beckenham ps web2
DESCRIPTION
Slides from the Beckenham School staff workshop - covers planning a PD programme based on understanding of staff concerns, introduction to modern learning environments, and how to change a staff culture together.TRANSCRIPT
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
