Space and Learning

Does it matter?

•No, space is a bonus

•It’s the learning that matters

•It’s the why

What is usually valued?

•The best readers in class

•The best at numeracy

•The best artist•The best runner in

the class or school•One of the best at

team sports

Traditionally it is.....• One of the best

musicians• Socially popular / well

liked• Good at everything she /

he does• Happy• Involved in lots of

activities

Why?•It’s easy to see•It’s what we’ve always valued•It’s what we have always done•It’s safe•You can assess it•It’s known•It can be standardised

What are the 10 skills that have been identified by

many researchers that we should be teaching?

•Self-motivation•Self-discipline•Perseverance/commitment•Balance/sustainable•Coachable•Self-managing•Courage/tenacity/drive•Social confidence/ assertive•High self-esteem/happy•Self-efficacy

All schools still value literacy and numeracy, however......

What are the new literacies?

What do they need to learn?

• To deal with massive amounts of data• Have global communication skills• Self direct/Self motivate/Self start/Self regulate • Organise/Collaborate/Plan/Reflect/Assess (self,

peer, expert)• Have multi-level relationships• Sustain their learning• Learn in purposeful ways- blended• Learn through real life projects/inquiries (OECD

conference in Finland “Grasping the Future” identified this as crucial for the future of the young)

Our students will need to learn to

Why?

• is a process, not a ‘thing’

• does things, has an impact

• happens in teams, not in individual ‘experts’

• can’t be ‘codified’ into ‘disciplines’

• develops to be replaced, not stored

In the 21st century knowledge has a new meaning...

Catching the Knowledge Wave -Dr Jane Gilbert (Gilbert, 2005) Chief Researcher at the New Zealand Council for

Educational Research.

• involves generating knowledge not storing it

• is primarily a group - not an individual activity

• happens in ‘real world’, problem-based contexts

• should be ‘just-in-time learning’, not ‘just-in-case’

In the 21st century learning has a new meaning...

BEST EVIDENCE SYNTHESIS- (ALTON LEE, 2003)

• Quality teaching is focused on student achievement (including social outcomes) and facilitates high standards of student outcomes for heterogeneous groups of students.• Quality teaching is responsive to student learning processes.

• Pedagogy promotes learning orientations, student self-regulation, meta-cognitive strategies and thoughtful student discourse.

Expert teachers...

• Adopt a problem solving stance• Anticipate, plan and improvise as required• Have a complex perception of classrooms• More adept at monitoring and providing relevant feedback• Test hypotheses about learning problems• Have high respect for students• Are passionate about learning and teaching• Develop students’ self regulation and esteem• Provide appropriate challenge• Enhance deep learning

Quality Teaching Synthesis-(Hattie, 2003)

What we teach probably isn’t what children learn..........

......that a large proportion of each students significant learning experiences

were self-selected or self-generated even in traditional classrooms.

Nuthall 2007

• Being right• Creating ideas• Listening to teachers• Questioning things• Working alone• Being active• Remembering facts• Showing initiative• Following instructions• Self-evaluating

• Being adventurous• Copying down• Discussing with peers• Accepting what you’re told • Working with others• Sitting still• Imagining possible solutions • Showing respect• Taking responsibility• Being evaluated

Learning Habits in School

19th century clerk? 21st century explorer?Outcomes

19th century clerk?• Being right• Copying down• Listening to teacher• Accepting what you’re told• Working alone• Sitting still• Remembering facts• Showing respect• Following instructions• Being evaluated

21st century explorer?• Being adventurous• Creating ideas• Discussing with peers• Questioning things• Working with others• Being active• Imagining possible solutions • Showing initiative• Taking responsibility• Self-evaluating

DREYFUS MODEL

Basis For Action

Novice

Rule Governed Behaviour PPK

Read the Context

Beginner ProficientCompetent Expert

TRANSFORMATIONAL LEARNING - Edwards and Butler

time

L +clear understood flows

confusion frustration angst

L -

THE PIT

How we teach matters!

It’s the practiceIt’s the structures

It’s the WHYIt’s making it

visable

•Be Flexible•Foster Inquiry by scaffolding curiosity•Design opportunities for participation•Teach kids not subjects•Provide opportunities for experiential

learning•Embrace Failure•Don’t be boring•Foster joy/fun•Share/reflect/share/reflect- with who?