Pedagogy for the 21Pedagogy for the 21stst Century Century

LSS Retreat, November, 2010

Changing times- changing Changing times- changing approachesapproaches

• http://www.youtube.com/watch_popup?v=Ig27w_YIx0s&vq=medium#t=34

Video challenges to our world Video challenges to our world views...........views...........

• http://www.youtube.com/watch?v=l72UFXqa8ZU

Stephen Heppell- schools of the Stephen Heppell- schools of the futurefuture

Curriculum Design (ACARA)Curriculum Design (ACARA)

Teachers understand the developmental diversity in the students they teach and are

responsible for organising learning opportunities to meet individual learning needs. Organising the curriculum by year level will help teachers do this and will reduce the risk of repetition of content from year to year as students change teachers or schools.

A curriculum for the 21st century will reflect an understanding and acknowledgment of the changing nature of young people as learners and the challenges and demands that will continue to shape their learning in the future. Young people will need a wide and adaptive set of skills to meet the changing expectations of society and to contribute to the creation of a more productive, sustainable and just society.

Shape of the Australian Shape of the Australian CurriculumCurriculum

• Confident individuals…• • have a sense of self-worth, self-awareness and personal identity that enables them to

manage their emotional, mental, spiritual and physical wellbeing• • have a sense of optimism about their lives and the future — are enterprising, show

initiative and use their creative abilities• • develop personal values and attributes such as honesty, resilience, empathy and respect

for others• • have the knowledge, skills, understanding and values to establish and maintain healthy,

satisfying lives• • have the confidence and capability to pursue university or post-secondary vocational

qualifications leading to rewarding and productive employment• • relate well to others and form and maintain healthy relationships• • are well prepared for their potential life roles as family, community and workforce

members• • embrace opportunities, make rational and informed decisions about their own lives and

accept responsibility for their own actions

Shape of the Australian Shape of the Australian CurriculumCurriculum

• Successful learners…• • develop their capacity to learn and play an active role in their own learning• • have the essential skills in literacy and numeracy and are creative and

productive users of technology, especially ICT, as a foundation for success in all learning areas

• • are able to think deeply and logically, and obtain and evaluate evidence in a disciplined way as the result of studying fundamental disciplines

• • are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines

• • are able to plan activities independently, collaborate, work in teams and communicate ideas

• • are able to make sense of their world and think about how things have become the way they are are on a pathway towards continued success in further education, training or employment, and acquire the skills to make informed learning and employment decisions throughout their lives

• • are motivated to reach their full potential.

Pedagogical views Pedagogical views of curriculumof curriculum

• Curriculum is not a thing but a dynamic process which engages all participants in active construction (Grundy)

• Four commonplaces make upthis view:• teachers• students• subject matter• milieu (Schwab, 1969)

Curriculum, Curriculum, pedagogy and assessmentpedagogy and assessment

Pedagogy in actionPedagogy in action

• Theoretical knowledge and knowledge of subject matter is important - this is known as pedagogical content knowledge (PCK)

• Teachers need to be active participants in continuously improving their pedagogy in order to improve student outcomes

Pedagogies for the future:Pedagogies for the future:

• Engagement• ICT• Student voice• Diversity• Critical pedagogy• Differentiation

Planning a unit of workPlanning a unit of work

• Schools and teachers develop their own approaches which draw on a range of models

• How do we plan to support students’ understanding?

• The Understanding by Design model involves a focus on six facets of understanding

Understanding Understanding by design (UbD) modelby design (UbD) model

• Being able to explain• Being able to interpret• Being able to apply• Having perspective• Being able to empathise• Having self-knowledge about a

given topic

Understanding Understanding by design modelby design model

Figure 7.6: UbD ‘backward design’ approach

Inquiry-based pedagogyInquiry-based pedagogy

Planning to differentiate Planning to differentiate learning learning for student diversityfor student diversity

• Students have different ways of knowing and different learning styles but many classrooms operate as ‘one-size-fits-all’

• Differentiating planning can involve:• negotiating some aspects of learning• taking into account students’ learning styles and

intelligences • offering choices about assessment forms• using individual contracts or plans

Pedagogy in actionPedagogy in action

• Pedagogy must be informed by the teacher’s knowledge of the learners and learning. This involves knowledge of current theories and relevant research

• The effectiveness of pedagogy is influenced by the rich context within which teaching and learning occurs

Pedagogy in actionPedagogy in action• Authentic pedagogy nurtures critical

thinking, deep understanding and thinking

Our Challenges:Our Challenges:

• Building pedagogical content knowledge (PCK)

• Challenging views of curriculum as object- encouraging and pedagogical view of curriculum

• Encouraging pedagogies for the future• Promoting critical pedagogies and reflective

practices