Presentation on theme: "“Education for All” 2011 Conference Personalising Learning Opportunities and Challenges Dr Julia Atkin Education & Learning Consultant “Bumgum” Harden-Murrumburrah."— Presentation transcript:
“Education for All” 2011 Conference Personalising Learning Opportunities and Challenges Dr Julia Atkin Education & Learning Consultant “Bumgum” Harden-Murrumburrah NSW 2587 Julia@learning-by-design.com http://www.learning-by-design.com
... education is at the cross roads. Choosing one direction will lead efforts to lift performance within traditional educational models. Choosing the other will see radical changes in education that will shift the way we think about [schooling]… Steve Maharey HISTORICAL CONTEXT
The origin of the term ‘curriculum Curricle noun historical a light, open, two-wheeled carriage pulled by two horses side by side. ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’ Meta view – evolution of ‘curriculum’ Are we still advocating curriculum as a ‘narrow track to be run as a competition’ pulled along by teachers?
Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become: Successful learners Confident and creative individuals Active and informed citizens Australian Curriculum www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html (accessed 16/10/2010) 18 The Melbourne Declaration of Educational Goals for young Australians unequivocally stated our educative purpose.
The Australian Curriculum http://www.australiancurriculum.edu.au/Home Learning Areas – ‘subjects’ General Capabilities Literacy Numeracy Information & Communication Technology(ICT) competence Critical & creative thinking Ethical behaviour Personal & Social Competence Intercultural understanding Cross Curriculum Priorities Aboriginal & Torres Strait Islander histories & cultures, Asia and Australia’s engagement with Asia,Sustainability Achievement Standards How do we ensure the Australian Curriculum does not become a ‘narrow track to be run’? How do we ensure we work with the Aus Curriculum so that it becomes a rich open field to explore?
Practices & Structures for 21C Ed Purpose ASPECTCONVENTIONAL LEARNING FOR APPROACHKNOWLEDGE ERA Focus of learning ImposedNegotiated Mistakes Should not be madeTo be learned from Assessment Exams Authentic – various modes View of Right - wrongUncertainty - shades Worldof grey Determined by Central authorityLocal/personal needs in context of general/global framework Staffed by Subject expertCross curricula team Aim Theory to practicePractice to theory & theory to practice Ethos Competitive againstStriving for personal best othersagainst criteria & standards
Approach Content & teachingProcess & content, learning drivendriven Focus Teaching centredLearning centred Teacher role ExpertFellow learner / facilitator/sometimes expert Emphasis Knowing thatKnowing how & why and how to find out Student Working aloneWorking collaboratively and alone activity– independence and interdependence Student role Passive/receptiveActive/generative metacognitive, reflective Learning ProgrammedFlexible/opportunity experiences guided by framework of outcomes and learners' interests/needs