Tag Archives: 21st Century Learning

Head of Faculty Inquiry

24 May

aa58b-8524809-cartoon-light-bulb

I am finding Maslows model useful in my own inquiry. It considers what the teachers need from the leader and outlines “a set of knowledge, skills and dispositions required for meeting those needs”. During the leader’s ascension, toward the apex there are key checkpoints, questions that leaders need to ask themselves for the vision realised. This is my simplified version of Knuth & Banks strategy:

First Level: Your actions match your words
Leaders model core values and principles. You are able to inspire trust and articulate vision. Principle-centred leaders inspire trust by displaying consistency between core values, words and actions.

Leader Checkpoint 3: Is your internal compass in or out of alignment?
If your words and actions don’t match there’s no need to go any further.

Second Level: My physical and material needs matter to you
The work environment is clean and attractive. Sound, air-quality and safety needs are considered. Teachers have the resources they need to do their job well.

Third level: I am appreciated for my contribution
Leaders actively foster a sense of belonging. Encouragement and recognition is personalised. They put a human face on policies and systems.

Checkpoint 2: Is it your priority to ensure the basic needs of your people are met?
Without valuing people, clear systems, policies and training for staff, a leader’s energy is consumed by chaos or disorganisation and probably interpersonal conflict.

Fourth level: We’re on a journey together
As a community we own the vision, good systems are in place and we are able to direct our collective energies to our core mission.

Checkpoint 1: Do you feel like settling?
It’s all humming along nicely now, let’s just enjoy this. The fourth level is considered the ‘false apex’.

The Apex: Higher order change
This is rarely linear, rational or comfortable. It is disruptive, chaotic and tested by ambiguity. Leaders here demonstrate adaptive leadership skills. This is where the disruption happens. Remember: it isn’t actually an end point.

Fullan & Langworthy (2014) – A Rich Seam: How new pedagogies find deep learning
(Ch 6 The New change leadership)

Curriculum for the Future

30 Apr

mentor-cartoon

The future of teaching in schools is a current, very complex education issue. Teaching is being informed that it must change and retain a focus on core skills to develop students who can participate in our 21st century society. Transformation of practice is often cited as a key goal for teachers’ and their curriculum to achieve these expectations.

Last year I attended an online webinar around future curriculum. This in-turn set underway our future curriculum review.

There are 3 important drivers of this conversation;

    1. LwDT; over the past 25 years technology has been used to amplify our teaching methods, engage students with their learning and make educational infrastructure more efficient. Today, technology can transform teaching, classrooms and schools in ways we never considered possible 25 years ago. Individual teachers and some schools are exploring breathtaking innovations…educational innovation is as diverse as it is spontaneous and irregular currently.
    2. Brain science; growth mindset, mindfulness, the science of learning has revealed significant new insights into how students learn best and the unique nature of each students learning. We need to focus on developing the intellect of each individual and concede that the teach content and test content academic model falls well short in the 21st century.
    3. The future needs of students; to ensure they can be active participants in a 21st century society where citizenship, career and communication are envisaged to be so different to existing contexts.  We need to understand and cater for students, perhaps our brightest students, can now genuinely consider creating their own job rather than go to university or follow a traditional career path.

In order to develop students who are best equipped for the future a new core set of skills have been identified as being essential for successful participation in the 21st century economy and society. They are usually identified as;

1. being creative and innovative in their thinking

2. being able to collaborate, sometimes over distance

3. being able to problem solve

4. being able to communicate well in a different modes

5. being entirely comfortable and innovative with LwDT.

A key to this thinking has been Michael Fullan’s work around the 6Cs. Watch this space.

The New Age

31 Oct

Connecting

To me, 21st century learning in an elementary school has the same overall goals as a secondary school: it’s only the implementation that differs. We want students to be practicing the 4 C’s: communication, collaboration, creativity, and critical thinking. They should be producing content, not just consuming it passively. Though technology isn’t synonymous with 21st century learning, it IS an integral part of it, and it’s often the set of tools that makes this new approach to teaching and learning possible. The purpose of technology used in a 21st century classroom should be (in my opinion) to connect students with their world and enable them learn from others and to share their own ideas. It should also be used to differentiate the curriculum so that students are learning on their own developmental levels and are able to pursue their unique interests and passions.

I think that’s one of the greatest things about technology and one of the most exciting aspects of the vision for 21st century schools: that children are no longer all forced to learn the same thing the same way just because the teacher doesn’t have a simple way to differentiate. I don’t think we’re quite at the point where technology makes it “simple” to differentiate instruction, but certainly simpler. And with the thousands of new apps and websites being launched each day, I believe the quality and a variety of tools available for teachers is going to continue increasing. Even the most tech-averse teacher will be saying in 10 years, Wow,  really makes it easier to help my students. How did I ever live without this? Many of us have already reached that point with tech tools in our personal lives our teaching lives are going to be transformed soon, too. For some teachers, that’s already a reality, and it’s amazing to see.

It takes a village…

5 Jul

https://i2.wp.com/www.vickidonlan.com/Portals/77150/images/It_Takes_a_Village_image.jpg

I’ve learned over the years to be wary of people who have all the answers to whatever the challenge is, that’s placed before them. There are, of course, things that I know to be true from past experience, both professional and personal. In my inquiry for NAPP I have been developing a collaborative environment, and real collaboration requires the willingness to ask questions of each other and admit to gaps in our individual knowledge base.

I reflect that it is important to ensure your team knows your vision but you need to get them together.  It is important questions are asked and debate is had.  It is more than relationships. It is relational trust that I am working on. I will reflect on this further in a later edition I am sure. With significant relational trust deeper thinking can take place.

Our team collective knowledge is enhanced when we ask good questions about things we don’t know and share the information we do hold, in a way that supports wise decision making and effective action steps. Through collaboration and the exchange of ideas with other teachers and school communities we are able to benefit from the ‘wisdom of the crowd’ and share our own wisdom to benefit our students’ learning. The old adage says ‘it takes a village to raise a child.’  In the 21st Century it takes a global, connected, learning community.

 

Professional Reading:

I have just read All Systems Go (2010) is by Michael Fullan and it is a must for all interested in sustainable systemic change to improve schooling. Yes as you follow this blog you will find I am on a Fullan kick at present

In the foreword, Peter Senge writes:

“No institution has a more crucial role to play in the historic changes coming than school because no institution has greater potential to impact on how a society changes over the long term.”

Fullan debunks many existing stand-alone strategies in favour of building ‘collective capacity’ across the system: nurturing schools to want to change and then supporting them on the journey.

One thing that stood out for me was that empowering teachers is a great motivator for change; as Fullan demonstrates; effective strategies are the ones that build on the collective talents of schools, systems and communities to improve schooling.

 

Thought for the week after my Taranaki NAPP Hui…

What separates good from great principals? The latter demonstrate high levels of resilience, optimism & problem solving capacity’. This is important for me to think about as I progress this year.

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