1. Space and Learning
Does it matter?

2. No, space is a bonus

3. It’s the learning that matters

4. It’s the why

6. What is usually valued?

7. Traditionally it is..... The best readers in class
The best at numeracy
The best artist
The best runner in the class or school
One of the best at team sports
One of the best musicians
Socially popular / well liked
Good at everything she / he does
Happy
Involved in lots of activities

8. Why? It’s easy to see It’s what we’ve always valued
It’s what we have always done
It’s safe
You can assess it
It’s known
It can be standardised

9. What are the 10 skills that have been identified by many researchers that we should be teaching?

10. Self-motivation
Self-discipline
Perseverance/commitment
Balance/sustainable
Coachable
Self-managing
Courage/tenacity/drive
Social confidence/ assertive
High self-esteem/happy
Self-efficacy

11. All schools still value literacy and numeracy, however
All schools still value literacy and numeracy, however What are the new literacies? What do they need to learn?

12. Our students will need to learn to
To deal with massive amounts of data
Have global communication skills
Self direct/Self motivate/Self start/Self regulate
Organise/Collaborate/Plan/Reflect/Assess (self, peer, expert)
Have multi-level relationships
Sustain their learning
Learn in purposeful ways- blended
Learn through real life projects/inquiries (OECD conference in Finland “Grasping the Future” identified this as crucial for the future of the young)

13. In the 21st century knowledge has a new meaning...
Why?
Catching the Knowledge Wave -Dr Jane Gilbert (Gilbert, 2005) Chief Researcher at the New Zealand Council for Educational Research.
In the 21st century knowledge has a new meaning...
• is a process, not a ‘thing’
• does things, has an impact
• happens in teams, not in individual ‘experts’
• can’t be ‘codified’ into ‘disciplines’
• develops to be replaced, not stored

14. In the 21st century learning has a new meaning...
• involves generating knowledge not storing it
• is primarily a group - not an individual activity
• happens in ‘real world’, problem-based contexts
• should be ‘just-in-time learning’, not ‘just-in-case’

15. BEST EVIDENCE SYNTHESIS- (ALTON LEE, 2003)
• Quality teaching is focused on student achievement (including social outcomes) and facilitates high standards of student outcomes for heterogeneous groups of students.
• Quality teaching is responsive to student learning processes.
• Pedagogy promotes learning orientations, student self-regulation, meta-cognitive strategies and thoughtful student discourse.

16. Quality Teaching Synthesis-(Hattie, 2003)
Expert teachers...
• Adopt a problem solving stance
• Anticipate, plan and improvise as required
• Have a complex perception of classrooms
• More adept at monitoring and providing relevant feedback
• Test hypotheses about learning problems
• Have high respect for students
• Are passionate about learning and teaching
• Develop students’ self regulation and esteem
• Provide appropriate challenge
• Enhance deep learning

17. What we teach probably isn’t what children learn..........
......that a large proportion of each students significant learning experiences
were self-selected or self-generated
even in traditional classrooms.
Nuthall 2007

18. Learning Habits in School
• Being right
• Creating ideas
• Listening to teachers
• Questioning things
• Working alone
• Being active
• Remembering facts
• Showing initiative
• Following instructions
• Self-evaluating
• Being adventurous
• Copying down
• Discussing with peers
• Accepting what you’re told
• Working with others
• Sitting still
• Imagining possible solutions
• Showing respect
• Taking responsibility
• Being evaluated

19. Outcomes
19th century clerk?
21st century explorer?

20. 21st century explorer?
• Being adventurous
• Creating ideas
• Discussing with peers
• Questioning things
• Working with others
• Being active
• Imagining possible solutions
• Showing initiative
• Taking responsibility
• Self-evaluating
19th century clerk?
• Being right
• Copying down
• Listening to teacher
• Accepting what you’re told
• Working alone
• Sitting still
• Remembering facts
• Showing respect
• Following instructions
• Being evaluated

21. DREYFUS MODEL Rule Governed Behaviour PPK Basis For Action
Read the Context
Novice
Beginner
Competent
Proficient
Expert

22. TRANSFORMATIONAL LEARNING - Edwards and Butler
clear understood flows
time
THE PIT
confusion frustration angst
L -

23. How we teach matters! It’s the practice It’s the structures It’s the WHY It’s making it visable

25. Be Flexible
Foster Inquiry by scaffolding curiosity
Design opportunities for participation
Teach kids not subjects
Provide opportunities for experiential learning
Embrace Failure
Don’t be boring
Foster joy/fun
Share/reflect/share/reflect- with who?