Our Moral Purpose

Tawa CollegeWhat’sourmoral

purpose?30January,2017

@dwenmoth

What’sonthehorizon?

http://www.core-ed.org/thought-leadership/ten-trends

NZinthe1950s• Babyboom

– Populationreached2million(Sept,1952)– Morethan125,000immigrantssettledhere– Manynewschoolsbuilt

• Britain’sfarmyard– 90%exportearningsfromfarming– Sheepnumbersrose40%inthe1950s

• By1959…– 54%dwellingshadrefrigerator– 57%hadawashingmachine– 14%dwellingsstillhadnopipedwater– 19%dwellingsstillwithoutflushtoilet

• Communications– ‘snailmail’– 200millionlettersperyear– 24.5airmails– 8milliontelegrams– 1440PostOfficesnationally– Onelandlineperfivepeople– manypartylines

Thecurriculum- 1955?

• Reading,writingandarithmetic• Militarydrill(secondary)• Phys Ed• Civics,citizenshipandmoraltraining• Woodwork(boys),Homecraft (girls)

Whatwilllifebelikein2050?• Howmanypeoplewilltherebe?• Whatwillcitiesbelike?• Whatwillweeat?• Whatformsoftransportationwillweuse?• Willglobalwarmingtriggercatastrophicchanges?• Willrobotshavetakenovertheworkforce?• Whatadvancesinhealthwilltherebe?• Whatwillschoolsbelike?

TheEndofEducation?

1. Getagoodjob2. Learntobeaconsumer3. Learntoadoretechnology

“We need to address the metaphysical or philosophical purpose of school – if teachers, parents and kids don’t believe in the purpose of school it becomes a place of detention, not attention!” Neil Postman

Whatareschoolsfor?

http://blog.core-ed.org/derek/2016/06/thriving-in-a-modern-world.html

BigQuestions…

• Howdowelearn,andwhatkeepsusmotivatedtodoso?• Whatisthebodyofknowledgeandskillsthatlearnersneedaswemoveintothesecondhalfofthetwenty-firstcentury?

• Howcansmartdigitaltechnologiesbebestdeployedtorealisethegoalofamorepersonalised education?

• Howcanwebuildeducationsystemsthatprovidehighqualitylearningopportunitiestoall?

http://visible-learning.org/2015/06/download-john-hattie-politics-distraction/

MoralPurpose• Makingadifferenceinthelivesofstudents

• Committingtoreducingthegapbetweenhighandlowperformers

• Transformingtheworking(orlearningconditions)ofotherssothatgrowth,commitment,engagementandtheconstantspawningofleadershipinothersisbeingfostered.

MichaelFullan

Measuresofsuccess

• Seattime• Jobskills• Softskills• TestScores• Memorization• Citizenship

Discuss• Whichoftheseprovidesthemostcompellingstoryforyou?Why?

• Howisthisevidentinthewayyouteachandwhatyouteach?

• Seattime• Jobskills• Softskills• TestScores• Memorization• Citizenship

Practices

Principles

Moralpurpose

WHY?

HOW?

WHAT?

Derived from values/beliefs. Captured in policy statements.

What you stand for. Mutually agreed and owned by the school community. Shared beliefs/values. Made explicit in mission/vision statement.

Lived expression of your values.

Sowhatarethebuildingblocksforeffectivemodernlearningpractice?

BuildingBlocksforanILE:OECD– TheNatureofLearning

1. Cooperativelearning2. ServiceLearning3. HomeSchoolpartnerships4. FormativeAssessment5. Inquiryapproaches6. LearningwithTechnology

BuildingBlocksforanILE:OECD– TheNatureofLearning

Thebuildingblocks

1. highstandardsofattainmentandparticipation

2. asafeinclusiveandpositivelearningenvironment

3. respectforselfandothers4. communityandwhanausupport5. service

1. Whatisit?2. Whatdoesitlooklike?3. Whereisthishappeninginour

schoolalready?4. Wherecouldweimprove?

BuildingBlocksforanILE:OECD– TheNatureofLearning

Groupactivity:Buildingblocks

NowWhat?• WhatisthemoralpurposeatTawa College?• HowareyouworkingtowardsthisinTawa College?• Wouldaparentorvisitortoyourschoolreadilyidentifythisasthisschool’spurposeoraim?

• Whatmechanismsareinplacetoensurethatthesedispositions/competencies/skillsarebeingdevelopedateverylevelofTawa College?

• WhatprocessesareinplaceateverylevelofTawa Collegetoassessyourlearners’progresstowardstheseideals?

PARTTWO

What’sourvisionoflearningandtechnology?

ASSIMILATION

• Totaloralmosttotalfocusonlearning

• HighbutsubconsciousconnectednessbetweenICTactivityandcurriculum,philosophy,learningtheory,thinkingetc.

• ICTactivityembeddedinlongtermstructureforlearning.

• Emphasisonspontaneous useandstudentagency

ADDITION

• TotaloralmosttotalfocusonICT,ICTskills,ICTplanning.

• Littleornoconnectiontothinking,learning,cognitivechallenge,philosophyetc.

• ICTactivityseparatedintimeandplacefromotherlearning.

• Emphasisonuseperse.

INCORPORATION

• ICTasignificantaspectoffocus

• Someconnectiontocurriculum,thinking,learning,cognitivechallenge,philosophyetc.

• ICTactivityprobablyseparatedintimeandplacefromotherlearning.

• Emphasisonfrequent use

INTEGRATION

• SomeICTconsciousnessstillpresent

• HighconnectednessICTactivitywiththinking,learning,challenge,philosophy

• ICTactivitylinkedintimeorplacewithotherlearning.

• Emphasisonappropriate use

TECHNOLOGY,SKILLS,PROFICIENCY

CURRICULUM,PEDAGOGY,AGENCY

https://proquestionasker.github.io/

Whatthereportactuallysaid…

• Confrontthereality.Technologyhasnotyetdeliveredonitspotential.

• Technologytodayisanamplifierofeffects,bothpositiveandnegative.

• Youcan’tthinkabouttechnologyinisolationfromteachers.• We’venotyetentirelyunderstoodwhattheimplicationsoftechnologyareforeducation.

• Weriskincreasedinequalitiesineducationinthedigitalera,withsomeexceptions

http://openeducationeuropa.eu/en/node/174147

• Havewegraspedhowsignificantlystudentaccesstotechnologyischangingtheirexpectationsaslearners?

• Howdoweengagethesedigitallearnersinthecontent andprocess oflearning?

Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER

Whatisourperceptionof

knowledge,andwho’owns’it?

Knowledge

Itcanbestored- inminds,booksorotherkindsofdatabasesKnowledgeistrue,correct,“thefacts”Itissomethingstablethataccumulatesslowlyovertime;newknowledgebuildsonolderknowledgeItisbuiltupbypeople,andpeoplecan“have”it,however,itexistsobjectively,independentlyofpeopleTherearedifferentbranchesofknowledgecalleddisciplinesorsubjectsEachdisciplinehasitsownwayofdoingthings

Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER

Minds

• Mindsarelikecontainers(filingcabinetsordatabases),theystoreknowledge

• Mindsalsoprocessknowledge;theytakeitin,organise itandrepresentit

• Mindsaretheplaceswherethinkingandlearninghappen• Somemindshavemorecapacitythanothermindsforstoringandprocessingknowledge

• Themindislocatedinthebrain,butitsactivitiesaredistinctfromthebrain’sotherfunctions

Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER

Learning

• Learningistheprocessbywhichknowledgegetsstoredinminds• Learningisanindividualactivity:ittakesplaceinindividualminds• Learningisanactivitythathappensinmoreorlessthesamewayinallindividuals

• Learnersofthesameage(orstageofdevelopment)willbereadyforthesamekindsofknowledgeatthesametime

• Learningiseasieriftheknowledgetobelearnedisbrokendownintopartsandintroducedasaseriesofsteps.

Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER

Studentexpectations

Washor,EandMohkowski,C(2013)Leavingtolearn

Domyteachersreallyknowaboutmeandmyinterestsandtalents?

DoIfindwhattheschoolisteachingrelevanttomyinterests?

DoIhaveopportunitiestoapplywhatIamlearninginrealworld

settingsandcontexts?

DoIfeelappropriatelychallengedinmylearning?

CanIpursuemylearningoutofthestandardsequence?

DoIhavesufficienttimetolearnatmyownpace?

DoIhaverealchoiceaboutwhat,whereandhowIlearn?

DoIhaveopportunitiestoexploreandmakemistakes?

DoIhaveopportunitiestoengagedeeplyinmylearningandtopracticetheskillsIneedtolearn?

StudentVoice

• Oneofthemostpowerfultoolsavailabletoinfluenceacademicachievementishelpingstudentsfeeltheyhaveastakeintheirlearning.

• Tofeelmotivatedtodosomethingandbecomeengagedinitsactivity,youth(likeadults)generallyneedtofeeltheyhaveavoiceinhowitisconductedandanimpactonhowitconcludes.

• Timeandagain,researchhasshownthatthemoreeducatorsgivetheirstudentschoice,control,challenge,and opportunitiesforcollaboration,themoretheirmotivationandengagementarelikelytorise.

http://bit.ly/2ecZTh0

http://bit.ly/2ecZTh0

Agency

• “Thepowertoact”• “Senseofownership”• “Executingandcontrollingone’sownactions”

• “Self-efficacy”• “Personalisation”

Threedimensionsofagency

• Self - involvestheinitiativeorself-regulationofthelearner• Others - isinterdependent.Itmediatesandismediatedbythesocioculturalcontextoftheclassroom.

• Environment - includesanawarenessoftheresponsibilityofonesownactionsontheenvironmentandonothers.

http://bit.ly/2eUq1AI

Collaborationiskey

• Student-studentcollaboration• Teachercollaboration• Communitiesofpractice• Professionallearninggroups• Movingfrommetowe• Learningasa‘collective’activity

Owne

rshipofkno

wledge

Individual

Collective

Reproduction TransformationVisionoflearningandtechnology

Collectivefrustration.

Potentialof21st Centurylearningrealised

Personalorientation,innovationresisted

Isolatedpocketsofinnovation

Theassessmentdilemma

Theassessmentdilemma

Curriculumcontent

Studentengagement

Deeplearning

Manymeasures

Fewmeasures

CoherenceFramework• FocusingDirection• CultivatingCollaborativeCultures

• DeepeningLearning• SecuringAccountability

• +Leadershipatthecentre!

Coherence:TheRightDriversinActionforSchools,Districts,andSystemsbyMichaelFullan andJoanneQuinn.CorwinEducation

CoherenceFramework

ACTIVITY• Workinpairsorthrees• Considereachcomponentasdescribedandnotetheevidenceofwherethisishappeninginyourschool

• Reportbacktothewholegroup

Coherence:TheRightDriversinActionforSchools,Districts,andSystemsbyMichaelFullan andJoanneQuinn.CorwinEducation

ThankYou

derek.wenmoth@core-ed.org

@dwenmoth

http://www.wenmoth.net