5. E-learning Action Plan
Inquiry Cycle Stage E-learning Action Plan Stage
Focusing Inquiry Selecting a group of students to focus on
and ‘Desired Student Learning
Outcome(s)’
(PLG Focus)
Teaching Inquiry ICT/e-learning strategies that will
support DSLO
Teaching and Learning Who/When (Timeline)
Learning Inquiry Evidence that you will collect to
measure shift in regards to DSLO
6. So how does this work?
• E-mentors are Learning Area based
• PLGs will have been formed within Learning
Areas to suit specific needs of Learning Area
• Learning Areas have produced an ‘E-learning
Action Plan’ led by LADs and e-mentors
• PLGs have developed specific ‘E-learning
Action Plans based on desired student
learning outcomes’
7. E-learning Action Plan 2012
Inquiry Cycle Stage E-learning Action Plan Stage
Focusing Inquiry Selecting a group of students to focus on
and an area of ‘Thinking’ to focus on
(PLG Focus)
Teaching Inquiry Collaborative/Differentiated/ICT/e-learning
strategies that will support
development of ‘Thinking’
Teaching and Learning Who/When (Timeline)
Learning Inquiry Evidence that you will collect to
measure shift in regards to ‘Thinking’
8. Why this works!
• It is based on effective pedagogy as outlined in the
NZC
• It can be personalised to fit personal professional
needs
• It can be contextualised into any curriculum area
• It provides a plan of action with provides a structure
and a level of accountability
• It puts the focus on the student outcomes, not the
technology!
9. Tips
• Integrate all school initiatives into the one teaching as inquiry
cycle – rather than separating out into disparate topics
• Allow teachers to work in curriculum based professional
learning groups
• Provide a common template
• Provide a clear timeline for completing each part of the
inquiry
• Get them to publish and share their plans – this helps with the
accountability but also provides opportunities for identifying
needs and common foci.
• Offer technical and ICT skills PD based on their plans (consider
creating online tutorials to do this)
20. 21st Century Skills
Complex Communication
Collaboration
Critical Thinking and Problem Solving
Creativity and Innovation
Information and Media fluency
21. 21st Century Teaching
From Low-Level Thinking
to High-Level Thinking
From Analog to Digital
From Teacher-Directed
to Student-Directed
22. 21st Century Schools
Free range learners
• Free to choose how they learn
• Free to choose where they learn
• Free to choose how they process their learning
• Free to choose how they evidence their learning
• Free to experience learning that is relevant and responsive
to their needs not our limitations
23. Universal Design for Learning
=
Equitable access to learning
http://www.udlcenter.org/resource_library/articles/udl
24. Learning at HPSS
Vision
The vision for our school is to create a stimulating, inclusive
learning environment which empowers learners to contribute
confidently and responsibly in our changing world.
Principles
The foundations of our curriculum decision-making are to:
• Innovate through personalising learning
• Engage through powerful partnerships
• Inspire through deep challenge and inquiry to develop
empowered learners
• The curriculum and student week is made up of three key
components - learning hubs, specialised learning and
project learning.
25. Learning at HPSS
Learning
Hubs
Project
Learning
Specialised
Learning
MyTime
With a lot of guided choice!
27. Specialised Learning
Specialised Learning Modules:
• will enable all students to gain coverage of curriculum areas
and fluencies
• will include a range of teaching & learning modes: co-constructed,
seminar, workshop, flipped, online etc.
• will encourage critical and creative thinking
• will be framed by inquiry and involve independent learning
activities
• Learning Coaches will work with the students to create a
LearnPath by selecting a range of modules that ensure
curriculum and skills coverage. Beyond 2014 students will
be able to be placed into modules based on curriculum
levels suited to their readiness rather than based on their
age.
28. Project Learning
Big Projects:
• larger scale, links with internal or external
expertise/mentors, business partnerships, community links,
encourage social responsibility & citizenship
• apply learning across curriculum areas with focus e.g.
Wetlands
• exposure to wide range of learning experiences, scope for
student participation across range of roles
Passion Projects:
• individual/team initiated and negotiated interest based
projects
• encourage curiosity, grow passions and achieve excellence
29. Learning Hubs
Learning Hubs will:
• be small groups where caring relationships are fostered
• provide learners with one key person who will connect
with family and ensure learners are engaged in a
relevant and challenging programme
• explore learner interests in order to pursue passions,
which can be linked back to learning
• track progress and provide structures so learners, with
their coaches and families, can maintain a learning
portfolio
• build on learners' capacities to be Inquirers and Self
Directed Learners
30. MyTime
Four times a week students have 50 minutes of
MyTime where they can negotiate how best to
spend this time. This is negotiated each week with
Learning Coaches.
Typical MyTime sessions include:
• Literacy or Numeracy Support or Extension
• Writing club, Coding, Robotics, Tinkering
(MakerEd), Science Club, Enviro group,
meditation, Yoga, Gym, Gamers Anonymous etc.
• Floor-time with teachers, silent reading, self-directed
study
32. “Adaptive experts also know how to
continuously expand their expertise,
restructuring their knowledge and
competencies to meet new
challenges.”
(Darling-Hammond 2006: 11)
35. How can we be
supported to make
the necessary
changes?
36. The future is not something
that is done to us, but an
ongoing process in which we
can intervene.
– Keri Facer
37. We need the carrot
AND the stick!
We have the infrastructure
We have phenomenal educators
We have spectacular students
We have a stunning curriculum
Have high standards and if you must…
…measure results.
38. We need recognition
AND resourcing!
Demand high standards
Demand excellent outcomes
But mostly, provide generous amounts of
ongoing professional learning and support
39. Align Professional
Learning
Explore how the PLD Review, Investing
in Educational Success, EDUCANZ
work can all promote future focused
practices.
40. Highlight how
Innovation can support
Academic Excellence
Support and promote the innovative
risk-takers!
51. Here and
now…
…it’s simply a
matter of
having a
growth
mindset. http://www.learning-knowledge.
com/self-theories.html
52. The Future of Education
The educational revolution will not be televised.
It will be blogged, tweeted and uploaded to
YouTube.
Change is happening and change won’t be
slowed.
So hurry up, build your own map.
What ever you do, at least get on the road.
Notas del editor
The educational revolution will not be televised,
It will be blogged, tweeted, and written collaboratively...in code.
The educational revolution will not be televised,
It will be blogged, tweeted, and written collaboratively...in code.
German economist Ludwig Lachmann there are many sources that can be used to engage in “future-forecasting”. Looking into what the future holds is overwhelming and as it is yet to be realized it is hard to separate the likely from the fanciful. That said, many themes and patterns do appear throughout a range of readings.
In the text 21st Century Skills, Bernie Trilling and Charles Fadel look to the recent past to establish predictions for the not too distant future. They, in a sense, establish a timeline: Agrarian Age, Industrial Age and Knowledge Age. Acknowledging that whilst many cultures are still well grounded in the Agrarian and Industrial Age, the most developed are grounded in the Knowledge Age, highlighting also the “complex communication” skills that go along with it. McCain, Jukes and Crockett create a similar timeline in Living on the future Edge, showing the world as moving through Agriculture, Working, Service to Creative in the current day.
Rachel Bolstad defines The Knowledge Age as a new, advanced form of capitalism in which knowledge and ideas are the main source of economic growth (more important than land, labour, money, or other ‘tangible resources). New patterns of work and new business practices have developed, and, as a result, new kinds of workers, with new and different skills, are required.
We also know we are entering a world with more information, more people, more careers and fewer resources…
In Living on the future edge McCain, Jukes and Crockett talk about Moore’s Law which was based on the prediction of Intel founder Gordon E Moore, that computer power, speed and performance would double every year. A prediction of increasing rate of change which remains true nearly 50 years after it was made. We are in the period of hyperchange.
One thing we actually do know about the future is that the only constant is change
Skills need to be developed that reach across traditional subjects and siloes
As Scott McCleod highlights in his blog Dangerously Irrelevant three educational shifts are needed which will have the most impact on our students future and their success within it. There is a need to move from low level thinking such as recall and rote learning to high level thinking and complex problem solving. We must engage shift from analog to Digital and As Sugata Mitra states Unlock the power of new technologies for increasingly self-directed education. Critical thinking, digitally rich and increasing levels of self direction will ensure we are developing learners who can survive in the knowledge age and flourish in the age of hyperchange.
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being:
Inquiry based
Problem-based
At times self-directed
Personalised yet collaborative
We will need to lead our educators to become adaptive experts who as Linda Darling Hammond states know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” Future focused leadership is about change leadership
We will need to lead our educators to become adaptive experts who as Linda Darling Hammond states know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” Future focused leadership is about change leadership
That continuous cycle already exists within the New Zealand Curriculum, the Teaching as Inquiry cycle in a sense represents an effective model of change management on a micro or classroom level.
It is important that the cycle is continuous so as to build on growth achieved from previous cycles of change management. As the Sigmoid Curve demonstrates long term gains are more likely when transformation happens in periods of growth rather than decline. It is better to be proactive than reactive.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The future is not something that is done to us, but an ongoing process in which we can intervene.
The educational revolution will not be televised.
It will be blogged, tweeted and written in code.
The future is unknowable, so build your own map and get on the road.
The educational revolution will not be televised.
It will be blogged, tweeted and written in code.
The future is unknowable, so build your own map and get on the road.
The educational revolution will not be televised.
It will be blogged, tweeted and written in code.
The future is unknowable, so build your own map and get on the road.