Metamorphosis “Different and better” Cluster Improvement agenda De-centralised • • • • • • Self-managing Autonomous Customised Competitive Agile ‘Local’
- 20. ACTIVITY TWO
- 21. What is concerning you about the future? What are some of the questions you have?
- 22. 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?
- 23. 3 TYPES OF CONCERN Self Task Impact
- 24. 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
- 25. ACTIVITY THREE
- 26. 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?
- 27. 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.
- 29. LINKING PRINCIPLES TO PLACE
- 30. FORMAL Students at home, library or other space, pursuing own interests individually or collaboratively Students learning through their online personal learning network, incl. social networking environments PHYSICAL Students access formal learning via the network, instruction and assessment provided online INFORMAL VIRTUAL Students in physical school, instruction and assessment predominantly onsite
- 31. FORMAL e.g. Virtual Learning Network, online classrooms, Coursera, virtual field trips etc. e.g. Community library, sports organisations, after school clubs etc. e.g. PLN comprising Facebook, Twitter, Khan academy, YouTube etc. VIRTUAL PHYSICAL e.g. Classrooms, field trips, music exams, sports awards etc. INFORMAL
- 32. NETWORKED LEARNING The way networks learn is the way individuals learn School A Network Federally organised Collections of entities Collaborative Networked knowledge Groups Externally organised Single entity Competitive Knowledge transfer PLN Personally organised Association of entities Connected Personal knowledge
- 35. ACTIVITY FOUR
- 37. 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?
- 38. CONSIDER THESE SCENARIOS… A • What assumptions might you make about the school… • Leadership? • PLD programmes? • Age/stage of staff? B C • 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?
- 40. 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 • • • •
- 41. 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
- 42. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>