Leading a way forward

We often see leaders struggle to know how to get to where they want to be if it means change from the status quo. Trends emerge and new ideas seem to be taken up by different schools but it is easy to miss the boat. It is easy to see where its heading but have not been on the first sailing. 

One of the most effective ways I see to lead effectively take aspirational future looking trends like those brought to us by Core Education and look at them through an action orientated lens like the elearning planning framework. The framework can be used in many ways in this case it identifies some different domains for action: Leadership and strategic direction, professional learning, teaching and learning, technologies and infrastructure and beyond the classroom. The resulting ideas can form the basis of effective implementation plans and strategies.  

Doing this with others makes it more powerful and well considered.

At a leadership sharing session We looked at two of the 10 trends (Learner orientation and networked organisations) watched introductory videos produced by CORE and discussed them using them the elearning planning framework as reference frame. Here are some of the action imperatives we saw that would empower and enable schools.

Learner Orientation

“It’s helpful to think of learner orientation in two ways: firstly, how does the learner orient themselves toward learning? And secondly, how does the school and community orient themselves towards supporting that learner?”

Now looking at this with the different elearning lenses pics of notes taken

Leadership and strategic direction

• Leadership needs to be seen to be learner orientated in staff meetings
• brain research into things such as self regulation - help understanding as to how we can orientate towards learners
• Need to try to connect learning areas to bring authentic learning
• We need to know our students observing how they learn outside of school
• We need to know our students getting their feedback feedforward
• We need to know our students collaborating directly with them
• High levels of futures thinking  

Professional learning-

• Need to have a variety of this with a pedagogical focus
• Have learners present ie clear inquiry into learning as it takes place classroom opportunities to observe learning and learning design
• Collaborations with other schools
• Able to provide access to this 365/24 online/blended components aligned with school learning kawa/protocol

Teaching and learning-

• Relationship with the students is paramount
• Diversity in acceptable evidence of learning
• Use of authentic learning inquiries with real world impact
• consistent language of learning eg (thinking maps, habits of mind)

Technologies and infrastructure-

• Need to have open networks and technologies
• Visible learning through the use of web spaces and environments.
• Use of online forms and aggregatable data to inform learner orientation
• Web research to assess preferred futures

Beyond the classroom-

• Have a whanau orientation - work with the things that have their buy in
• And example of this is to show how they can feed students learning into their own  network constructs. Dorothy Burt at Manaiakalani has shown parents how to feed their students blogs into their facebook streams.
• Provide opportunities for parents to experience the same learner orientation their students do with learning happening in the same way.
• Take the school to the community represent the school outside of the school.

Networked Organisations

David Rogers(link is external) describes networked organisations as: “Borderless: Networked organisations tend to have relatively porous boundaries separating their own departments from other schools, parents, and other key constituencies. Collaborative: Rather than settling for mediocre, these organisations actively seek out ideas from students, parents and partners, exchange information with them, and involve them in innovation and value creation. Pervasively-networked: All divisions and functions of the organisation are engaging with customer networks, and digital technologies are used to connect across disciplines and departments within the organisation as well.”

Leadership and strategic direction

• Leaders need to let go and empower everyone to take ownership
• Identify multiple networks and cultivate them  
• Try to be clear about the two way nature of networks ( the give and get)
• Position and present clearly outside of the organisation
• Utilise social networks and other connected environments
• Make networks accessible to the community

Professional Learning

• Associate with educational networks (VLN, GEGnz, edchat etc)
• Participate in regional learning networks and localised clusters
• Acknowledge networked learning opportunities for staff professional learning
• Provide information as transparently as possible to allow for access
• Promote and work with

Teaching and Learning

• Connect learners to others outside of the organisation
• Co-construct some learning with schools beyond our own

Technologies and infrastructure

• Use social Network tools: Facebook, Twitter, Google plus etc
• Provide systems that allow contributions to come from outside of the organisation
• Ensure that the capability of the network connection is

Beyond the classroom

• Try to find ways to ensure accessibility to the organisation for Whanau and that the learning is not solely relying on physical presence
• Familiarise parent with networked strategies
• Be aware of the connection strategies of others in the community

Letting kids learn

“The longer you wait for the future, the shorter it will be”

ThinkExist.com Quotations. “Loesje quotes”. ThinkExist.com Quotations Online 1 Nov. 2009. 28 Dec. 2009 <http://einstein/quotes/loesje/>

I had the opportunity to work with some students who were taking part in end of year examinations. Those who finished early (and in this case most did) were given the opportunity to do something quietly. I watched as they involved themselves in a number independent activities. I took some photos on my mobile which are here in the slideshow. I reminded me of books we used to have like 100 things to make and do. I feel that this sort of activity, scaffolded and enhanced, has the ability to increase the potential of our student’s

literacy/numeracy/operacy .

Have a look at the slideshow (just eight pictures) and I will explain what I mean.

The only instruction given was that the activity had to be silent while others were working on their exams. We have looked at and developed a framework for learning at Southwell where I teach. I highlighted the values and key competencies personal learning time similar to this might support. This is about “learning to learn” and putting the learner at the center of the learning. Accepting where our students are at and providing them with the tools for self improvement but how ….

Quality Assurance
Such a strategy as this independent learning time is now possible to develop and support through the use of ICT tools. I believe the key characteristics of this might be. This is the big disclaimer

• Classroom Climate - Supportive classroom communities where learning modeled shared celebrated etc.
• Reflection/expression/evidence/collaboration portals ie social networks, eportfolios (for lack of better word), gallery spaces, video repositories etc
• Clear goal setting and articulation for learning perhaps SMART Students are asked to check off whether the goal is specific, measurable, action-oriented, reasonable and timely. This could be as simple as What is the purpose of this learning? What will represent success for me? What have I/we done so far? What do I/we plan to do next? with this information in a web environment peers and others can be used to motivate guide learners through this.
• Formative community assessment – embedded teacher,peer and whole class feedback/feedforward
• Time availability for learning to take place – this could be small pockets of time after say maths in an primary/elementary environment as we know that the brain need less intensive work in order for the neural pathways to become entrenched see syn-aps. It could also be represented in a more flexible programme where teachers facilitate learning with significant online support and individual access to personal learning.
• Exemplars, evidence – Examples of tall poppies – growing poppies and aspiring poppies give students a clear direction.
• 1 to 1 Access - to the connectivity, networks, creation tools and appropriate physical spaces and resources.

The place of personal learning can find its feet and show its evidence. I will finish with a building created in google sketch up by a year 7 students and a link to an online novel written by my son Jack (16) both examples of personal learning and endeavour.

Teachers are biggest effect

Having re-read some of John Hattie's research about the teacher having the greatest effect on learning. It seems to be reinforced as I watch the teachers in the xbox colab project working with learners and running their classes. I recorded the video below with Jo Wilson asking questions of Geoff Booth. I see how this is reinforced. The use of xbox 360s is succeeding because of:

• clear instructional design
• collaborative design
• student voice
  
• pursuit of key competencies
• patience
• research
• organisation
• feedback
• emotional engagement
  

By the way the video was taken using my mobile phone a nokia n95 I am quite happy with the quality.

Junior Students What is Important?

Mark Treadwell Talked about the Juniors ie Students aged 5 to 7

At the Learning at Schools conference last week in Rotorua. He was talking about the need to remove pressure from junior classrooms for everything but language. He mentioned that science for example should have no real objective beyond say being amazed by the world around us. This could be achieved by looking at some things though a microscope (perhaps one a day for a week) The mosquito wing below is a prime example. The main message I see is to reduce and simplify moving to essential knowings and concepts rather than skills and discrete objectives. What we need to be comfortable with is what do student really need to learn at age 6? What Can they Learn?

The following are my thoughts on where Junior Schools might fit into
learning pathways.
langauge
Oral

• listening

• speaking

Visual

• viewing, graphics
  
• presenting

Written

• Reading
• Writing, txt

Operacy

• doing stuff in the playground
• exploring
• manipulating stacking
• fine motor skill development

Learning to live together.

Learning to think

Infrastructure - people

Have been working on a presentation for an upcoming conference.

This has been a reflection on 8 years of work in co-ordinating ICT
in a large New Zealand primary school. Probably the hardest infrastructure get
right is people. The more time I spend with technology the further I develop
my skills and comfort. Yet there are people who are yet to go online in any significant
manner or for any significant purpose.

As technologies become more reliant, powerful and ubiquitous those not on board
seem more conspicuous by their absence.

If we consider conceptual frameworks that
may provide a learning pathway for these people what might it be.

• Logic -- Thinking
  
• Risk taking -- Discovery
  
• Questioning -- Making Meaning
  
• Recognising patterns
• Utilising others (along the line of Vygotsky's ZPD) -- Belonging

This group of concepts (competencies?) is quite similar to the core of this diagram
produced by Mark Treadwell