Thai – Lessons from the UK Building Schools for the Future programme [email protected]

Thai – Lessons from the UK Building Schools for the

Future [email protected]

www.camb-ed.net

BSF – a journey not

an eventWhat is your destination ?

BSF Continuum of creativity & innovation

Strategy for

change

Strategy for

change

Change ManagementChange Management

Cu

rren

t ou

tsta

nd

ing

pra

ctic

e C

urre

nt o

uts

tan

din

g p

ractic

e

OBCOBC

Readiness to

deliver

Readiness to

deliver

ProcurementProcurement

LEP Future focussed projects LEP Future focussed projects

Lon

g te

rm v

isio

n – N

ever re

ach

ab

le?

Lon

g te

rm v

isio

n – N

ever re

ach

ab

le?

Collective Partnership Targets and KPIs

Educationally led design : immersive, leading edge technology.

A whole school culture of innovation

Senior team planning for

innovation

Senior team planning for

innovationNational Policy, Social context, history,

research, current capacity

Identify key stakeholders and begin to

prepare representation of these

EnvisioningEnvisioning

Deliverables

‘BEST’ Vision‘BEST’ Vision

Case studiesCase studies Ideas SorterIdeas Sorter

Workshops

DebateDebate

Innovation teamsInnovation teams

ImplementationImplementation

EvaluationEvaluation

Sign off of ideas phase Sign off of ideas phase

Innovation delivery TeamsInnovation delivery Teams

Resources and PrioritiesResources and Priorities

Evaluation of first 6 months Evaluation of first 6 months

‘Lea

rner

Vis

ion

‘Lea

rner

Vis

ion

‘3 Id

eas

post

ers

‘3 Id

eas

post

ers

Context Stakeholders

Plan

Do

Review

Stakeholder landscape

Add and/or subtract stakeholder groups required for consultation in your community.

Parents Community leaders Teachers

Learners Student councils Sponsors

Police Destination schools Feeder schools

Local residents Alumni Web community

Local businesses Local government School advisors

Define subsets of any of the above Local charities Senior Management

Inclusion practices

Inclusion Practice Explanation

DelegatedResponsibility is given to a stakeholder group and their plan is accepted. ( We

would be cautious of such an approach)

Co - developedThe development of ideas is shared

equally. Both parties have equal opportunity to influence the final solution

Consulted and debated

Stakeholders are consulted before a plan is written up then this plan is opened up

for debate in an open meeting

Consulted Stakeholders are consulted

InformedStakeholders are kept informed about the

process with no clear way of them becoming involved

Envisioning

What is your destination ?

Some Possible Routes

T-Route P-Route• Teacher Led• Knowledge ‘delivered’• Learners consume

media• Competitive• Teacher assessed• Distinct from informal• Pace of the class• Single course• Predominant learning

style• Restricted age range• Personalised by

teacher

• Learner Led• Knowledge created• Learners produce

media• Communities of

learning• Peer and Self

Assessment• Formal, informal

continuum• Individualised

challenges• Multiple pathway• Choice of approach• Peer and multi age

working• Personalised by choice

The T-route Model

Teacher

Knowledge

Teacher Training

Delivery model

Teacher

Knowledge

Teacher Training

Delivery m

odel

Resources

Content C

reation

Teacher selected content

Teacher

Knowledge

Teacher Training

Guided

Resources

Content C

reation

User selected content ?

Learning

Environment

Knowledge

The P-route Model

User

generated

content

Knowledge

TeacherInput stimulus,

guidance, direction,

opportunities

Research outcomes,

analysis, conclusion

Continuous improvement

Pulling in the same direction Incremental changes in

the right direction are ‘Transformational’

Time(Years)

Starting point for example school

SRF Measure of e-Confidence

Near-term Visions

5 (lowest)

4

3

2

1 (highest)

T-route P-route

Some school processes or practice may fall anywhere on the

spectrum; however, from operational efficiency

perspective, a school pursues one route or the other

P1 and T1 describe model schools with a standard of ICT equipment matching the PfS output specification

Future Visions (‘moving targets’)

T1 P1

P2

P2 and T2 describe ‘moving targets’ at the end of the the longer-term vision. Schools will be using more advanced ICT.

T2 P2

0

4

5

10

15

Outcome

Learner Outcomes

Teacher Outcomes

Community outcomes

Envisioning Task

1. Decide which of the three categories you would like to work on.

2. Imagine it is the year 2030 and you are giving an international presentation about the

most outstanding practice in your country

3. What would this success look like?

4. You can base it on the outcomes shown here or create your own.

5. Add your ideas to post-its and stick on the flip charts provided.

Whole school / group visionFuture Vision Vote

Learner

Teacher

Community

Size of the Building

How big will your new school be ?

Likely floor areaTaken from BB98 (building bulletin 98)

Typical human space allowances

• Standard teaching space = 1.8 square metres per child

• Practical or lab space = 2.5 square metres per child

• Total teaching space requirement (including timetable redundancy ) = 3.3 square metres per child.

• Circulation space = 25% - 30% of net

Key Decisions

Dictating form and function

Task 2 - Justify from your vision

Key Theory Y/N? Brief descriptions

Human Scale Education research Create houses to ensure groups < 90

Unisex / Universal Toilets Single room toilets with basin for staff and student

Service Learning All services can be run by students

Performance / Praise media All work will be displayed / performed

Cultural and historic identity Impact and community acceptance for belonging

Co-location / Community ZoningSports, Medical, Library, Ideas stores, Care homes, Other phases, SEN, light

mechanical, conference facilities, community theatre, Children’s services

Greater funding may be possible to attract for co-location. Each co-located service offers new learning and collaborative opportunities as well as economies of scale. In smaller communities the school may be the main employer and hub.

Sustainable / Eco School Location of ‘green’ measures

1:1 device ratios – Smart building Infrastructure and convergence towards IP

Micro - society Outside community reflected in the building

Space diversity No two spaces the same to permit diversity

Pupil professionalism (staff areas?) If staff have it then students have it.

Corridor removal and outside spaces The need for corridors should be removed – central street and social hub ideas can be used.

Specialism / Merit structures ? Teaching specialism dictates design.

Room 13 (Scotland)1 /5

4 /5TW, IE, Cr, SM, EP

1 /5

10 Replica projects 5 years after set up

LOW (Costs are for spare room and adult minder plus budget for children to

manage)

Teacher = smaller classLearners = choice and responsibility

Self-directed room for children who finish their work

early

Ingenium (London, UK)

Children decide the rules: Teachers have to follow

them in one high quality classroom. Teachers book

in to the room if they choose. Children review the

rules each 6 weeks.

2 /5Projector, Wireless laptop,

video, sound

4 /5TW, IE, Cr, SM, EP, RL

4 /5 Time allowed for pupil discussion


MEDIUM (Quality venue for status with no essential timetabling)

Teacher = Good working environmentLearners = involvement, valued, working

environment.

Micro-Society (Japan & USA)

Children manage real jobs – running the school,

including radio station

1 /5TV station and Radio station

5 /5TW, IE, Cr, SM, EP, RL

4 /5 Ongoing re-instatement and negotiation


LOW (Quality venue for status with no essential timetabling)

Teacher = None additionalLearners = involvement, valued, genuine experience, responsibility, progression.

Broadclyst (UK)

All work is electronic through teacher presentation

and lecture

4 /5Personal PC 1:1, supporting

peripherals

2 /5IE, SM

3 /5 Initial change in practice


HIGH (3 classes combined so funds can be directed to ICT )

Teacher = Considerable support and control, attractive pay

Learners = personal pace through materials.

Kunskapsskolan (Sweden)

Children agree goals with their tutor at the start of

the week and then negotiate the timetable required

to achieve them

2 /5Not essential but highly useful

5 /5 Outcomes tend to be subject based but could be

competence based also

5 /5 Role of the tutor is essential as is the content providers


MEDIUM – lots of choice of space

Teacher = Less planning and markingLearners = Responsibility, pace, personal

ownership, reflective learning

Eggbuckland (UK)

Children receive teacher training and deliver the

curriculum to each other

5 /5Permanent access to

equipment on request

5 /5 Using PbyP to capture progress

5 /5 Power balance is a critical factor


HIGH (1:1 access, initially effective now actual )

Teacher = Less planning and markingLearners = Responsibility, pace, personal

ownership, reflective learning

Also Washington Project

( International – less ICT)

High Tech High (USA)

Every Learner has a hot-desk facility and office

environment to work in. Most learning by allocated

assignment.

Learner finds resources.

4 /5Permanent access to

equipment via hotdesk

3 /5 Using methods to capture progress

1 /5 Teachers find adapting easy


HIGH (1:1 access, new building design )

Teacher = Efficient resource and project management

Learners = Responsibility, pace, personal ownership.

Hole in the Wall ( India )

ICT is simply made available to learners in their

social and recreation times.

Tasks begin to refer to information found this way

2 /5Computers required at small

ratios

4 /5 Skills are highly praised assessed by outcome

1 /5 Viral


LOW ( budgets for teams to create resources )

Teacher = Less time producing resources and tasks

Learners = Ownership and shared responsibility

Pudsey Grangefield ( UK )

Dynamic timetable, all rooms are different. Students

look at airport-style LCD screens to find out the

location of their next classroom.

Child as professional learner

2 /5Computers are not key to the

project except display

1 /5 Not the subject of the case study

2 /5 Staff must accept that they don’t have their own room

and must be as flexible as the students

? Completed in September with no known copy yet but good

initial indicators

MEDIUM ( Internal display strategy and dynamic input )

Teacher = Greater match of space to activity

Learners = Feeling of being professional and trusted “feels like you are at

university”

Knowledge Park ( Singapore )

Students take up a learning podule, the higher up

the harder the content.

0 /5Computers are not key to the

project except display

1 /5 Not the subject of the case study

1 /5 Staff must accept that they don’t have their own room

and must be as flexible as the students

5 Now copied extensively

LOW ( Cushions ! )

Teacher = NoneLearner = role modelling

Task 2 - Justify from your vision

Key Theory Y/N? Brief descriptions

Human Scale Education research Create houses to ensure groups < 90

Unisex / Universal Toilets Single room toilets with basin for staff and student

Service Learning All services can be run by students

Performance / Praise media All work will be displayed / performed

Cultural and historic identity Impact and community acceptance for belonging

Co-location / Community ZoningSports, Medical, Library, Ideas stores, Care homes, Other phases, SEN, light

mechanical, conference facilities, community theatre, Children’s services

Greater funding may be possible to attract for co-location. Each co-located service offers new learning and collaborative opportunities as well as economies of scale. In smaller communities the school may be the main employer and hub.

Sustainable / Eco School Location of ‘green’ measures

1:1 device ratios – Smart building Infrastructure and convergence towards IP

Micro - society Outside community reflected in the building

Space diversity No two spaces the same to permit diversity

Pupil professionalism (staff areas?) If staff have it then students have it.

Corridor removal and outside spaces The need for corridors should be removed – central street and social hub ideas can be used.

Specialism / Merit structures ? Teaching specialism dictates design.

Innovation Teams

Teachers will drive the changes needed.

Conditions for success

• All P-route systems are based on 21st Century Skills and competencies

• In order to innovate, teachers must be able to measure baselines and improvements in these competencies.

• Teacher action research and reflection provide the conditions for success

Self-Managers

Effective Participators

Creative Thinkers

Reflective Learners

Independent Enquirers

Team Workers

PLTs - Core set 1 2 3 4 5 6 7 8 9

St Be Organised E Go for it, finish itC Manage RiskS Manage EmotionsC Take ResponsibilityE Build the teamSt Manage the TeamS Evaluate the TeamE Identify an IssueC Find SolutionsSt Persuade othersS Get InvolvedS Explore a QuestionSt Evaluate EvidenceE Stay ObjectiveC Reach ConclusionsC ImagineSt Make LinksS Question AssumptionsE Take Creative RisksC Set Your ChallengesSt Plan-Do-ReviewE Invite FeedbackS Share learning

The PbyP framework KS3-5

Functional Skills 1 2 3 4 5 6 7 8 9

Making sense of situationsCalculating / AnalysingInterpreting and ComunicatingDiscussionPresenting to an AudienceComparing / combining sourcesWritingUse ICTFind and select information using ICTPresent, process develop with ICT

networked intelligence

Reliable peer assessmentWhat to use for goals?

Lifelong competencies

Arranged in Skills Ladders

Clear progression up a ladder

Can be understood and evidenced by the

learner

Learning

Environment

Knowledge

The P-route Model

User

generated

content

Knowledge

TeacherInput stimulus,

guidance, direction,

opportunities

Research outcomes,

analysis, conclusion

Continuous improvement

Making the vision happen

‘Learner BEST outcome 1

TRANSFORMATION :

Whole school progression toward the long term vision with the involvement of all its staff, students and other key

stakeholders.

Innovation Team 1

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Pro

ject

Innovation Team 2 Innovation Team 3 Innovation Team 4 Innovation Team 5 Innovation Team 6

‘Learner BEST outcome 2 ‘Learner BEST outcome 3

Managing Risk

When you took over the leadership

You crack eggs ! Your initiatives

have yet to bear fruit. People

complain it was better before – and

it was!

Time

People have understood the vision and it is

widely shared – initiatives have kicked in and

are achieving change

Su

ccess

You are reaching the Good phase.

Most things are in place

Results begin to plateau

Wide Support and good will

Identify new project while energy is high

Innovation and Risk Taking referring to the new vision for

direction

Stop doing some things to make space for the new – don’t

be afraid to let go.

Task

• From your vision statements we took key decisions for the structure of the school

• Now we must identify key areas in which we wish to drive innovation today to set up the conditions for change required

• Which innovations currently taking place in your school are in line with your vision and likely to scale. If there are none can you identify one you will start and who would be the innovation team ?

Adjacencies

How will the school operate?

Example adjacency model

Central

Resource Area

House 1

House 2

House 3C

ate

rin

g

Indoor Sports

facilities

EntranceTheatre

Public Zone

Kitchens

Student Swipe card zone

Example adjacency model

Faculty based model is shown

With generic overlay it appears

that the social areas of dining

and peer performance are not at

the heart of the building

Media Arts

Tech

nica

l

Gen

era

l

Teach

ing

Fuelled by inspiration, personal choice and personal needs. Recognising that the value of a community is in the diversity, creativity, relationships and peer respect.

Supported by a range of advisors, mentors and teachers: The learner is at the centre. They are empowered by choices and the advice of many others.

Research led, open, collaborative, safe to fail and experiment : Learning research informs us and is an active human process in which new knowledge occurs through individuals sharing and developing ideas and concepts with others

Success understood by the learner. Evidenced, shared and praised : If learners drive the process, assessment and objectives are owned and If learning is driven by inspiration and developed in communities then sharing is as essential as the recognition of progression.

Fuelled by inspiration, personal

choice and personal needs.

Supported by a range of advisors,

mentors and teachers:

Research led, open,

collaborative, safe to fail and

experiment :

Success understood by the learner.

Evidenced, shared and praised :

Fundamental Principles of learning. Learning should be…

‘It is a fabulous school to be in. A buzzy place but it feels quiet because you can see everywhere. It feels open and has that atmosphere of learning,

‘In Science we have mini break-out suites for students to do extended work, but these are in transparent areas so I can still monitor them through the glass walls. It is really promoting their independent learning skills.

Research led, open,


experiment :

We require spaces where…

Research led, open,


experiment :



Sharing Learning

‘We take our laptops out into the flexible spaces to work in groups and come back together to make multi-media presentations of our findings to the rest of the class’

• The street is full of children’s art work and the art classes have walkabout lessons doing critiques of the work on display. The students are responding really positively to the new environment; it’s very refreshing!



Sharing Learning



Spaces to inspire learning.





Bremer :‘We are moving out of the

classrooms into both indoor and outdoor

space. The playground, which used to be just

a mucking about zone, is now a learning

space with a work map, timeline, river course

and chessboard. I took a class out there and

we enacted the growth of the British Empire

on the map, checking events against the

timeline.

Forest Hill: in art we have produced huge

canvasses recording the building under

construction, the staircases are analysed in

terms of engineering…

Spaces to inspire learning

Teacher Pupil relationship




mentors and teachers:


mentors and teachers: ‘

Bremer: The LRC has a series of breakout rooms, too

where we can teach specific groups or encourage group

work: these spaces are helping us personalize education

for the children.

As a teacher I have become much more of a facilitator

and guide’

Kelmscott: Openness of the building has built trust

between adults and students. Students own the social

spaces and use them unsupervised in a mature way

Teacher Pupil relationship

Community Focus

Kelmscott School

Old EntranceNew Entrance

Kelmscott: ‘Community engagement has improved significantly.

The community is coming in. We are sharing our new Performing Arts facilities

with the community and with other schools.

Bremer: As part of our strategy for improving outcomes for children and families

and workforce reform we have created Student Services which occupies an entire

wing of the school.

Final Task

• Construct your own adjacencies model

• Identify how and where the ‘key messages’ of your project will be expressed

Questions and Answers

Team roles

The Leader

( takes responsibility and volunteers )

The Coach

(builds the team especially talents and

skills)

The Manager

( Manages the team especially

deadlines and roles )

The Motivator

( Praises the team and eventually

evaluates )

A leadership curriculum

Structured activities for primary and secondary classrooms to introduce Belbin style group structures

Levels 1-3: Classroom based team working activities

Level Minimum Description

1 10 Minutes

The team completes a ten minute activity. They help each other, respect each other, praise each other and listen to each other.

2 20 Minutes

All level 1 plus… the team completes a 20 minute activity that requires them to discuss and agree rules, and produce a feeling of team

spirit or shared goals.

3 60 Minutes

All level 2 plus… the team can use a formal meeting to agree roles in the team. Team members are open, co-operative and look after each

other.

Task ideas1 2 3

Take Responsibili

ty

I volunteer for jobs.I can work out rules in games or in teams. I can take turns and share the different jobs

I have put together a team of four and we had our first meeting. We agreed jobs for each of us. We worked out some rules we would all have to follow to make it fair. I have kept to what I agreed.

Build Team Strengths

I understand that people should show respect to each other. They should listen to what they say and look after each other.

I take into account the needs of others. I can tell if someone is sad or happy and I can check they are OK. I know what people are good at and what makes them feel happy.

When I work together in a team I make sure everyone is heard by sticking up for them or inviting them to speak. I help to make sure everyone gets the jobs they want to do OR are best at. My evidence will come from other team members explaining how I supported them.

Manage the Team

I help people who are finding work hard.

I help people in my team so that our whole team does really well

I make sure everyone in our team knows what they need to be doing and if they look like they are running out of time I help them myself or ask others to help them.

Evaluate the

Team

I can say 'well done' to other people when they have done something well.

In my team I can praise each person for something they did really well. They would agree with me.

I can praise each person in my team of 4 using their names and I can tell what I did well that helped the team and what I did badly?

A leadership curriculum

Structured activities for primary and secondary classrooms to introduce Belbin style group structures

Levels 4-6: Learner-led team projects and services

Level Minimum Description

4 2 Weeks All level 3 plus…the team offer a service that requires them to reliably perform a task each day for two weeks without prompting or support.

5 6 WeeksAll level 4 plus…the team comes up with the service themselves and

evaluate their own effectiveness in delivering the service.

6 6 WeeksAll level 5 plus…the team are commissioned to run their project or

service and respond to the tender which will have resources or a budget attached.

Task ideas4 5 6

Take Responsibili

ty

I have led in a team where I have a daily role. I have remembered to do my job every day and sometimes when someone else in the team is away I have done their job without being told to. My team and I decided on the different roles and who should do them. We change roles sometimes..

I lead a team of people who offer a service, run a club or event or do a job together. Everyone has very clear roles and I can explain what they are. We agreed the roles together and I have done mine well and not let people down. As evidence I could explain what our team will be doing, who does what role and how we decided on these. I could share my thoughts and concerns about what could go wrong and how I would deal with it.

I have led a team of 4 people or small company and have been in control of a budget. When I set up the team we negotiated roles and now everyone is clear on their roles and what tasks they personally need to do for the team to succeed. If there is an issue, complaint or if people have an argument in the team I will get involved and take responsibility for making sure it is sorted out fairly. I personally know what all the team members are

working on at the moment.

Build Team Strengths

For level 4 you need evidence that you can put yourself in other people’s position and see THE SAME argument from two different sides. When two people are arguing can you understand both points of view. For evidence you could re-enact or explain when you used this skill to solve an argument in your team.

I have evidence that I can MIRROR. This is about listening to someone and reflecting their feelings back to them. I may use examples of times when I felt the same. I know I have mirrored well if the person recognises themselves in what I say. I can evidence doing this on video or explain when I used it to make people feel more listened to in my team.

I have found examples of the hundreds of tiny things that effect people every day. For negative examples a snigger when someone is sharing how they feel or looking away when they are half way through a sentence. For positive examples a pat on the arm, smiles, questions about how they are, remembering something that they said etc. I have found examples of these and can explain how they have helped to build or

damage my team.

Manage the Team

I make sure that everyone in our team knows what our team targets are. I keep the group on task. For evidence I could let you see a plan I have made that shows who is supposed to do what and by when OR a video/ audio of me getting the team working.

I produce project plans that show what everyone in the team should be doing and what their deadlines are. I organise meetings to discuss the plan and make sure everyone is clear about what they need to do. My evidence needs to include the plan and something about how the meetings have helped.

In a project that lasts for at least six weeks I have negotiated SMART weekly targets for each member of the team. Our meetings review the plan and make sure everyone is on task and meeting deadlines. We provide a good service that is value for money and reliable

because of the team and my management of it.

Evaluate the

Team

When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact and see if I can agree with anything. I thank them and don't get cross. I praise each person in my team very specifically (say exactly how and what they did well) and am honest and open about exactly what I have done well and badly.

I can look at the whole team and suggest ways we could all work together better using positive suggestions. If I think there is a problem, I can only raise it if I have a suggestion. Evidence could be an evaluation of how well the team has met its targets and why or how well the team delivers its service.

People who have worked together on a big project need people to appreciate them. At the end of a project I produced a report/presentation/video that shares our successes with people outside our team and also makes the team feel proud of the work they have achieved. It

must also hint at improvements needed for next time?

Level 4 examples

• A team of four, offer a service for just two weeks then they walk away.

• The service requires them to organise themselves as a team to ensure the service is provided daily

• Someone monitors if the service is carried out effectively.

• Eg – A team of four offer Reception duty services – checked by receptionist

• A team of four are responsible for keeping a corridor clean for two weeks – checked by cleaning staff

Level 5 examples• Level 5 requires teams to

devise a project over six weeks that will improve the community for others or offer a service

• Currently used in PbyP schools for…– Student led buddy systems– Student led shops and

library– Student led seminars and

clubs– Student TV– Managing ICT rooms– Developing infant ICT

training programme

Task ideas4

Take Responsibility

I have led in a team where I have a daily role. I have remembered to do my job every day and sometimes when someone else in the team is away I have done their job without being told to. My team and I decided on the different roles and who should do them. We change roles sometimes..

Build Team

Strengths

For level 4 you need evidence that you can put yourself in other people’s position and see THE SAME argument from two different sides. When two people are arguing can you understand both points of view. For evidence you could re-enact or explain when you used this skill to solve an argument in your team.

Manage the

Team

I make sure that everyone in our team knows what our team targets are. I keep the group on task. For evidence I could let you see a plan I have made that shows who is supposed to do what and by when OR a video/ audio of me getting the team working.

Evaluate the Team

When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact and see if I can agree with anything. I thank them and don't get cross. I praise each person in my team very specifically (say exactly how and what they did well) and am honest and open about exactly what I have done well and badly.

Some examples of opportunities1. The ‘St Lawrence School’ wrist bands.2. Oswestry homework replacement.3. Radstock news editor4. Carn Gwaval project teams5. Pearl Hyde’s environmental area6. Isles of Scilly extended reception duty teams.7. Bealings Commissioning8. Serlby transition project9. Numerous schools – peer teaching projects10.Numerous schools – extended project linked to a

final presentation.

Documents

Thai – Lessons from the UK Building Schools for the Future programme [email protected]