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


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


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 [email protected]

Compass Learning New direcCons in learning

Education

Gareth Mills Walsall Keynote