Beckenham Primary School, 29 July 2013

Creating a Future

focusedSchool:

workshop slides

What are some of the questions you have? What is concerning

you about the future?

THREE LEVELS OF CONCERN

Concern about selfHow will this affect me? What new skills will I need? Who can help me? Where can I find the information?

Concern about taskHow will I do this in my class? How will students be organised? How does this link with the curriculum? What about the core competencies?

Concern about impactWhat difference does it make? Are we achieving what we say we want to? Who else can I collaborate with to learn from? I think I know a better way?

3 TYPES OF CONCERN

Self Task Impact

ASK

What are the beliefs that shape what we do in our classrooms and our school as a

whole?

UNDERSTAND YOUR STAFF

• Who are your leaders?• Who are your technical ‘experts’?• Who are your ‘theorists’ and thinkers?• Who are your risk-takers?• Who are your best practitioners?• How do you decide? • What evidence do you have?

ACOT MODEL

RESPONSE TO CHANGE

Supportive of change

Not supportive of change

Not aligned with vision

Aligned with

vision

RESPONSE TO CHANGE

Supportive of change

Not supportive of change

Not aligned with vision

Aligned with

vision

RESPONSE TO CHANGE

Supportive of change

Not supportive of change

Not aligned with vision

Aligned with

vision

Moving ahead together – goals achieved, innovation evident

“Rogue” staff – enthusiasts who are difficult to harness

Reluctance, silent resisters, grumblers, lacking confidence

Vocal opposition, resisters, underminers

PROFESSIONAL LEARNING AND DEVELOPMENT

• Is about change• Takes time• Needs to be in-depth• Should be relevant, in context• Is done with you, not to you

SHUT THEM DOWN?

Alvin Toffler’s School of TomorrowThese are the fundamentals of the futurist’s

vision for education in the 21st century:

• Open 24 hours a day• Customized educational experience• Kids arrive at different times• Students begin their formalized schooling

at different ages• Curriculum is integrated across

disciplines• Non-teachers work with teachers• Teachers alternate working in schools

and in business world• Local businesses have offices in the

schools• Increased number of charter schools

SCHOOL LEVEL BARRIERS

1996, Prof. Hedley Beare

egg crate classroomsset class groups based on age

period-based timetable

linear curriculum

division of all human knowledge into “subjects”

division of staff by “subject”

allocation of most school tasks to teachers

assumption that learning is geographically bound

notion of stand-alone school

limiting ‘formal schooling’ to years 0-13

LEARNING SETTINGS

LINKING PRINCIPLES TO PLACE

DEFINITIONS

Learning environments :“The places where learning occurs”

Modern:“Contemporary. Of or relating to recent times.”

School A

Schools

NETWORKED LEARNING

Network PLN

Collection of entitiesInformalSemi-structuredComplexGroup knowledgeFederally organised

Formal groupingsElementalDefined by mass/structureKnowledge transferExternally organised

Association of entitiesInformalUnstructuredComplexPersonal knowledgePersonally organised

The way networks learn is the way individuals learn

FUTURE LEARNING ENVIRONMENTS

Derek WenmothEmail: derek@core-ed.org

Blog: http://blog.core-ed.org/derekSkype: <dwenmoth>