s Session 3: James Henri November 2009

Thinking about re-engineering the learning environment

Learning Cultures are not knowledge cultures Question: Does your organization measure Learning or Knowledge?

Learning Paradigms What is the tallest mountain in the world 1.Everest, Nepal and Tibet, 2.Mauna Kea, Hawaii 3.Chimborazo, Ecuador Now try a soup question:

Learning Paradigms Who gets the gold star? Jenny who scores 100% on every spelling test Or Jill who scores 30% on every spelling test. So what is the issue?

Soup Question 1: What is wrong with the FMS? If you walk into a Factory Model School what do you see? (Forget Hogan’s Heroes ) 1.………………………………………………………….. 2.…………………………………………………………... 3.…………………………………………………………… 4.……………………………………………………………

Soup Question 2: What are the new scaffolds? Learning is ok and much of the time it ought to be good fun. Learning is related to stage not age. Learning is 24/7. Learning is global.

Soup Question 3: What does a good learning community look like? And if that school were re-engineered into a Learning Community and especially into an ILSC…what will have gone and what will have replaced it: -Hardware? -Software? (Relationships, pedagogy, infogogy…)

Hmmmm: Do schools have a future? …learning certainly does! NotSchool

Soup Question 4: What is the point of technology? Stealing bananas from monkeys? OK. So is it the what or the how? Or is it more? Do our students live in “our world”? Do we live in “their world”?

Soup Question 4: What is the point of technology? Consider: Staff blog: personal idea of ILSC Creative writing: My dreams of ILSC Staff wiki: Sharing of thoughts on ILSC Staff blog: synthesis of responses Oliver search Research using online tools Google.docs for drafting final school view

Innovation is change! Stupid. Innovation is another word for learning. Schools must learn…they must change. They must understand the what and the how…and of course the why. The why is easy…The FMS just wont cut it. The what is slightly less obvious…at least at the micro level. The when is a factor of motivation.

The how of innovation The how is what needs attention. But before we discuss the ‘how’ lets ponder on the belief that quality schools are inhabited by quality teachers. And consider the question “ how do quality teachers maintain and grow their quality?”

Teacher quality I would argue that teachers need similar scaffolding to children. And growth is nourished out of each teacher’s ‘big picture’…where am I headed, what do I need, how do I get it, how do I share it…

School level scaffolds A ‘living’ big picture approach Student centred curriculum…that is a curriculum built around and with students…what and how…linked to official requirements. The ‘how of learning’ (IL) is mapped and there is an accepted and share process and nomenclature. Policy, especially information policy (within a policy making process) Time to cover Little’s collegiality imperatives Planned PD including students as teachers Individual student profiles (what and how)

School level scaffolds What role technology in teacher growth?

School level scaffolds CBAM Levels of Concern Levels of Use The Innovation Configuration (IC) Map

School level scaffolds CBAM Levels of Concern Levels of Use The Innovation Configuration (IC) Map

School level scaffolds CBAM Levels of Concern Levels of Use The Innovation Configuration (IC) Map

School level scaffolds

Model of the Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughts vague focused (cognitive) increased interest Actions seeking relevant information seeking pertinent information (physical) exploring documenting Source:

The question is the answer

Big 6 (Unless you are a Kiwi) ps.asp ps.asp

ILSC Appraisal olCommunity.pdf olCommunity.pdf y.pdf y.pdf

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