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21st Century Learning

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Chris Binge

on 14 December 2014

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Transcript of 21st Century Learning

Control of ...
... what students will achieve
... what they will learn
... how they will learn
... what teachers will do
... how they are measured.

"I am really excited. The examining board has completely changed the syllabus"
IB Diploma
Let's suppose you are a teacher, who can teach a course on anything at all.
Something you are passionate about - Something you love.
Your subject - or not
One subject - or many
No external constraints at all
What would it be? Write it down.
What Curriculum are you following?
Thank You


The Birth of a 21st Century Curriculum
Chris Binge
Island School
Are we fitting into a structure designed by someone else?

This may be a good thing or it may restrict what we can do
A Levels
National System
School based syllabus
National System
National System
English National Curriculum based Primary Schools
English National Curriculum based Secondary School
O levels led to GCSEs, which led to IGCSEs
English A levels
IB Primary Years Programme
IB Diploma with BTEC options
The Spinning Coins of Curriculum Change
Skills Framework
Capacity to Learn
Two views on the relationship between skills and content
Students who are taught and acquire strong generic skills will perform better in their subject areas.
They will work more effectively, be able to express themselves better, explore and research better. In short they will learn better and achieve higher. Strong skills lead to in better success in all subjects and better exam performance
Strong generic skills are the aim of education. It is these skills that will equip young people for success in HE and in life. The subjects provide a means through which these skills can be introduced, honed and practiced. In later life it is not what they have learned at school that matters, but how they have learned it, how they work with others and how they express themselves
Key Point
If you ask someone to fill the same shape they will always fill it in the same way, however much they want to do it differently.

Function Follows Form
If you change the shape of the box, they are forced to assume a different shape and change the way they do things, however much they would like to carry on doing the same.
Start with the outcome
Design the assessment
Teach to succeed in the assessment
... different students can get to different outcomes
... students can take responsibility for defining their learning
... teachers can follow their passion
... students, infected by this passion, become passionate in turn
... excitement and enjoyment are obvious
... all those generic skills are to the fore
The more people you engage,
and engage with passion,
the greater the enthusiasm and acceptance

Will this be rigorous?
We wanted some courses that are not like this, courses where...
The process is Forwards by Design. We start with the experiences that students will have, and open out, as much as possible the different range of outcomes they will choose.

What experiences would your course have?
We call these courses Elements
(In your element - Ken Robinson)
We call these courses Entrance

They take you to the door.
They get you in
They don't get you any further
They are not the exciting part
They are where you start not where you go
Key point
Involvement brings Trust
and Trust empowers
We now have over 50 Elements courses,
written by 50 of our teachers based on their passion and enthusiasm.
Architecture, Law, Freakonomics
Cryptography, Mathematical Genie
No Fear Shakespeare, Writer's Block
Art in Action, World of Dance, Music Major
Animation, App Design, Programming
Robotics, Creative Clay, Chemistry Concepts,
Fish are Friends, Sport Science, Lord's Kitchen, Coast
Discussion about Teaching and Learning
The Integrity of Childhood
3 hour lessons
Once a week
Every week
For half a year
Who were you thinking of when you imagined your course?
Could some younger students do it?
Would it work for some older students?
If we accept the outcomes may be different, surely we can take a wider range of students.
Our GCSE/IGCSE route, with very few exceptions meant
... all students started the course at the same age
... all students reached the same finish point at the same age
... differentiation means some get better grades than others
We know we have some outstanding students capable of getting well beyond the GCSE end point by the age of 16. We hold them back.

We know we have students for whom reasonable success at GCSE at 16 is a challenge too far. They struggle. They suffer. We brand them failures
All Elements courses are mixed age groups

We have not yet got there with Entrance courses
... work in progress!

However we wanted another opportunity of a course that was designed around mixed ages as its central idea.
... where students worked in small mixed age groups on projects
... where the older ones took on leadership roles
... where the younger ones learnt from the older ones
... and gradually took on more leadership each year
We call this course Explorations

The content comes from The CIE IGCSE in Global Perspectives
The skills are focused on Collaboration and Communication
They also covering the skills of the IE Award in ICT

Each assessment activity for G.P. is responded to as a group, using the IT skills they have learned on a rotation.
The assessment is either as a group or as their individual contribution to the group project.
Assessment is reductive
You can use
A grade
A percentage
A rubric
A comment
Does your assessment capture the complexity of the work?
Who is the assessment for

The student?
The teacher?
The department?
The school?
The parents?
The university?
Assessment is distant
Summative or Formative ...
All assessment is self assessment

The students themselves must be the measure, not the results of measuring the students
In Explorations and Elements assessment is done through a blog.
Students describe their learning and link to evidence that demonstrates what they are trying to describe.
We are working on the skills descriptors that may lead to rubrics (actually we have rubrics, but we are not sure if we like them!). The rubrics may be replaced by leading questions.
The point is that the students will have to use their work to provide evidence of any statement they make. This is discussed and validated by the teacher and by peers.
Students are used to blogging about their learning because it is brought in with Island Time for year 7.
Why do we struggle to get teachers to introduce more differentiation?
Start with the Why
Simon Sinek
Serendipity by Design!
Island School Curriculum: http://isfcurriculum.wordpress.com/
Island Time Manifesto: http://goo.gl/evkgsQ
Skills Framework: http://goo.gl/KrLALm
Island Futures: http://islandfutures.wordpress.com/
Futures Manifesto: http://goo.gl/2kIEiO

This Prezi: http://goo.gl/46dR26
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