Gareth Mills Walsall Keynote

How  fit  for  the  future  is  your  curriculum?  Teachers,  technology  and  the  design  of  powerful  learning  

Walsall  ICT  Conference  

1.  What  are  the  Deep  roots  of  learning?  2.  Designing  powerful  learning  3.  InnovaCon  –  what’s  working  and  why?  

Gareth  Mills  www.garethmillsonline.com  

Compass  Learning  New  direcCons  in  learning  

Technology  rich…  learning  lite?  

Using  technology  to  develop  the  deep  roots  of  learning  

Our  greatest  natural  resource…  …  is  our  people  

Fit for the

future?

Positive attitudes - ‘character’ •  Self-confident •  Self-motivated •  Adaptable and enterprising •  Resilient and resourceful •  Act with integrity

Skilful •  Literate and numerate •  Enquiry skills •  Analytical skills •  Creative and imaginative •  Collaborative skills •  Self -management skills

Knowledgeable •  Understand main branches

of human achievement •  About the ‘best’ (and worst)

of the past... accrued ‘wisdom’.

•  Informed about contemporary issues

Enterprising  

Enterprising  Resilient  

CreaCve  Compassionate  

Confident  

Magne5sm  

Parts  of  a  plant  

Rivers  

The  Egyp5ans  

Victorian  Britain  

Rhythm  

Proper5es  of  materials  

The  branches  of  knowledge  ReflecCng  major  areas  of  human    endeavour  and  ways  of  thinking  

Thinking  skills  

Personal  skills  

L2L  skills  Literacy  and  numeracy  skills  

Enquiry  skills  

Social  skills  

Split  screen  learning  

The    ‘deep  learning’  

Goal  

The  ‘subject  or  discipline’  Goal  “Split  screen”  objecCves  from  an  idea  by  Guy  Claxton  

                     Developing  the  deep  roots  of  learning  The  

language  of  learning  

Helping  learners  to  help  themselves  

 ‘helping  to  improve  students  learning  by  suppor5ng  their  learning,  is  not  the  same  thing  as  expanding  their  learning  capacity”  

•  If  there  a  too  few  opportuniCes  to  develop  this  autonomy  we  teach  dependency,  not  the  skills  for  learning.  

The  language  of  learning  

InternaConal    trends  •  Singapore  -­‐      Teach  Less  -­‐  Learn  More    •  Queensland  –      New  Basics  and  Rich  Tasks  •  USA  -­‐        PBL  –  Buck  InsCtute  of  Ed  •  MicrosoP/Futurelab  –    Enquiring  minds  curriculum  •  Apple  -­‐        Challenge  based  learning  •  NZ–          Principles  of  learning  design  

•  England      –  Opening  Minds  RSA  –  PLTS/Dimensions  (QCA  Co-­‐development  networks)  –  BLP  

Interna5onal  trends  in  Curriculum  Development  

Reflect  and  improve  

•  Improve  things  •  Develop  ideas  •  Get  unstuck    •  Persist  •  Rehearse  •  PracCce  

Communicate  &  Collaborate  

•  Express  ideas  •  Persuade  •  Share  •  Present  •  Work  in  a  team  

The take-away test Find  Out  

•  Research  •  Select  •  Gather  •  Evaluate  •  Verify  •  Synthesise  

Cri5cal  and  Crea5ve  

•  Analyse  •  See  paberns  •  Evaluate  •  Generate  ideas  •  Explore  opCons  •  Make  and  do  

The  language  of  learning  

Change rapidly

Powerpoint

Email

Wikipedia

Book, library, Google, Wikis, WWW

Technology rich and Learning rich

Spreadsheet, graphing package, arts package, games

Rubber, tip-ex, word processor, shared drive

Letter, Telephone, E Mail, Txt, Social Network, Blog, Shared document, iPhone4, flash, podcast, tweet, video

Ongoing

Communicate and collaborate

Reflecting and improving

Critical and creative thinking

Finding out

Technology  rich…  learning  lite?    

•  AuthenCc  and  real  problems  

•  Enquiry  based,  performance  based,  designed  based  

•  Real  audience  and  real  purpose  •  AcCve  learning  -­‐  make,  do,  create,  act  

•  Plugged  into  passions  •  CollaboraCve  •  Challenging  –  make  me  ‘sweat’  

•  Autonomy  and  choice  

deep  

Delivery  of  the  curriculum  or  designers  of  learning?  

ImaginaCve  planning  and  teaching!  Using  technology  to  open  up  schooling  

Time?

Place?

People?

Pedagogy?

metronomic and routine  

Small range  

Classroom  

the class teacher 30 -1  

Flexible use of time: matched to learning  

Range of locations  

Wide range of approaches to

learning  

School as broker

regular/often and deep/immersive

permeable school - flexible spaces – cyberspace

community, employer, artist, experts, peers, vertical groups

subject based, project based, enquiry based, multidisciplinary, co-constructed, student initiated, mantle of the expert etc

innovation

Pupil voice and choice

Teachers as researchers... capturing the energy and ideas of users as co-developers

Explicit dialogue about learning e.g. AfL, L2L, thinking skills

Learners as… leaders, designers, teachers etc… (mantle of the expert, coaches, lecturers)

‘Connected learning’ such as community service’ – seen as relevant real audience and purpose Technology enabled– when, where,

who

The permeable school... are teachers the only teachers?

Innovation… what’s working?

Time well matched to learning

Belonging  

Beliefs  

Being  the  best  you  can  be  

School  

Belonging •  I ’m cared for •  I ’m known and valued •  My voice is heard •  I have a stake in this

community •  I ’m trusted •  I can make a

contribution  

Curriculum  innova5ons  

•  Children  as  stakeholders  in  their  own  learning  

•  Informal  –  formal  learning  (space  for  child  ini5ated  learning)  

•  Children  as…    teachers,  designers,  ac5ve  par5cipants  

•  Children  with  responsibili5es  •  ‘Human  Scale  Educa5on’  -­‐  

mentors  and  coaches  

•  Shared  and  collabora5ve  spaces  and  projects  –  wiki’s,  blogs,  

•  Exhibi5on  spaces  –  on-­‐line  galleries  and  ‘broadcast’  spaces  

•  Pupil  voice  –  e.g.  Futurelab’s  million  futures  

Learning  

Technology  

Beliefs •  I can succeed •  Intelligence is

malleable •  I can learn through

mistakes •  .... And for teachers •  These children can

succeed •  Intelligence is

malleable  

•  Learning  and  assessment  experiences  that  develop  ‘growth  mind  sets’    

•  Itera5ve  development  –  prac5ce  makes  perfect  

•  Talk  ‘quality’  not  ‘labels’  •  L2L  –  explicit  talk  about  thinking  

and  learning  

•  The  malleability  of  digital  content  -­‐  undo,  save  as,  history  =    explore,  experiment,  model,    try-­‐out,  what-­‐if?  =  

•  Peer  assessment  –  online  communi5es  and  feedback  

Learning  

Technology  

Curriculum  innova5ons  

Being the best you can be

•  Competence and fluency •  Finding a talent and being

acknowledged as being good at something

•  Personal best –progress •  Appreciating what ‘quality’

looks like •  Being part of something

bigger than yourself

•  Working  on  authen5c  problems    in  authen5c  contexts  

•  Being  shown  ‘quality’  –  in  schoolwork,  in  learning  in  and  outside  school  

•  Highly  developed  skills  of  cri5cal  and  crea5ve  thinking  

Learning  

Technology  •  Working  on  authen5c  problems    in  

authen5c  contexts  –  partners,  (ar%sts/businesses/parents)  showcase  and  celebrate  

•  Opening  a  ‘window’  of  the  world  of  possibility  beyond  place  

Curriculum  innova5ons  

Positive •  OpCmism  and  hope  

•  Propensity  to  act  •  AspiraCons  •  Generosity  

•  Despondency  •  Helplessness  •  OpCng  out  •  AlienaCon  

Negative  I  believe  I  can  make  a  difference…  

 to  my  own  life…  

 to  my  community…    to  the  world.  

•  Connected  to  the  development  of  the  whole  person.  •  Connected  to  local  communiCes  where  young  people  are  valued  as  acCve  contributors  

•  Connected  to  the  world  of  work,  enterprise  and  creaCvity  

•  Connected  to  the  wider  world  and  the  contemporary  challenges  

•  Connected  to  young  people’s  own  talents,  interests  and  passions  

•  Connected  to  innovaCon  in  teaching  and  learning  

 We  need  a  connected  curriculum…  

Connected  through  the  imaginaCve  and  discriminaCng  use  of  technology  

Thank  you  

For  more  informaCon  contact:  Gareth  Mills  

www.garethmillsonline.com  garethmillsonline@googlemail.com  

Compass  Learning  New  direcCons  in  learning