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SCIL - a history of innovation in education
- 2. NBCS 1981
- 3. ‘there is only one way to avoid criticism: do nothing, say nothing and be nothing’ Aristotle
- 4. NBCS 1999 Blueprint for the future
- 5. Blueprint for the future emotional mission & vision pedagogy visual relationships growth
- 6. NBCS faith-based values-based independent mainstream academic Preschool, K-12 1300 preparing students for tertiary views external assessments as the floor, not the ceiling
- 7. NBCS learn from others high expectations question everything ‘join the vision’
- 8. MISSION excellence in education; Christianity in action
- 11. SCIL 2005 Sydney Centre for Innovation in Learning ‘lead the change’
- 12. Sydney Centre for Innovation in Learning coalition of the willing enabling strategy future-focused accelerator unclear
- 13. Sydney Centre for Innovation in Learning grant supported or no budget new projects or programs partnerships with anyone high energy & risk takers ‘do, then think’
- 14. OPPORTUNITY
- 15. SCIL activities & events: online courses learning from others SCIL associates French Second Life awards
- 16. Some questions to frame our conversation: Adapted from Edna Sackson whatedsaid.wordpress.com/2013/08/03/10-questions-to-help-you-become-a- better-teacher
- 17. 1. What do I believe about learning? 2. Does my practice reflect my beliefs? 3. How do I shift my focus from what I teach to how they learn? 4. Is the learner at the centre of everything? 5. Do my students own their learning?
- 18. 6. How can I ‘make friends with the curriculum’? 7. How do I encourage creativity? 8. How can I ensure the learning space promotes learning? 9. How can I ensure I am a learner first? 10. How can I contribute to a culture of learning?
- 19. 2010
- 20. campfires – 1 to many working together – watering hole cave – individual work anywhere, anytime – digital space Adapted from David Thornburg
- 21. What could be?
- 24. What could be?
- 29. 2011
- 57. NBCS TRANSFORMATION is not about space or technology is about pedagogy & values high ownership & collaboration
- 58. 3 screen day
- 59. CHANGE MANAGEMENT IS VERY DELIBERATE shaping learning culture at every level of an organisation. The learning culture needs to be the subliminal dominant culture within the school, adopted without question & pervading all activity.
- 60. PRINCIPLES learning engaging personalised clear priorities high expectations emerging pedagogies learn from the best, then adapt
- 61. Elements to connect: professional space physicalspace virtual space culturalspace
- 62. Move away from the ‘factory-style’ paradigm Separate rooms Separate and separated educators Separated class groups Separate desks & chairs or rows Separate preparation separate
- 63. Question everything Grow staff Empower students Grow parents Collaborate always Create curriculum Develop spaces Align budgets Learn from failure Celebrate success Take risks
- 64. strong independent operator good co-ordinator positive collegial communicator solo player STEPS TO COLLABORATION
- 65. strong independent operator good co-ordinator positive collegial communicator solo player team member team player continual collaborator collaborative team leader
- 66. Teachers team as in a game of soccer or netball movingto where the ball will be, not where it is
- 69. collaboration COACH CHANGE agent learning ACTIVIST
- 72. OPPORTUNITY
- 81. Denison’s cultural model has two components: External - Adaptability Mission Internal - Involvement Consistency
- 82. KOTTER XLR8
- 83. KOTTER: DUAL OPERATING SYSTEM