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Dr P K Hazlewood
Headteacher, St John’s Marlborough Visi=ng Fellow University of Bristol
DfE’s new idea........the English Baccalaureate! “Our future is on the line. The na=onal that out-‐educates us today is going to out-‐compete us tomorrow” (Obama 2010)
“We can’t go on like this..........nothing else will do: we need big change in the way we do educa=on in our country” (Cameron 2010)
.... is this the last human century? (Rees, Astronomer Royal)
or is it on the brink of the next evolu=onary step? or are we on the =pping point of ecosystem disaster? death of civilisa=on__________ techno-‐humanity
Is to prepare people for the future – but what future?
“All...........should become successful learners, confident and crea=ve individuals, and ac=ve, well informed ci=zens”
-‐ successful learners -‐ develop their capacity to learn -‐ are crea=ve, innova=on and resourceful....enterprising and use their ini=a=ve
-‐ are able to plan ac=vi=es independently, collaborate and work in teams
-‐ develop personal values and a]ributes such as resilience and empathy (Australian Na=onal Curriculum)
“The largest effect sizes on student achievement occur when teachers become learners about their own teaching, and when students become their own teachers” (Ha`e)
NB: Building Agency in the Face of Uncertainty – Keri Facer (2011)
Challenge 1 genera9ons and lifecourse Understanding trends in demographics, family structure, intergenera=onal rela=onships and ageing.
Challenge 2 iden99es, ci9zenship, communi9es Understanding the development of cultural iden=ty,
ci=zenship and community in the context of globalising/localising forces.
Challenge 3 knowledge, crea9vity and communica9on Understanding trends in the crea=on, circula=on and
communica=on of knowledge.
Challenge 4 work and employment Understanding trends in work and employment.
Challenge 5 state/market/third sector Understanding trends in rela=onships between state,
private and third sector provision of public services. (Futurelab 2008)
Crea=ng highly confident, capable, independent learners
q Managing (Complex) Informa=on q Managing (Difficult) Situa=ons q Rela=ng (Extremely Well) to People q Learning how to learn (for life) q Global par=cipa=on (making a difference)
¥ Change lessons every hour 25 =mes a week ¥ See 12+ teachers ¥ Lack of con=nuity ¥ Lack of coherence ¥ The disintegrated, disengaging curriculum
¥ Developing the joy of learning for its own sake where learning has a value in its own right
¥ Empowering students to explore and develop a range of learning skills which best suit them
¥ Engaging them fully in their own educa=onal experience ¥ How to work effec=vely in a variety of unfamiliar
situa=ons and environments ¥ To think purposefully, demanding more of themselves
and others in pursuit of their challenges
¥ Frequent, con=nuous, precise talk about teaching prac=ce
¥ Frequent observa=on of classroom prac=ce ¥ Planning, designing, evalua=ng together ¥ Teaching each other the prac=ce of teaching
New Triplisa,on Paradigm Individualised Student and Learning ¥ student is centre of educa=on ¥ individualised programmes ¥ self-‐learning with guidance ¥ self-‐actualising process ¥ focus on how to learn ¥ self-‐rewarding and enjoyable
Tradi,onal Site-‐Bound Paradigm Reproduced Students and Learning ¥ student is follower of teacher ¥ standard programmes ¥ absorbing knowledge from teacher ¥ receiving process ¥ focus on how to gain ¥ externalised rewards
New Paradigm Individual Teacher and Teaching ¥ teacher is the facilitator to support
students’ learning ¥ mul=ple intelligence teacher ¥ individualised teaching style ¥ teaching is to arouse curiosity ¥ teaching is a process to ini=ate,
facilitate and sustain students’ self-‐learning and self-‐actualisa=on
¥ sharing joy with students ¥ teaching is a lifelong learning process
Tradi,onal Site-‐Bound Paradigm Reproduced Teacher and Teaching ¥ teacher is the centre of educa=on
alidkskljdf ¥ par=ally competent teacher ¥ standard teaching style ¥ teaching is a disciplinary, delivering,
training and socialising process akjdkldj jasdlkasdjklsjklsdjklsd lkjadklf
¥ achieving standards in examina=ons ¥ teaching is a transfer and applica=on
process
¥ Distributed leadership – High trust team based structure ¥ Rich dialogue about learning – Shared meaning and vocabulary ¥ High expecta=ons and aspira=ons – Culture of success and
recogni9on ¥ Focus on rela=onships and behaviour – Emo9onal literacy,
consistent strategies ¥ Learning to learn – Cogni9ve enrichment ¥ Rich pormolio of learning and teaching strategies – Reconciling
teacher, learner and topic ¥ Personalisa=on of learning – Learning styles, personal learning
plans ¥ Assessment for learning -‐ Forma9ve, developmental ¥ Reflec=on, review, monitoring and evalua=on
¥ School leadership commi]ed to individual, organisa=onal and personal training
¥ Widely shared leadership based on high trust ¥ Explicit leadership responsibility for learning ¥ Shared knowledge crea=on, learning focused research and
CPD ¥ High quality personal rela=onships, networks ¥ High levels of student, family and community involvement ¥ Leadership underpinned by systema=c management ¥ A culture of enthusiasm, energy and joy in the learning of
others
¥ teaching and pedagogy will need to change ¥ the majority of teachers are not prepared ¥ the majority of leaders in educa=on are not focussed on the ‘big picture’
¥ professionalism is in need of redefini=on h]p://www.youtube.com/watch?v=B4g5M06YyVw&NR=1
If we want our learners to be: ¥ inquirers ¥ knowledgeable ¥ thinkers ¥ communicators ¥ reflec=ve
¥ principled ¥ open-‐minded ¥ caring ¥ risk takers
Then how do we prepare our teachers?
¥ crea=ng a system for world class, globalised teacher educa=on
¥ the subject issue is irrelevant ¥ as with student self-‐learning, teachers need to be learning throughout their career. Inspiring, challenging at the foremost of thinking
¥ systems for teacher learning will be complex and mul=faceted involving many organisa=ons and communi=es
¥ global networks for exchanging experiences, ideas and accredita=on
¥ web-‐based, interac=ve environment as a compulsory forum