Break Out 1: Wednesday 7th October 2015
Presenter: Sonya @vanschaijik
Abstract: "The intent of the NZ Curriculum vision (NZC 2007 p.8) is to enable connected learners who can support the well-being of New Zealand, can relate to others, participate and contribute to the world around them. This year Newmarket School students joined the FlatConnections Global project, ‘A week in the Life’. Learners were actively engaged in digital collaborative activities with 143 students and 13 teachers from 6 different countries. This project helped Newmarket School students enact the NZ Curriculum vision by enabling global connections in ways that prepared young learners for their future. Students learnt to question, investigate and act as global citizens using digital technologies and online learning environments - learning with and from students all over the world.
The students used SOLO Taxonomy as a model to to design the process of their own learning and to inquire into the impact of their actions as citizens on their communities and beyond..."
What are "Flat Connections"? Bring classes together using a range of tools to get classrooms to work together collaboratively. Primary level, up to around Year 6, there are also further projects aimed at secondary, intermediate and even ECE. Promotes student collaboration - you must be there, and actively work with the students. Very big on sharing and learning, and giving each other feedback.
Anna has just recently grouped our children into teams - 200 children and around 30 'teams'...
All about: "Connecting, Collaborating and Innovating"
Sonya's comment - "Learnt lots about citizenship and that the biggest learning is around what happens between the ears."
What is "A Week in the Life"?
We select a topical inquiry topic - then apply SOLO taxonomy
Questions to gauge audience placement on continuum. Key ideas:
SOLO Taxonomy (i.e.: underpinned by AsTTLe)
Citizenship (i.e.: glocalization)
Global Connection (i.e.: social media)
Digital Literacy (i.e.: "Celebrate, Share, Feedback")
Activity: Participants tried out Edmodo which provides students with an interactive platform very similar to Twitter, but moderated by teacher(s)...
"I have, I can, I do, I am..." (links to SOLO taxonomy levels).
Reflection:
How connected are you?
If you don't have an online presence at this point in time (teachers especially) you need to get it!
A 'digital citizenship'-linked taxonomy:
- Your students / children certainly are, starting to talk, co-create videos (Level 1);
- Interconnection within the school / district / nationally (Level 2);
- Manage Global Connections (e.g: Skype, Google Hangouts);
- Student to Student - with teacher management, global connections "across the ocean" (Level 4);
- Student to Student - secondary school level i.e.: with student management (Level 5)
Students and Global connections - shared a history of Global Projects at Newmarket School -
- moved from hosting a Skype session guest Ant Sang (Bro Town) in their class and sharing with 100 students including ones in Australia;
- then, the Global Assembly Project (BBC website);
- Health and Wellbeing, several overseas countries involved;
- Skype in the classroom between students overseas;
- Leadership in action, road patrol got involved with Travelwise schools Auckland, students became connected and collaborated;
- connected with a school in Nepal at the time they had a 'quake, students fundraised and sent money straight away = authentic learning; Padlet used to co-construct and brainstorm between students...
Children communicate / share via Edmodo, teacher updates the Wiki, which is kept private whilst it is active, is not published as a public site until the end of the school year (for safety/privacy puposes).
Students will learn to "Connect, Collaborate and Co-Create" WHEN teachers and leaders learn to do it FIRST. As an educator, you must challenge yourself to actively collborate, and to then stretch further and further afield.
You can effectively develop your students towards becoming 'justice-oriented' citizens; as they develop their own ideas and take on a 'glocalization' project (i.e.: a local project that has the potential to go global).
ULearn'15 - "Making Space for Pedagogy"
Break Out 2: Wednesday 7th October 2015
Presenter: Andrew Ford (from Sebel Furniture)
Abstract: "Making Space for Pedagogy can be delivered in a variety of forms depending on the audience. It is based on work being conducted through Classroom Directed Change Management Workshops being run by Andrew Ford, throughout Australia and soon to be provided in New Zealand. The workshops provide a safe and non-demanding methodology which allows participating teachers to explore other ways in which they can provide an engaging physical learning environment that then properly enables them to deliver pedagogy. The workshop considers the teachers' preferred teaching styles but also requires them to consider other teaching styles using existing and other furnishings and other spaces, in a more agile and Activity Based Learning Environment..."
ILE as opposed to MLE... "40% of our teachers will be fine. 60% aren't ready for it" C.D., Principal.
Design thinking - superficiality of design. Too many missing pieces in the puzzle to resolve to create a genuine, innovative learning environment. Design changes need to incorporate:
1. Expert, diverse and representative
2. Clear objective tied to learning vision
3. Challenge the status quo (prepare for change)
4. Strong theoretical frameworks
5. Design tools
6. Post workshop actions
LSW Framework
Kotter's 8 steps of Change Management
Timperley (2011) 'Evidence Based Professional Learning Cycle'
When designing layout and furnishing for an ILE, need to understand the variables - i.e.:
* Who is learning/teaching and how?
* What is being taught?
We need to triangulate and find the 'sweet spot' for optimising innovative learning spaces...
Some theoretical models to consider:
Gardener's Multiple Intelligences
Thornburg's Archetypes
Different types of individuals gravitate to different areas within a given space - Campfires, Caves, Lookouts and Watering Holes - with the fire at the centre being "Life" (original article: "Campfires in Cyberspace").
What about the way we live? Thornburg's archetypes do seem to fit our modern lifestyles...
Challenging Assumptions
Sebel - Human Centred Active Design Workshop: "Learn, Create, Educate, Lead"
Activity: a dozen people holding up a pole made out of twenty bendy straws stuck together - instructions: to lower it to the floor, using only two fingers (which must touch the straws at all times) and are underneath at all times...
Clarify your objectives - post its benefits vs. concerns (keywords only)
Need to consider how to mitigate those issues that cannot be eliminated e.g.: noise
Practical design ideas that will work:
We need to remember that furniture is a tool - need to think about and consider the purpose of the piece(s) chosen - what is their main benefit?
e.g.: soft fill foam bags instead of bean bags - less noise, keep their shape, provide opportunity for autistic / sensitive children to withdraw, without additional stimulus).
Screens - even see through ones - provide separation whilst still allowing for a contiguous space and sense of belonging.
Rocking stools - Fidgety kids, also builds core strength.
Table arm mobile chairs - allow these to be moved within a space, don't take up as much room as traditional separate desk / chair combo's.
Design Framework
Sebel's approach 31 workshops and over 350 educators - immersion and deep empathy with the customer's world necessitates meaningful engagement as co-innovators.
Critical Factors: Developing holistic, cultural change within a school.
Kano Analysis: consider what is to be done using this model -
Why 3D workshops? Need to consider - play is more than just fun, it encourages critical thinking and problem solving. Play is More Than Just Fun - Stuart Brown (TED Talk 2008)
"Although we live in the age of technology, many of the places in which we learn & work are still based on industrial models developed in the early 20th Century. We have changed, our society & our community has changed. The way in which humans engage & connect with each other has changed." Andrew Ford
ULearn'15 - "Professional Learning For Change"
Research Strand Taster 3A: Thursday 8th October 2015
"Teacher's perceptions of risk when engaging in professional learning for change"
Presenter: Tamara Jones
(PhD student, UA Faculty of Education and Social Work)
Abstract: "Currently many positional leaders are investing in, and espousing a Modern Learning Practice (MLP) philosophy. Yet ultimately the onus is on the classroom teacher to integrate learner-centric pedagogies and digital technologies in modern learning environments. This is likely to generate many reactions from teachers, including possible perceptions of risk. This is worthy of attention because teacher perceptions of risk may be a fundamental barrier to changing teaching practice.
This presentation will first report on my recent study, which identified organisational factors that influenced teachers’ perceptions of risk and willingness to engage in professional learning for change. Twenty-one primary teachers participated in this research. Data included a questionnaire to broadly situate perceptions of risk and was followed up with interviews. Findings showed teachers perceived risk when they felt professional learning was lacking purpose or relevance, when it was mandated, or when it had vague implementation expectations. However, teachers’ perceptions of risk could be mitigated with collaboration and consultation, and time and opportunities to engage in the new learning..."
Resistance vs. Risk
Education as we know it is changing - the environments, the way children learn, the way we teach. (Hargreaves, A. 1994; Hargreaves, A. 2005) The older / more experienced teachers get, the more resistant they become to change.
Current Understandings
(Robinson, 2011) Blaming teachers is counterproductive to developing a culture of collaborative, sustainable improvement.
(Howard, 2013; Le Fevre, 2014) Teacher's perceptions of risk may be a fundamental barrier to change.
Defining Risk
Loss, which can e performance realted, social, psychological or status related... [etc-] (Ponticell, 2003) - refer to handout for references cited, can Email Tamara for more.
Research design
Theories of risk taking
A domain-specific phenomenon = the school culture influences i.e.: Teachers can determine who takes risks and how. Organisational factors that affect engagement.
Findings
Collaboration and consultation with teachers allowed change implemented more readily. Relevance in an authentic context; transparency etc
Provision of time and opportunities to engage in the learning
Where to next
Change leading towards "Innovative Learning Environments" - research will be around the pedagogical core of these.
Call for Participants
Schools that are in the process of change - if they could get in touch with Tamara by Emailing her on tell005@auckland.uni.nz if they would be open to participating in this study.
ULearn'15 - "Middle Leadership in NZ Schools"
Research Strand Taster 3C: Thursday 8th October 2015
"Middle leadership in New Zealand secondary schools: A complex role with many challenges"
Ulearn '15 - Research Taster 4C
Presenter: Martin Bassett Programme Leader Master of Educational Leadership at Unitec mbassett@unitec.ac.nz
Abstract: "The role of middle level leaders in New Zealand secondary schools is complex with many challenges. The role of educational leaders has expanded, and responsibilities previously the domain of senior leaders have been delegated to middle level leaders. This research set out to examine expectations of middle leaders in New Zealand secondary schools and the challenges they face.
Educational reforms that began in the 1980s increased pressure on educational leaders, resulting in the delegation of responsibilities to other levels in the school hierarchy with an intensification of management work for middle level leaders. Middle leaders have become caught in a dichotomous role in which they are both teacher and leader. Consequently, the scope and volume of tasks middle leaders are now expected to carry out has led to an increasingly challenging role for these practitioners..."
Rationale
A new role
Methodology
Qualitative questionnaire etc-
Findings - Expectation
Leadership Development (ref. VanBelser and Macauley)
Assessment, Support, Challenge < a "Leadership Development Inquiry Cycle"
Quote (Bassett, 2012): "Qualification for the role of the classroom teacher is no longer adequate for middle leaders"
Conclusions
Middle leaders - pivotal, demanding role; often feel unprepared for the depth and breadth of the role.
"Transforming our students’ experiences | Future-focused learning design"
Breakout 4: Thursday 8th October 2015
Presenter: Karen Melhuish Spencer (CORE ULearn)
Abstract: "Recent years have seen exciting developments in what we know about effective learning - and increased calls for a more inclusive approach to learning than previous generations perhaps received. From competency-rich curriculum to inclusive learning enabled by digital technologies, the time is right to consider what, how and why your school might transform its approach to learning to benefit all your students.
This session will cut through the ‘buzz words’ to look at what we know to be sound, effective approaches for thinking about future-focused transformation. With the CORE Education ‘10 Trends’ as a backdrop, we will explore the big ideas, what we know works and the implications for your own school. Touchpoint ideas will include: Indicators of effective learning and practice from current research; Stories of how schools have approached transformation and future-focused learning; Suggested frameworks for thinking about transformation in your school. Come prepared to explore new possibilities for reimagining learning in ways that put your learners front and centre."
In order to bring about sustainable, tranformational and positive change, we need to think about change / transformation from a VALUES point of view...
Transformation / Future focus is a conversation around the whole person [holistic] = A mindset around PEOPLE'S WELLBEING.
We can create environments where everyone feels like they belong... More relevant when developing ILE's, the practical contexts can come in behind the Values once this has been developed.
Building relationships with those children, individualised learning, everyone across the school - from the principal to the students - know each other. Freedom in the way they learn using the modules the school has created (guidelines - modules relate to the NZC) Sitting behind these are the set of Values that the school has.
Transformational change will not happened at the strategy level - you must consider your values, what is important to you, what you believe is important to your learners... Ask yourself - What is really important to you/your learners?
The grab bag won't really change unless the values and beliefs are lined up with the wider community in which a school exists - then true transformation can begin to happen.
e.g.: all learners in my classroom should feel that they belong. This is the basis for a whole set of ideas that should underlie the learning... What would learning look like in order to line up with these values?
7 Principles of Learning (Dumont - "The Nature of Learning")
1. Learners at the centre
2. Learning is social
3. Emotions are integral
4. Recognise individual differences
5. Stretching all students
6. Assessment for learning
7. Building horizontal connections
Learner Orientation - who's interests are being served?
Inclusive Design - removing barriers to increase opportunities and offer choice.
Networked organisations - distributed expertise, on demand.
Future Oriented Pathway - must have coherence along the continuum - i.e.:
our learner > our values and beliefs > our principles > our practice.
What about the way we live? Thornburg's archetypes do seem to fit our modern lifestyles...
Challenging Assumptions
Sebel - Human Centred Active Design Workshop: "Learn, Create, Educate, Lead"
Activity: a dozen people holding up a pole made out of twenty bendy straws stuck together - instructions: to lower it to the floor, using only two fingers (which must touch the straws at all times) and are underneath at all times...
- Challenge assumptions
- Individual vs. group goals and objectives
- Fear of failure can be self-fulfilling!
- Communication, Collaboration and Co-ordination
- Stronger relationships = better communication
Clarify your objectives - post its benefits vs. concerns (keywords only)
Need to consider how to mitigate those issues that cannot be eliminated e.g.: noise
Practical design ideas that will work:
- Reconfigure
- 3D Thinking
- Inject Colour
- Create Flow
- Reclaim Dead Space
We need to remember that furniture is a tool - need to think about and consider the purpose of the piece(s) chosen - what is their main benefit?
e.g.: soft fill foam bags instead of bean bags - less noise, keep their shape, provide opportunity for autistic / sensitive children to withdraw, without additional stimulus).
Screens - even see through ones - provide separation whilst still allowing for a contiguous space and sense of belonging.
Rocking stools - Fidgety kids, also builds core strength.
Table arm mobile chairs - allow these to be moved within a space, don't take up as much room as traditional separate desk / chair combo's.
Design Framework
Sebel's approach 31 workshops and over 350 educators - immersion and deep empathy with the customer's world necessitates meaningful engagement as co-innovators.
Critical Factors: Developing holistic, cultural change within a school.
Kano Analysis: consider what is to be done using this model -
"Although we live in the age of technology, many of the places in which we learn & work are still based on industrial models developed in the early 20th Century. We have changed, our society & our community has changed. The way in which humans engage & connect with each other has changed." Andrew Ford
ULearn'15 - "Professional Learning For Change"
Research Strand Taster 3A: Thursday 8th October 2015
"Teacher's perceptions of risk when engaging in professional learning for change"
Presenter: Tamara Jones
(PhD student, UA Faculty of Education and Social Work)
Abstract: "Currently many positional leaders are investing in, and espousing a Modern Learning Practice (MLP) philosophy. Yet ultimately the onus is on the classroom teacher to integrate learner-centric pedagogies and digital technologies in modern learning environments. This is likely to generate many reactions from teachers, including possible perceptions of risk. This is worthy of attention because teacher perceptions of risk may be a fundamental barrier to changing teaching practice.
This presentation will first report on my recent study, which identified organisational factors that influenced teachers’ perceptions of risk and willingness to engage in professional learning for change. Twenty-one primary teachers participated in this research. Data included a questionnaire to broadly situate perceptions of risk and was followed up with interviews. Findings showed teachers perceived risk when they felt professional learning was lacking purpose or relevance, when it was mandated, or when it had vague implementation expectations. However, teachers’ perceptions of risk could be mitigated with collaboration and consultation, and time and opportunities to engage in the new learning..."
Resistance vs. Risk
Education as we know it is changing - the environments, the way children learn, the way we teach. (Hargreaves, A. 1994; Hargreaves, A. 2005) The older / more experienced teachers get, the more resistant they become to change.
Current Understandings
(Robinson, 2011) Blaming teachers is counterproductive to developing a culture of collaborative, sustainable improvement.
(Howard, 2013; Le Fevre, 2014) Teacher's perceptions of risk may be a fundamental barrier to change.
Defining Risk
Loss, which can e performance realted, social, psychological or status related... [etc-] (Ponticell, 2003) - refer to handout for references cited, can Email Tamara for more.
Research design
- Review literature
- Questionnaire to situate perceptions of risk (21+ participants)
- Data analysis to identify and neutral cases
- Semi-structured interviews (6 selected from the group that was moderate / on the fence)
Theories of risk taking
- Personal Practical Theory
- A teacher's age and career stage (Hargreaves)
- The individual teacher's risk attitude - most recent theory, which doesn't attribute risk aversity to anything other than individual preference...
A domain-specific phenomenon = the school culture influences i.e.: Teachers can determine who takes risks and how. Organisational factors that affect engagement.
Findings
Collaboration and consultation with teachers allowed change implemented more readily. Relevance in an authentic context; transparency etc
Provision of time and opportunities to engage in the learning
Where to next
Change leading towards "Innovative Learning Environments" - research will be around the pedagogical core of these.
Call for Participants
Schools that are in the process of change - if they could get in touch with Tamara by Emailing her on tell005@auckland.uni.nz if they would be open to participating in this study.
ULearn'15 - "Middle Leadership in NZ Schools"
Research Strand Taster 3C: Thursday 8th October 2015
"Middle leadership in New Zealand secondary schools: A complex role with many challenges"
Ulearn '15 - Research Taster 4C
Presenter: Martin Bassett Programme Leader Master of Educational Leadership at Unitec mbassett@unitec.ac.nz
Abstract: "The role of middle level leaders in New Zealand secondary schools is complex with many challenges. The role of educational leaders has expanded, and responsibilities previously the domain of senior leaders have been delegated to middle level leaders. This research set out to examine expectations of middle leaders in New Zealand secondary schools and the challenges they face.
Educational reforms that began in the 1980s increased pressure on educational leaders, resulting in the delegation of responsibilities to other levels in the school hierarchy with an intensification of management work for middle level leaders. Middle leaders have become caught in a dichotomous role in which they are both teacher and leader. Consequently, the scope and volume of tasks middle leaders are now expected to carry out has led to an increasingly challenging role for these practitioners..."
Rationale
- Middle leader in 3 schools in 10 years
- Absence of leadership development
- Advice Informal
A new role
- Educational reforms intensified senior leadership role
- New responsibilities for middle leaders
Methodology
Qualitative questionnaire etc-
Findings - Expectation
- Curriculum Leadership - i.e.: developing programmes, enabling proogrammes, removing barriers, leading the learning; a strong focus on results or achievement.
- Developing Staff - ML felt that they were expected to develop staff, but weren't developed themselves (by BOT and Senior Managers)
- Administrative tasks - quality assurance (NCEA, secondary school study)
- Lack of time - cuts into non-school time, interrupts classroom routines; SL acknowledged this, but had no ideas on how to solve it.
- Lack of leadership development - the surprise response from the ML; they felt they hadn't had sufficient PLD, but the study found that when they reflected on their role, they actually had recieved some, but had still not felt it was adequate perhaps?
- Leading department within wider school context - dealing with their own departmental concerns.
Leadership Development (ref. VanBelser and Macauley)
Assessment, Support, Challenge < a "Leadership Development Inquiry Cycle"
Quote (Bassett, 2012): "Qualification for the role of the classroom teacher is no longer adequate for middle leaders"
Conclusions
Middle leaders - pivotal, demanding role; often feel unprepared for the depth and breadth of the role.
"Transforming our students’ experiences | Future-focused learning design"
Breakout 4: Thursday 8th October 2015
Presenter: Karen Melhuish Spencer (CORE ULearn)
Abstract: "Recent years have seen exciting developments in what we know about effective learning - and increased calls for a more inclusive approach to learning than previous generations perhaps received. From competency-rich curriculum to inclusive learning enabled by digital technologies, the time is right to consider what, how and why your school might transform its approach to learning to benefit all your students.
This session will cut through the ‘buzz words’ to look at what we know to be sound, effective approaches for thinking about future-focused transformation. With the CORE Education ‘10 Trends’ as a backdrop, we will explore the big ideas, what we know works and the implications for your own school. Touchpoint ideas will include: Indicators of effective learning and practice from current research; Stories of how schools have approached transformation and future-focused learning; Suggested frameworks for thinking about transformation in your school. Come prepared to explore new possibilities for reimagining learning in ways that put your learners front and centre."
In order to bring about sustainable, tranformational and positive change, we need to think about change / transformation from a VALUES point of view...
Transformation / Future focus is a conversation around the whole person [holistic] = A mindset around PEOPLE'S WELLBEING.
We can create environments where everyone feels like they belong... More relevant when developing ILE's, the practical contexts can come in behind the Values once this has been developed.
Building relationships with those children, individualised learning, everyone across the school - from the principal to the students - know each other. Freedom in the way they learn using the modules the school has created (guidelines - modules relate to the NZC) Sitting behind these are the set of Values that the school has.
Transformational change will not happened at the strategy level - you must consider your values, what is important to you, what you believe is important to your learners... Ask yourself - What is really important to you/your learners?
The grab bag won't really change unless the values and beliefs are lined up with the wider community in which a school exists - then true transformation can begin to happen.
e.g.: all learners in my classroom should feel that they belong. This is the basis for a whole set of ideas that should underlie the learning... What would learning look like in order to line up with these values?
7 Principles of Learning (Dumont - "The Nature of Learning")
1. Learners at the centre
2. Learning is social
3. Emotions are integral
4. Recognise individual differences
5. Stretching all students
6. Assessment for learning
7. Building horizontal connections
Learner Orientation - who's interests are being served?
Inclusive Design - removing barriers to increase opportunities and offer choice.
Networked organisations - distributed expertise, on demand.
Future Oriented Pathway - must have coherence along the continuum - i.e.:
our learner > our values and beliefs > our principles > our practice.
No comments:
Post a Comment