Incept Education Dialogues

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Introducing the The following presentation is designed to introduce education stakeholders to the purpose and structure of the Dialogue and its unique elements.

Transcript of Incept Education Dialogues

Introducing the

The following presentation is designed to introduce education stakeholders to the purpose and structure of the Dialogue and its

unique elements.

DialogueElements

about the

1. Provocations 3. Futuring Sequence2. Analytic Tools

Need

Practice

Outcome

The Incept Dialogues are designed for participants to reflect on their practice and work collaboratively to identify the following elements …

To achieve this, the Dialogue format has been designed to include 3 essential features to guide participants towards forming and achieving their goals …

Participants will be challenged with research-based provocations to re-contextualise, re-define (or re-affirm) their purpose and their goal(s). They will be challenged to reflect on their teaching and learning practice with the use of analytic tools in order to complete an integrated futuring sequence that will identify a purposeful, rigorous, and sustainable intervention..

Re-contextualise global trends through a leadership lens and to reconsider possible future scenariosRe-define terms; (re)define practice; (re)define systemic goals, (re)define socio-cultural and soci-economic needs (re)define the essential elements of quality education and quality learning

IGET

Visualising, Contextualising and Prioritising

1. Identify goals

2. Backwards map goals to identify and connect to outcomes

Re-assess the realities of teaching and learning practices as revealed in new and extensive research against the fundamentals of education reform globally and the measurement of student engagement and wellbeing.

IDAPT

Deep consideration of one’s own practice and the practice of others

3. Identify assumptions

Re-identify learning analytics that have pedagogical and ethical integrity in a turbulent landscape. Re-consider futures for social learning analytics and the nature of solutions to some of the concerns that institution-centric learning analytics provoke

CLARA

Highlighting one’s own learning dimemsion and correlating to practice

4. Developing indicators

5. Identifying interventions

Need

Practice

Outcome

1. Provocations 3. Futuring Sequence2. Analytic Tools

FuturingSequence

about the

Indicator Indicator

Intervention(s)

The second phase of the Dialogue uses two analytic tools to help participants to make visible their assumptions and effective indicators of intervention impact.

CLARAMakes visible the learning orientation of the participants and provides an individual learning profile.

IDAPTMakes visible both assumptions and indicators. Makes visible participants’ teacher worldview; what influences their teaching priorities and practices

The first part of the Dialogue helps participants to develop an important goal and to view their goals and desired outcomes beyond the school and through a 21C global lens.

Assumptions Assumptions Assumptions Assumptions

Outcomes Outcomes

Goal

IGET This survey is a research-based set of current global trends that have direct implications for teachers. The survey is used to make visible the priorities of the group so as to begin the futuring process.

Assumptions

The Incept Dialogue recognises that any initiative or approach is only ever as sound as its assumptions …

Unfortunately, these assumptions are too often unvoiced or erroneously presumed …

To address this, the Dialogue uses analytic tools that make visible participants’ worldview and learning and practice orientation.

Recent research suggests that a great majority of teachers have a ‘script’ based practice orientation. IDAPT will make visible the orientation of participants.

For example, consider your orientation as a teacher. What is most important in directing your practice?

Consider what this might mean for the planning assumptions that you make …

AnalyticTools

about the

Constant and significant change at both local and global levels is often difficult to recognise, quantify and understand …

… even more difficult is to make the connection between a global trend and your classroom practice …

… in order to plan for this, the IGET survey makes visible research identified trends and allows participants to prioritise the education context of the Dialogue

The IGET survey identifies a set of 35 research identified trends …

The trends all have implications for teachers, institutions and education systems…

The IGET survey helps participants to make connections between global trends, education imperatives and classroom practice

It empowers participants to set the direction of the Dialogue

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The participants’ responses are calculated and the trends considered to be most important are identified and provide the contexts for the Dialogue

… along with a trend that has the greatest variance.

Incept Dispositional Analysis for Practicing Teachers

When it comes to supporting the development of

higher order learning outcomes in students such as

skills in learning to learn, dealing with complexity and

problem solving - what counts most?

The research evidence is clear. Factors like experience and education count for only a small difference in teacher’s ability to de- sign and deliver for deep learning. Most important is what teachers assume about the nature of knowledge and learning – their teaching and learning worldview. These assumptions influence how they de- sign learning and what they actually do in engaging learners.

The Dialogue employs a sophisticated tool for helping participants identify and evaluate the implications of their own and shared assumptions about knowledge and learning. IDAPT has been shown to support reflection on how to teach. The data that results allows teachers and leaders to explore similarities and differences in assumptions which impact on site practice. Together these accelerate individual and team learning about how to improve the depth and quality of teaching and learning for students.

Together these accelerate individual and team learning about how to improve the depth and quality of teaching and learning for students.

Participants reflect on their practice from multiple perspectives based on different elements

Participants click and drag to represent themselves in each element.

Participant reflections contribute to a set on underlying constructs such as

… which is mapped as a 3D dispositional profile necessary for a successful futuring process …

… the 3D profile is constructed both as individual profiles and also a group / institutional profile …

So! What would your IDAPT profile suggest about you as a learner? This question is critical in understanding your teacher profile …

CLARACrick’s LeArning for Resilient Agency

PROFILE

The CLARA survey helps us to understand ourselves as teachers by understanding our learning orientation

It is a survey that represents your learning attitudes and dispositions across 7 dimensions

… and makes a critical rating

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Mindful Agency

Sense making

Creativity

CuriosityBelonging

Collaboration

Hope and optimism

1

Dependent/fragile Closed/BrittleOpenness to learning

Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully.

Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.

Wanting to get beneath the surface & find out more. Always wondering why and how.

An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to persist & manage any self-doubt. A necessary pre-requisite for developing resilience in learning

Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.

Being part of a learning community at work, at home, in education & in my social networks. Knowing I have social resources to draw on when I need them

Being able to work with others, to collaborate and co-generate new ideas and artefacts. Being able to listen and contribute productively to a team.

Having the optimism & hope that I can learn & achieve over time. Having a growth mindset; believing I can generate my own new knowledge for what I need to achieve

critical curiosity

C&L

Creativity

ResilienceLR

MM

SA

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… Each participants receives a personal learning profile which adds to the depth of the Dialogue…

critical curiosity

C&L

Creativity

ResilienceLR

MM

SA

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50

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Curiosity

Hope and Optimism

Creativity

BelongingCollaboration

Mindful Agency

Sense making

Teacher 1

Teacher 2

Teacher 3

Teacher 4

Teacher 5

5 teachers at one school …

5 very different learners…

DialogueOutcomes

about the

… So what can you expect from the Incept Dialogue? …

The Incept Education Leadership Dialogue experience offers:• Deep professional dialogue• Based on research• The use of cutting edge

analytic tools• Facilitated by ‘practitioners

as researchers’

Beyond the 2-Day Program, it offers:• A clear plan about how change will occur at

your school. Consisting of:• A visual map of the change you want to see in

your school and how you expect to achieve it• An evaluation plan with clear and measurable

indicators of success• A shared understanding about what defines

effective teaching and learning practices and outcomes

• A powerful tool with which inspire colleagues and the broader community.

For more information contact

Dr Chris Goldspink or Mr Adam Usher email: [email protected]

Tel: +61 2 9392 8060