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WELS 2015 Lead and Redefine Future Schools

JB's 'map' of WELS 2015 + thoughts and next steps... connect @trulyjon
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Jon Bowen

on 16 April 2015

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Transcript of WELS 2015 Lead and Redefine Future Schools

lead and redefine
future schools

Tony Wagner
reimagine Ed for
the 21st Century
knowledge workers
are no longer required
knowledge is a free commodity
via the internet.
innovation is the single
most competitive advantage
that someone can graduate with
the artist
- normal for children
- schooled out of adults
creative problem solvers - how?
- create new knowledge
- ask new questions
- solve new problems
Stduents 'best' teachers
they're outlyers - different from their peers
fundamental contradiction
Beaureacracy vs Innovation
Individual achievement vs collaboaration
compartmentalised knowledge vs Problem based multi subject
Compliance vs Engagement
Risk avoidance vs trial and error
Extrinsic vs intrinsic motivation
isolation is the enemy of innovayion
content focus created test focus
we have to get through this
Fail opportunity is essential
explicit encouragement of play, passion and purpose.
limited screen time essential!
vex!
perseverance
tenacity
self regulation
real interests that
grow into passions
"google time"
innovators think beyond themselves
they understand the world is bigger than them
likelytosucceed.org

Critical thinking is only developed through engagement with content - it's a balance. Which content to apply to the practical.

the world doesn't care about what you know - it's what
content knowledge
Problem solving opportunities
what do we want WM students to remember and continue with 6 months, a year and longer post-school?
the dsicipline of reflection is critical

it is the difference between failure and iteration
where to Start?
- recognise that more of the same won't work
- do the R & D (6-10%) to set the direction
- build every day toward the direction
- encourage skill and Will (+ Thrill)
start?
google - no college scores - structured interviews - problem solvers
De-lOits - same... hiring the best of ivy league wasn't successful - summer boot camp
Stephen Murgatroyd
challenges for the future of education
the world is
changing fast
demographic
western world is
not replacing itself
elderly population
is growing - large
number of seniors
economy
work: manufacturing
from human to robotic
mini-example... 115 shiftworkers
with 700+ robots
large scale business
is becoming smaller.
3D printing example
environment
significant demands
>half the periodic table
in hand all the time
schools are constantly changing
if your school isn't changing your not doing the best by your students
investment of time and energy
industrial model
collaborative
21st C models of
learning and
engagement
[The in-between]
most schools
Global education reform
vs
Equity as Policy
irrational Innovation
homeopathy for education
respond to the challenges
prof cultire
political envir
economic environment
global trends
community
think ahead
lead across
deliver within
1. Work toward a shared vision
2. develop and foster partnership
it's the dna of the future school
3. share leadership - teacher, student
and community engagement
4. work to build a common language
sing from the same songsheet
all should understand it
5. work innovatively and adaptively
95% of innovation is creative adaption
6. make T & L simple and transparent
7. keep the work rigorous, focused and mindful
why is this working (or not)

murgatroydstephen@gmail.com

murgatroydsteph (twitter)
building character
through 'work'
rodgers adoption curve
20% of all who will not change
first followers essential
BUILD MOMENTUM
DON'T WASTE TIME ON THE NEGATIVE
SPEND TIME ON EARLY ADOPTERS &
FIRST FOLLOWERS
HOW???
ENGAGE COMMUNITY - WHAT WE DO
SHOULD NOT BE SECRET
SIMON BREAKSPEAR
HOW CAN WE BECOME MORE
AGILE AND CONTINUALLY
ADAPT TO THE FUTURE?
> defer judgement
> encourage wild ideas
> take risks and be curious
THINK DOUBLE ESPRESSO
moving from yes but ... to ... yes and...
Education is a future-
focussed enterprise
21st C skills have moved from
'nice-to-have' to necessity
douglas adams
invention quotes
why
what
how
how do we innovate
in established schools??
how parents, teachers and students think of change!
hello - this is your captain speaking - we're going to change the engines in mid air - we'll let you when it's done and if ti works.
avoid:
death by committee
death by culture

1 mindset, 3 strategies
agile mindset
"better all
the time"
disruptive
innovation
not...
honour the
past, design
the future!!!
like the car
- it still works
- but is getting better
Relationships
the essential App
for effective learning
learning to sustainably change
routine patterns of practice
clarify
if you can't say it clearly
you don't understand it yourself
john searle
craft a vision of future practice
20-20 vision
a preferable and achievable
learning future
you can't lead people into
a vision that you can not see
focus on less but better
too many things for too short a time
high leverage problem where change is essential
what's out next
learning gear?
what will
we not do
to get ahead?
mobilise
you cannot mandate greatness. it must
be unleashed!
sir michael barber
empower educators as learning designers
educators as informed professionals
working to innovate nd adapt
1.
2.
work with the believers in the white spaces
the ones who are ready to go
"minimum viable product"
1-generate ideas... 2-launch new learning model... 3-assess impact on learning... 4-learn to reiterate
fail well!
amplify
curate positive contagion
3.
experiment, learn, pivot, iterate

simple
reliable
work
learn through r & d...
system will only change
at the speed of trust
between the innovators
and their colleagues
never stop learning
every day is day 1
jeff bezo, amazon founder
thoughts
when students ask questions... or staff...
do they then ask themselves "was that
a good / right / best question to ask"?
next steps?
how do we (SELT) begin to model the things that we want to see in Curriculum development and school-wide?
Shared vision - community and educators?
is it there? When was it last visited?
Develop education partnerships in the whole organisation... NMT-SELT-REGIONS-CAMPUSES-DEPARTMENTS-LEVELS etc
what are our barriers to shared leadership and innovation for staff, students and the community?
Who are our skilled learning designers? are they equipped and released to develop school-wide or are they forced to be secret-squirrel innovators?
what's the difference between SDL and Student-centred. are we on the right page with our terminology?
equip and release staff, students and community members to lead school-wide...
teaching, learning, mentors, coaches
1
day
leadership
renaissance leadership - book to read
renaissance
pathfinders
Linked in Blog
1. practice personal
mastery
the confidence to gather people / followers
realise the work
is not about them
realise they're not
the most important
balanced lifestyle
look after
themselves
2. apply a 'GLOCAL' mindset
life beyond work
and school
others are doing great things around the world
that everyone successful thinks bigger than self
3. accelerate cross
BoundarY learning
systems and ways
of thinking
seek leadership learning
from other spheres
recognise leadership organisation-wide
can lead and communicate vision, strategy & direction
evidence-based decision-
making based on
future choices
don't guess where you're going - be deliberate
4. think back from the future
inspire, engage and focus the work of groups and indivduals
connect the where we are with where we need to be - and be action inspirers
know that engaging is better than demanding
5. lead systematic change
inspire confidence that change is a heart and mind activity
can use evidence of progress to inspire and engage
they can use 'what?' to lead people through the 'so what?' into the 'now what'
they can lead across AND deliver within
6. drive performance
with passion
they can use a crisis to
enable change
they take risks and live
with paradox
What can we learn from Jean P Stiles
- build and empower team
- build and empower support for learners and learning
- enables student voice
- focus on equity as an ambition for outcomes
never let a crisis go to waste
often missed
active listening!!
how well do we listen - what opportunities to we make for active listening? our job isn't to tell - it's to enable!
teaching and learning
change leadership
buy in
vs
ownership
the process....
- reading
- talking
- visiting
creating adult learning
opportunities that create
reasons for staff to engage
use recent alumni focus groups that ask...
- best preparation from WM
- what you'd change abut the wm experience
- what you would recommend to staff and students
take this data - frame the big questions for teachers...
teacher-led r & d
advisories - student
voice in the learning experience
be instructional
beyond the walk-through
learning walks
- not evaluative
- with others
- no checklist
- ask questions
look for 2 things -
say rigor and
engagement
define what 'good'
looks like
look at instruction together!
define what good learning and teaching looks like
look on student desks and ask questions of students
design learning
experiences for staff
quality questions
wait time
are students engaged
in the question??
r i g o r
e n g a g e m e n t
i used to think:
there are a few areas of change
that i think we should stop
i now think:
there are only a few areas of change that i think we ought to keep going
tony wagner reflection...
how??? - - - work with NMT to develop a new
structure for education leadership nationally that equips DPs / APS / others as Senior national leaders - engage, equip and release
evidence of success?
there will be a known shared vision, key pillars and strat. objectives
staff and community will work collaboratively to facilitate great learning moments - embedding sole
there will be a range of PLD opportunities and a learning walk culture that encourages collaborative dicussion...
teaching, learning, mentors, coaches
the structure will develop and breathe life into all of the above...
Get rid of the Cynics
VS
embrace the sceptics
wels 2015
world education leadership summit
2
day
sugata mitra
self organising systems in future schools
not SDL
not about individuals
...it's about systems
the appearance of order out of disorder
links to writings of
margaret wheatley?
"groups of children, using the internet,
can learn anything by themselves".
'whole in the wall' experiment 1999
system to make things happen or
system to let things happen
?
sdl
sdl at WM should
be in the 'let'...
are we trying to 'make'?
to groups of unsupervised children....

they search for things of interest...
they discover things that are useful...

to groups of supervised children....

they try to avoid the work they're being made to do... they discover less of things that are useful...

"the learner in the right
circumstances can invent
the pedagogical method"
the right environment can
create positive learning
students reading together
accelerates their reading age
...particularly when it is a repeated activity
"the granny cloud"
friendly learning
mediation can accelerate
the learning further
how can you work with so much noise
when I hear the voices
of my friends
it makes me feel safe
adult question...
student answer...
analogy...
allowing the internet into the
exam hall will change the entire system
imagine the change for:
- students
- teachers
- exam writers
- curriculum designers
imagine walking through a dangerous unfamiliar city and hearing the loud voices of your friends. School can be the unfamiliar city for some students.
do we 'let' learning happen to meet the needs of learners or do we 'make' it happen to meet our own needs???
challenge...
pasi sahlberg
1. Public
system
2. Equity
3. Leadership
goal - make learning more engaging,
interesting and real
integrated study in every school
for all students
students Must be involved
in learning design
3 lessons:
1 - invest in
and build equity
2 - celebrate
failure
3 - play
October 13 is
'failure day'
too much sitting!
sitting is the
new smoking!
10 hours per day has similar negative outcomes to being a smoker
how?
Fail early...
Learn well...
Start well...
Be transparent...
Yong Zhao
Counting what counts: Education outcomes that matter
re structure necessary?
can they be redesigned?
What matters?
why do we have schools?
designing learning that
allows students to
become successful
What is success?
KEITH BAKER (2007) ARE INTERNATIONAL TESTS WORTH ANYTHING?
not tests! -
THE RISE OF THE USELESS!
RUDOLPH! - IF HE'D GONE TO
SCHOOL HIS NOSE WOULD HAVE
BEEN PAINTED TO ASS THE TEST
HE'S USELESS AGAIN
AS SANTA HAS GPS!
TIMES CHANGE
KIM KARDASIAN
CELEBRITY FOR NOTHING
FAMOUS FOR BEING WELL-KNOWN
HER "FOGGY CHRISTMAS EVE" IS NOW
PEOPLE HAVE CHOICE
AS TO WHAT THEY CONSUMER
IMPORTANT
THE USELESS HAVE BECOME USEFUL
LOTS OF THINGS DO...
DOES EVERYONE HAVE TO BE EQUALLY GOOD
AT ALL OF THE THINGS THAT MATTER?
DIVERSIFICATION OR HOMOGENISATION
COGNITIVE OR NON-COGNITIVE
SHORT-TERM OR LONG-TERM
MEASURABLE OR NON-MEASURABLE
ARE WE LOOKING TO PAINT THE
NOSES OF OUR RUDOLPHS BLACK?
challenge
where are we?
where should we be?
are we pursuing high test scores
at the expense of other essentials?
what do we measure and why?
what counts may not be counted;
what is counted may not count!
Is the short term having an effect
on the long term? If not, Why?
what we measure
what we count
what we assess
Schools in the cloud
make your own groups
leave groups
make new groups
talk as much as you like
move around the space
the set up...
SOLE...
self organised learning environment
}
it's fluid &
mobile
the goal...
learners taking responsibility for learninG
Can intense freedom & learning 'chaos' drive learners toward learning
...an experiment in learning
"the question"
essential...
literacy/reading experiment...
reading comprehension 8 year old and 10 year old texts
Beehive - 1 bee can build nothing - many bees make perfectly ordered hexagons
individual students can struggle to achieve. give them each other and the right circumstance they can thrive
george stevenson high school, killingworth
is this our sdl?
it needs to be the right kind of question
is 2 by 2 necessary for all subjects?
should we push it further?
What is the right question for WM?
what would sole look like
as part of a learning centre?
brett Millott
paul kenna
both in melbourne
role of the sole teacher?
developing the 'big question'
creating the question toward that
which is an unknown
admiring and acknowledging
the learning journey
Looking at confidence levels
teacher as the safe 'friend' in
the classroom
yong Zhao
who's afraid of the big bad dragon
everyone has celebrated the
amazing achievement,
except chinA...
Kai-fu lee: the next apple or google
will appear but not in china...
unless it abolishes its education.
quantity of creativity high
quality of creativity low
patents
1700 years of test practice
pass the national test that anyone can take?
govt position
lead and redefine
future schools

wels 2015
world education leadership summit
reward based system
extrinsic motivation
does not equal engaged learners
decline of creativity...
98% of 5 year olds are genius level creatives -
the decline from there is shocking!

the sacrifice of uniqueness
the best system to create
well qualified obedients!
it is presecribed

but it's changing!!
no test scores for
elementary to high
advancement
it is the best of the past
but the worst of the future
"abandon all norm-referenced
testing / assessment etc."
becoming a better you...
...not a better someone else
beyond better than average
students and staff...
thoughts
do our systems make learning happen or are our systems flexible to 'let' learning happen?
next steps?
National managament meeting and decisions around leadership structures
are our learning centre approaches set up in the best interests of students or staff? (silence etc)
as part of the above do students have the opportunity to design their 'pedagogical method'?
where is the 'play'. Skill and will is there - where is the thrill in learning. the 'love being at school'
where is the 'play'. Skill and will is there - where is the thrill in learning. the 'love being at school'
ARE WE LOOKING TO PAINT THE
NOSES OF OUR RUDOLPHS BLACK?
challenge from Yong Zhao
are we pursuing high test scores
at the expense of other essentials?
what do we measure and why?
what counts may not be counted;
what is counted may not count!
Is the short term having an effect
on the long term? If not, Why?
what we measure
what we count
what we assess
Should SOLE be our focus for learning centres rather than SDL - who are our great 'big question' developers?
is our assessment focus the 'best of the past'? if so, what is our future? are our staff/student norm references helping?
Where is the creativity... where is the innovation... do our opportunities necessitate the sacrifice of uniqueness?
explore sole as a system for SDL t&L. what does it look and sound like at WM?
what are students saying about thrill? present voice from swot and discuss
- shared leadership
regions
national
- release leadership for change in wm
- change needs some consultancy support
- what do we need / want - who drives it?
what are students saying about thrill? present voice from swot and discuss
can innovation and creativity be written into CAP. community business questions & development.
SOLE examples & discussion
sugata mitra Masterclass
what needs to change?
what is possible?
curriculum
assessment
governement

self organised learning environment
hole in the wall
learn to use a computer
learn anything
eveidence for language, maths etc
big day out, victoria
SOLE in school
http://soleaustralianetwork.wikispaces.com/
student voice?
they don't want a
packaged solution
they want to explore
and create the solution
www.kidsgotsole.com
challenge
how do we move our SDL pegagogy
toward a more open SOLE approach?
less prescribed, bigger questions etc
SOLE is not a
replacement of staff
it does help the
not engaged to
become engaged
what happens in high school?
alot! students
developing answers to big questions
the question needs to be
the right kind - doesn't work for all learning areas.
sometimes 1st-2nd
yr uni outcomes
adolescent reactions can
disrupt SOLE opportunities
Uni students redevelop
SOLE ability
SDL vs SOLE
there are overlaps but...
...sole is group-directed
...SOLE is group-organised
challenge
perhaps the 'self' n sole is about the environment and the people there are more interconnected than in learning centres / SDL??
it doesn't work as the
only instruction option!
but...
when students understand
and can choose how they
learn... sole is popular
teachers?
not interfering
with direction
build interest toward
the big question
identify 'assistant'
who can ask questions
class elected
when sole starts the
only teacher contact
take notes of
observations
as many reports
as computers
student reports
one page or mindmap
no repetition
of reports
set the question
good questions depend on
age and expereience of students.
and then? is part of the teacher kit
to get toward the big question...
gum health example... big q eventually
"why to teeth not grow back after the second time they have fallen out?"
perhaps where there are gaps...
create a sole a few days later
with a big q around the gaps.
spontaneity is the
power of sole
'vocab catcher'
large area of student-discovered meanings
they write up meanings and discover what
others have written as they write
the granny cloud
"admiring but not necessarily
knowledgeable presence"
extending the cloud / the concept
community
experience
listening
ears
'expert'
opportunity
currently
on the g-cloud
languages
reading
expressing
thoughts & ideas
developing
confidence
exposure to
the unknown
(travel etc)
mutual understaning
adults and students benefit
brings the
world alive
profile of
successful 'grannies'
open to social media
willing to learn
sense
of
humour
high frustration tolerance
what is possible for us?
what could work?
What about a "cloud of schools"
what if OSG was a 'cloud of
schools' - local would deal
with framing a local curriculum...
thought...
school in the cloud...
brings together
grannies and sole
a space with screens
well placed
publicly viewable
"reception area?"
auckland experiment
for Y7-10 SOLC??
seating to
encourage
groups to form
colourful - fun
a playground inside
?
the space...
...enables group / collaboration
...Allows movement easily
...has clear lines of visibility for safety
...is durable
...has age-appropriate aesthetics
...has equipment that's easy to use
...gives ownership
...has a computer for each 3-5 students
...has a seperate big screen skype/vc screen
...has glass partitioning
...considers acoustics for good sound
...good lighting
thoughts
SOLE is a potential pedaogigal model for SDL... but research is saying it's not an all day every day model!
- research
- gather 'voice'
- redesign where appropriate
next steps?
robust curriculum discussion is essential as soon as we are able
- rps
- dps
- cls
- nmt
our model of learning is largely focussed on personal achievement... where is the group / collaboration
how do we move teacher approaches from a prescribe curriculum model to a more open SOLE/SDL approach
Should we look at a school in the cloud / 7-10 sole experiment in the auckland reception area?
experimenting with areas of SOLE as an approach to sdl in 7-10? who? Where?
curriculum development team lok at relevant PLD that meets the needs of teacher-learners
- moving all... poor to competent, competent to good, good to expert, expert to trainer
students prefer video
to reading... will listen
on youtube / ted beyond
normal attention span
redesigning curriculum
and assessment
how will a different kind of question
effect the way we teach & assess?
You're a detective - investigate why the following are good reasons to study History?...
Explore how each of the following contributed to the rulers os Srivijaya being rich?
developing big questions...
- shifting toward a general idea

could have used Imagine...
...the creative
2nd attempt
new rule - 1 collective answer
- 20 minutes of development...
- leaders arise (not often the same people)
- outlyers drawn in
- question developed
"Why are fish like armoured tanks"
non-prescriptive &
non-competitive
1st attempt
how does an idea like this become govt policy
policy changers
policy makers
a 'movement'
through dialogue?
with
changes in schools and policies
collaborative learning
expereiences
team work - pool resources
mixed age and ability + natural formations
peer interactions - various socio-economic and cultural changes
Self motivated - self regulated
Current Curriculum:
list of things we know
that students should know
What if 'Curriculum' becomes:
list of things we don't know
that we want students to find out
developing 'big' questions
our question to develop:
What is learning worth?
needs "*" for google word-4-word search
Could be interpreted in a number of ways:
- life expectancy
- earnings
- lifestyle
- survival
Who is the question for? each would have an answer...
- student, staff, parents, employers, others in society
allow for
interpretation of q's
}
questions that have multiple answers are big
questions that
encourage exploration
Full transcript