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Marlborough edventure keynote 1 Feb 2016


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Marlborough edventure keynote 1 Feb 2016

  1. 1. Future Focused Education Marlborough EdVenture | 1 February 2016
  2. 2. Improvement makes changes by looking back at the past
  3. 3. Transformation designs the future and invents ways to achieve it
  4. 4. What do you think of when we say Future Focused Education? - how is the learner viewed? - how is knowledge viewed? - where does compliance and improvement fit?
  5. 5. The Creative Potential Paradigm
  6. 6. Why Future Focused Education?
  7. 7. Carl Benedikt Frey and Michael A. Osborne, 2013 At Nao robotların bir gösteriSpain'Jaume I Üniversitesi 2011.
  8. 8. Team working Communication Entrepreneurship Critical Thinking Numeracy Creativity Digital literacy Leadership Literacy Emotional Intelligence Problem solving Foreign Language Skills
  9. 9. “Wicked Problems” Complex Challenges ● can’t be addressed using simple problem solving ● can only be addressed with “clumsy” solutions by bringing together disparate perspectives on the problem in ways that all voices are heard and responded to Rayner, 2006; Verweij et al, 2006 in Bolstad, 2011
  10. 10. No other generation in history has ever been more thoroughly prepared for the Industrial Age as the current generation David Warlick
  11. 11. Who or what is deciding the future?
  12. 12. What do you think all this means for education?
  13. 13. Communication Collaboration Critical Thinking Problem Solving Creativity & Innovation Information & Media Fluency Claire Amos, Nov 2013
  14. 14. Explore, deconstruct and reconstruct the New Zealand Curriculum
  15. 15. Inquiry - how can we learn more about what to do?
  16. 16. A Framework for Transforming Learning in Schools: Innovation & the Spiral of Inquiry Developing collective professional agency: collaborative inquiry matters Grounded in learning science knowledge
  17. 17. The involvement of learners & whānau & communities - underpinning and permeating each of the phases Consultation versus Partnership
  18. 18. A shift from learner voice to learner agency “Letting” versus Letting go
  19. 19. Go around looking for more questions - not answers: 1st horizon: Involving others in the long game ● Uncover the deep-rooted contextualised/community-based problems. ● Drill into everything you do! ● have “ideas sessions” - like think tanks! Design Thinking for Innovation
  20. 20. 2nd Horizon: Getting there ● prototyping, ● testing out your idea with as many different people as possible to see how that idea fits with as many people in the community as possible ● sharing, seeking feedback and input Design Thinking for Innovation
  21. 21. 3rd Horizon: Reaching for the Stars ● ideation ● working out what you’re not ● strategy ● solutions ● achieving the vision Design Thinking for Innovation
  22. 22. “Run numerous experiments” Synthesis / Empathy Immersion/Exploration/Discovery Ideation / Divergent & Convergent Prototyping - sharing ideas for improvement, seeking feedback
  23. 23. What might it look like to be prepared for the future?
  24. 24. Alright stop! Collaborate & listen... Common signs that a network of schools is effectively collaborating include: • commitment to a common, needs-based goal/focus • use of inquiry and knowledge-building cycles • the presence of challenge and critique practices • a focus on evidence-based needs, and • the presence of role clarity and relational trust among network members.
  25. 25. Collaborate build relational trust Build skills & knowledge to learn, improve and transform
  26. 26. Common issues seen in clusters or networks - the ECE elephant in the room - the secondary elephant in the room - not knowing each other’s contexts at all - resentment of or by informal network leaders - lack of role clarity and/or trust between networks leaders/members - overwhelming plans full of unmanageable actions and unachievable goals - no space for innovation, vision work or creativity
  27. 27. How might your Community of Learners operate if you are to be innovative, transformative, future focused?
  28. 28. Making room for new practices Socially-engineered assembly lines: - rigid - highly controlled - repetitive - creativity-killing - building-block thinking, tweaking
  29. 29. List all of the socially engineered, assembly line behaviours and actions in your school/service: ➔ bells ➔ timetables ➔ age-separated classroom-type setups in ECE & schools ➔ auxiliary rooms instead of learning spaces ➔ traditional assemblies ➔ rewards for outcomes instead of the learning process ➔ WILTs & WALTs ➔ uniforms ➔ subjects & achievement are seen as the process for learning
  30. 30. Making room for new practices Schools as evolving, natural ecosystems versus factories - dynamism - adaptability - permeability - creativity - self-correction (Thomas & Seeley Brown, 2011, Lichtman, 2014)
  31. 31. What do innovative school structures look like? senior management sits back and let innovation teams work with real autonomy “Sometimes the teams fail; they miss deadlines; their ideas are unrealistic; their proposed innovations are flashes-in-the-pan... Management does not step in and direct the team to reach a different solution” (Lichtman, p. 79) Set broad goals...get out of the way; help to repair
  32. 32. Conditions for innovation & change “We have an incredible staff who want to be at school and enjoy learning from each other” - have a mindset that you will always grow and change - refine teaching practices & programs all the time - reduce teacher courses, increase time for collaboration in teams - reduce administrative drag, play down red tape Melissa Kapeckas, Middle School Director (in Lichtman, 2014)
  33. 33. Characteristics of a culture of innovation “Act Small” - promote a culture that can evolve without express permission from the top at every step - bottom-up or multilateral planning - open access to planning and information - collaboration across more permeable, flexible departmental boundaries - allow natural leaders to emerge and claim a spot in the decision chain - flatten the organisational chart Lichtman, 2014